Helen Keller

Kate Adams Keller

Helen's mother, who provided unwavering love and support throughout her life.

Anne Sullivan

Anne was Helen's dedicated teacher and lifelong companion, who broke through her isolation.

Michael Anagnos

Anagnos was the director of the Perkins Institution who supported Helen's early education.

Alexander Graham Bell

Bell was a kind mentor and advocate who helped connect Helen with resources and education.

Tommy Stringer

Tommy was a fellow deafblind student at Perkins who became Helen's close companion.

Captain Keller

Helen's father, who was loving but initially struggled to understand her condition.

Samuel Gridley Howe

Helen admired Howe as a historical figure and pioneer in deafblind education.

Viney

Viney was a servant in the Keller household who helped care for young Helen.

Robert E. Lee

Helen met General Lee briefly as a child; he showed her kindness and gave her a gift.

Laura Bridgman

Helen was inspired by Laura, the first deafblind person to be formally educated, as a role model.

James Keller

James was Helen's half-brother, with whom she had a warm sibling relationship.

Phillips Brooks

Brooks was a beloved clergyman who provided spiritual guidance and friendship to Helen.

Dedication

The author who dedicates her story to Alexander Graham Bell.

Editor’s Preface

Subject of the autobiography; her story and letters form the first two parts of the book.

The Story of My Life

The author and protagonist, reflecting on her early childhood and transformation.

The Story of My Life

Narrator and subject of the autobiography, reflecting on her early childhood and the onset of her disabilities.

I

The author and narrator, reflecting on her early childhood and the onset of her illness.

II

Narrator and subject of the chapter; describes her early childhood, frustrations, and mischievous acts.

III

Describes her intense desire to express herself and the frustration leading to daily outbursts.

IV

Narrator and protagonist; experiences a profound breakthrough in understanding language at the well-pump.

V

Narrator and protagonist; experiences both the delight of learning about nature and the terror of being trapped in a tree during a thunderstorm.

VI

Narrator and protagonist; reflects on her journey from naming objects to understanding abstract ideas like love and thought.

Chapter VII

Narrator and central figure; reflects on her early education and joyful learning experiences.

The First Christmas

Narrator and central figure experiencing the joy of Christmas and the loss of her canary.

IX

Narrates her visit to Boston, reflecting on her growth and experiences.

The Sea

Narrator and protagonist; experiences the ocean for the first time, nearly drowns, and later captures a horseshoe crab.

XI

Narrator and protagonist, reflecting on her joyful return home and adventures at Fern Quarry.

Winter's Enchantment

Narrates her sensory and emotional experience of winter, including snowstorms and tobogganing.

XIII

Describes her determination to learn to speak and the joy of uttering her first connected sentence.

The Frost King Incident

The author and narrator, who experiences the trauma of being accused of plagiarism and struggles with the fear that her writing may not be original.

XV

Reflects on the aftermath of the 'Frost King' incident, struggles with self-doubt, and writes a sketch of her life. Visits Niagara and the World's Fair.

Chapter XVI

Narrator and protagonist; describes her self-study and formal lessons.

Chapter XVII

Attends the Wright-Humason School, studies various subjects, and experiences both progress and disappointment in speech and lipreading.

Chapter XVIII

Narrator and protagonist; enters Cambridge School to prepare for Radcliffe.

XIX

Narrates her struggles and determination during her second year at Gilman School and subsequent preparation for Radcliffe College.

College

Narrates her first day at Radcliffe, her studies, and her reflections on college life.

Chapter XXI

Narrator and protagonist, reflecting on her reading journey and the impact of books on her education.

XXII

Narrator and protagonist; describes her sensory experiences of city and country, her love of cycling, games, and art, and her interactions with children and actors.

XXIII

Narrator and central figure, reflecting on her friendships and spiritual growth.

II: Letters (1887–1901)

Author of the letters, providing firsthand account of her education and experiences.

Letters (1887–1901)

Author of the letters; expresses her thoughts on travel, learning, and her relationships with family and friends.

III: A Supplementary Account of Helen Keller’s Life and Education

The author and subject of the supplementary account, reflecting on her life and education.

The Writing of the Book

The author of the autobiography, who wrote and revised her story under challenging conditions, using a typewriter and braille machine.

Personality

The subject of the chapter; her personality, humor, courage, and determination are explored in depth.

III: Education

The pupil whose education is the central focus of the chapter, showing rapid progress in language acquisition and deep emotional engagement with literature.

Speech

Describes her determination to learn to speak, her joy in using speech, and her address at the Mt. Airy meeting.

Literary Style

Subject of the chapter; her literary style and the 'Frost King' incident are analyzed.

Endnotes

Referenced in multiple endnotes regarding her letters, speech, and the Frost King incident.

List of Illustrations

Author of the letter, expressing her sentiments about Mr. Brooks's new role.