2. 外语
  3. (1) I had known for a long time that the people around me used a method of communication different from mine; and even before I

(1) I had known for a long time that the people around me used a method of communication different from mine; and even before I

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问题     (1) I had known for a long time that the people around me used a method of communication different from mine; and even before I knew that a deaf child could be taught to speak, I was conscious of dissatisfaction with the means of communication I already possessed. One who is entirely dependent upon the manual alphabet has always a sense of restraint, of narrowness. My thoughts would often rise and beat up like birds against the wind, and I persisted in using my lips and voice. Friends tried to discourage this tendency, fearing lest it would lead to disappointment. But I persisted, and an accident soon occurred which resulted in the breaking down of this great barrier—I heard the story of Ragnhild Kaata.
    (2) In 1890 Mrs. Lamson, who had been one of Laura Bridgman’s teachers, and who had just returned from a visit to Norway and Sweden, came to see me, and told me of Ragnhild Kaata, a deaf and blind girl in Norway who had actually been taught to speak. Mrs. Lamson had scarcely finished telling me about this girl’s success before I was on fire with eagerness. I resolved that I, too, would learn to speak. I would not rest satisfied until my teacher took me, for advice and assistance, to Miss Sarah Fuller, principal of the Horace Mann School. This lovely, sweet-natured lady offered to teach me herself, and we began the twenty-sixth of March, 1890.
    (3) Miss Fuller’s method was this: she passed my hand lightly over her face, and let me feel the position of her tongue and lips when she made a sound. I was eager to imitate every motion and in an hour had learned six elements of speech: M, P, A, S, T, I. Miss Fuller gave me eleven lessons in all. I shall never forget the surprise and delight I felt when I uttered my first connected sentence, "It is warm." True, they were broken and stammering syllables; but they were human speech. My soul, conscious of new strength, came out of bondage, and was reaching through those broken symbols of speech to all knowledge and all faith.
    (4) No deaf child who has earnestly tried to speak the words which he has never heard—to come out of the prison of silence, where no tone of love, no song of bird, no strain of music ever pierces the stillness—can forget the thrill of surprise, the joy of discovery which came over him when he uttered his first word. Only such a one can appreciate the eagerness with which I talked to my toys, to stones, trees, birds and dumb animals, or the delight I felt when at my call Mildred ran to me or my dogs obeyed my commands. It is an unspeakable boon to me to be able to speak in winged words that need no interpretation. As I talked, happy thoughts fluttered up out of my words that might perhaps have struggled in vain to escape my fingers.
    (5) But it must not be supposed that I could really talk in this short time. I had learned only the elements of speech. Miss Fuller and Miss Sullivan could understand me, but most people would not have understood one word in a hundred. Nor is it true that, after I had learned these elements, I did the rest of the work myself. But for Miss Sullivan’s genius, untiring perseverance and devotion, I could not have progressed as far as I have toward natural speech. In the first place, I laboured night and day before I could be understood even by my most intimate friends; in the second place, I needed Miss Sullivan’s assistance constantly in my efforts to articulate each sound clearly and to combine all sounds in a thousand ways. Even now she calls my attention every day to mispronounced words.
    (6) All teachers of the deaf know what this means, and only they can at all appreciate the peculiar difficulties with which I had to contend. In reading my teacher’s lips I was wholly dependent on my fingers: I had to use the sense of touch in catching the vibrations of the throat, the movements of the mouth and the expression of the face; and often this sense was at fault. In such cases I was forced to repeat the words or sentences, sometimes for hours, until I felt the proper ring in my own voice. My work was practice, practice, practice. Discouragement and weariness cast me down frequently; but the next moment the thought that I should soon be at home and show my loved ones what I had accomplished, spurred me on, and I eagerly looked forward to their pleasure in my achievement.
What can we know about the girl named Ragnhild Kaata from the passage?
选项 A、She studied with Laura Bridgman.
B、She was a student of Mrs. Lamson.
C、Her success encouraged the author.
D、She was educated in Horace Mann School.
答案C
解析 原文第二段前三句作者提到拉根希尔德·卡塔，她是一个又聋又盲的女孩，但是已经成功地学会了说话，这件事燃起了作者的希望之火，她也想要学会开口说话，可见这个女孩的成功故事激励了作者，故答案为C项。该段只是说拉姆森夫人是劳拉的授课教师，并没有提到卡塔是否与劳拉一起学习，也没有说她是拉姆森夫人的学生，因此A项和B项在原文中均没有依据，可先排除；该段倒数第二句说到作者的老师将她送至萨拉·富勒小姐那里，而这位小姐是霍勒斯·曼恩学校的校长，但是并没有说卡塔是在这个学校学习的，故排除D项。
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