The author faced unforeseen difficulties at the beginning of her second year at Gilman School since many of her embossed books were not ready. With the help of Miss Sullivan, she had to wait for materials like a braille typewriter. Her classes were large and none of the teachers provided her special instruction. Over time, her difficulties began to disappear as the embossed books arrived and she continued her studies with renewed confidence under Mr. Keith. However, Mr. Gilman felt she was being overworked and decided she must stay three more years, which led to disagreements and her withdrawal from the school. She continued lessons with Mr. Keith and passed her Radcliffe College examinations despite difficulties with the American braille

1. THE STORY OF MY LIFE
Made by :-
Group 5

2. INTRODUCTION
 Second year at Gilman’s school.
 Problems faced by author in algebra, geometry.
 Embossed books arrive.
 Author and her sister withdraw from the school.
 Study under Mr. Keith a tutor of the author.
 Preparations for Radcliffe College.
 Appear for final examinations to enter Radcliffe.
 Clears the examinations however.

3. SUMMARY
The embossed books arrived and Helen started learning with renewed
confidence. She had no aptitude for mathematics but Mr. Keith helped her and
she a clear idea of the subject.
Mr. Gilman wanted Helen to spend at least five years in his institution.
Miss.Sullivan was confident that she could everything required in a short
period of time. But Mr. Gilman thought that she could not take her final exams
as she was overworked and might fell ill. This difference of opinion resulted in
withdrawing Mildred and the author from the school. Helen continued her
studies under Mr. Keith of Cambridge.

4. In October 1898 she and other members returned to Boston. For eight months
Mr. Keith gave her lessons five times a week, in periods of about an hour. This
way her preparation went on without any hindrance and interruption. Studying
at home was interesting rather than getting instructions at class. Individual
attention proved more beneficial. Her teacher sharpened her faculty of
reasoning and trained her to seek conclusions calmly and logically.
On 29 & 30 october1899 she took her final exams for the Radcliffe college. The
path she was walking on was full of hurdles but she overcame them ultimately.

5. ANALYSIS
Helen faced many obstacles on her path to success but she
overpowered them and came out with flying colours. It was all due
to her determination, inner strength and the help of her well
wishers.

6. WORD MEANINGS
DETERMINATION :- firm resolution
 CONFRONTED :- faced with
 HYPOTHESIS :- supposition
 BETRAYED :- deceived
 CROOKED :- rough
 VEXING:- troubling
 COMPREHEND :- understood

7. REMONSTRATE :-to make a protest
 PERPLEXING :- surprising
 INDISPOSITION :- slight illness
 WHITTLING :- cut small stripe with knife
 PROCTOR :- official of the university
 MORROW :- the following day
 SURMOUNT :- overcome
 RENDERED :- made
 CONSOLATION:- comfort

8. EXERCISE
CHOOSE THE CORRECT OPTION:-
I. Helen did not feel obstacles in her studies
II. Helen could not complete her studies due to lack of embossed books
III. Algebra and geometry troubled a lotto make her comprehend them
IV. Miss Sullivan interpreted and did all the work for Helen
ANS. Helen could not complete her studies due to lack of embossed
books

9. FIND OUT THE CORRECT STATEMENT :-
I. Mr. Keith came out from Wrentham
II. Mr. Keith was from Alabama
III. Mr. Keith explained details in Latin
ANS. Mr. Keith came out from Wrentham

10. WHAT WAS NOT TAUGHT AT THE GILMAN’S SCHOOL ?
I. Algebra
II. Geometry
III. Elementary Greek
IV. Chemistry
ANS. Chemistry

11. SELECT THE CORRECT STATEMENT ?
I. Mr. Vining was an instructor at the Gilman school
II. Mr. Vining was an instructor at the Perkins institute
III. Mr. Vining was the member of the administrative board of Radcliffe
IV. Mr. Vining was a blind lecturer
ANS. Mr. Vining was an instructor at the Perkins institute

12. GROUP MEMBERS
I. POONAM .Y
II. PRANAV MATE
III. PRATAP
IV. PREMBIR
V. PRIYANSH SINGH

14. SUMMARY
The beginning of the second year at Gilman school was full of hope and
determination for the author. But during the first few weeks she was frustrated.
With unforeseen difficulties. She was without the embossed books she needed.
Many of her books were not ready at the beginning of the school. The classes
were large and none of the teacher would give her special instructions .Miss
Sullivan was obliged to read books for her. The author had to wait to buy a
braille typewrite to do her Algebra, Geometry, Physics. She was not able to see
the blackboard to see Geometrical drawings. Rather she had to represent it on
the cushions with wires and strings.

15. She said that she was ashamed to remember how she showed her
feelings some times and that her behavior was later used against Miss
Sullivan. But slowly her difficulties began to disappear. The embossed
books and other materials arrived and she threw herself into work
with renewed confidence. But algebra and geometry could not hold
her interest until Mr. Keith started teaching her.

16. Seeing her hard work Mr. Gilman felt that she was being strained.
So he decided that she must remain in the school for three more
years. This decision of Gilman was not liked by the author.one day
she was not well and could not go to the school. Mr. Gilman on
learning this fact guessed that it is due to overwork and stress that
her health had broken down. This decision created a difference of
opinion between Mr. Gilman, Miss Sullivan and the authors mother
an the author and her sister were withdrawn from the school

17. The author however continued her classes under Mr. Keith who
taught her Algebra, Latin, geometry and Greek and miss Sullivan
interpreted his instructions. Keith took great interest in her studies
and then she found all the subjects interesting including
mathematics.

18. On appearing for the examinations of Radcliffe college, the college
authorities did not allowed Miss Sullivan to sit with the author. Mr.
Vining one of the instructors of Perkins institute of blind was
employed to copy the papers in American braille. The braille
worked well in all language for her but a difficulty arose in
geometry and algebra. As she was used to English braille, the
notations and symbols in American braille confused her and her
work became painfully slow.
However at the end the author became happy that in spite of all the
obstacles she was able to overcome them successfully.