The Story of My Life Summary and Explanation
PSEB Class 12 English Chapter 5 The Story of My Life Summary, Theme, Explanation along with Difficult Word Meanings from A Rainbow of English Book
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PSEB Class 12 English Chapter 5 – The Story of My Life
by Helen Keller
Helen Keller was made blind and deaf through fever at the age of nineteen months. Born in 1880, at a time when blind/deaf people were likely to be consigned to the poor house or asylum, she went on to live a fuller and more adventurous life than many before or since. Despite being blind and deaf it was clear that Helen had a remarkable gift for communication. She learned to read and write Braille, and to read lips by feeling the shapes and vibrations formed by people’s mouths as they speak. This form of lip-reading (Tadoma) is one that is very difficult, and few people ever manage to do successfully. Anne Sullivan arrived at Keller’s house in March 1887, and immediately began to teach Helen to communicate by spelling words into her hand. At age 22, Keller published her autobiography, The Story of My Life (1903), with help from Sullivan and Sullivan’s husband, John Macy. It recounts the story of her life up to age 21 and was written during her time in college.
The story is about the blind and deaf writer Helen Keller and Anne Mansfield Sullivan, her teacher. The teacher had changed her depressing perspective and taught her how to understand words and sensations, giving Helen Keller a teaching that most blind and deaf people at that time were not given.
- The Story of My Life Summary
- The Story of My Life Summary in Hindi
- The Story of My Life Theme
- The Story of My Life Lesson Explanation
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Helen Keller describes the most important day in her life- when Anne Mansfield Sullivan came into her life. The date was March 3, 1887 and she was three months away from becoming seven years old. Helen could feel her mother move in and out of the house hurriedly. So she stood on the porch, expecting something to happen. She draws a similarity between herself and a ship lost in the dense fog, that could barely survive with just a plummet and a sounding-line. Her soul would cry silently for someone to give her ‘light’. Just then, she felt someone was standing next to her. Since she could not see or hear, she assumed that the person was her mother and she stretched out her hand. The person not only took her hand but also picked her up. The person was none other than Miss Sullivan and she was there not just to teach but to love and care the little girl. The next morning, Miss Sullivan gave Helen a doll to play with. The doll was sent from the blind children in the Perkins Institute and was dressed up by Laura Bridgman. Then, Anne wrote d-o-l-l on the girl’s hand with her finger. The girl thought that her teacher was playing a game with her and so she imitated the letters on her hand as well. She slowly learnt how to write the letters with her finger correctly. Excited, she went to her mother and showed her what she had learnt. Slowly, Helen was taught that everything has a name. There were some obstacles as well. One time, Helen could not understand the difference between ‘m-u-g’ and ‘w-a-t-e-r’. Miss Sullivan would give up and then renew the same lesson at the earliest opportunity. Then, one day, she gave Helen a rag doll to teach her that both the doll made from glass and the other made from cloth were both the same- ‘d-o-l-l-s’. Then, Miss Sullivan again took up the lesson of teaching the difference between ‘m-u-g’ and ‘w-a-t-e-r’. Helen got frustrated and threw the first doll on the floor. The glass of the doll broke into fragments and it gave Helen immense satisfaction when she felt Miss Sullivan sweep the pieces of the broken doll near the hearth. Then, Miss Sullivan took Helen to the well-house and Helen hopped and skipped as she felt an emotion that she did not understand then. Then, the teacher kept Helen’s hand under the spout and poured water on the girl’s hand. On the other hand, she wrote ‘w-a-t-e-r’, first slowly and then faster. Then, Helen finally understood the lesson and she became happy and hopeful. She went back to the house and touched all the objects, which all quivered with life. She then properly understood that every object has a name and meaning, and everything was important. She then remembered the doll and went to the hearth. She picked up the broken pieces and tried to mend the doll but to no avail. Helen could feel tears in her eyes because she finally felt guilty and sad for breaking the doll. She regretted not being able to feel the life in the doll anymore. Then, Miss Sullivan taught her more words like mother, father. She could feel flowers blooming around her because of the newfound understanding that she had of the world and vocabulary.
Summary of the Lesson The Story of My Life in Hindi
हेलेन केलर अपने जीवन के सबसे महत्वपूर्ण दिन का वर्णन करती हैं—जब ऐनी मैन्सफील्ड सुलिवन उनकी ज़िंदगी में आईं। वह दिन था 3 मार्च, 1887 और वह सात साल की होने से तीन महीने दूर थीं। हेलेन को अपनी माँ का घर में जल्दी-जल्दी आना-जाना महसूस हो रहा था। इसलिए वह बरामदे में खड़ी होकर कुछ होने की उम्मीद कर रही थीं। उन्हें अक्सर ऐसा लगता था जैसे वह घने कोहरे में खोया हुआ एक जहाज़ हैं, जो बस एक छोटी सी छलांग और एक ध्वनि-रेखा के सहारे मुश्किल से बच पा रहा है। उनकी आत्मा मन ही मन रोती रहती थी कि कोई उन्हें रोशनी दे। तभी, उन्हें लगा कि कोई उनके बगल में खड़ा है। चूँकि वह देख या सुन नहीं सकती थीं, उन्होंने मान लिया कि वह व्यक्ति उनकी माँ हैं और उन्होंने अपना हाथ बढ़ाया। उस व्यक्ति ने न सिर्फ़ उनका हाथ थामा, बल्कि उन्हें गोद में भी उठा लिया। वह व्यक्ति कोई और नहीं बल्कि मिस सुलिवन थीं और वह वहाँ नन्ही बच्ची को न सिर्फ़ पढ़ाने आई थीं, बल्कि उसे प्यार और देखभाल भी दे रही थीं। अगली सुबह, मिस सुलिवन ने हेलेन को खेलने के लिए एक गुड़िया दी। यह गुड़िया पर्किन्स इंस्टीट्यूट के नेत्रहीन बच्चों की तरफ़ से भेजी गई थी और लॉरा ब्रिजमैन ने उसे सजाया था। फिर, उन्होंने अपनी उंगली से बच्ची के हाथ पर “d-o-l-l” लिख दिया। बच्ची को लगा कि उसकी शिक्षिका उसके साथ कोई खेल खेल रही हैं, इसलिए उसने भी उसके हाथ पर लिखे अक्षरों की नकल की। धीरे-धीरे वह अपनी उंगली से अक्षर सही ढंग से लिखना सीख गई। उत्साहित होकर, वह अपनी माँ के पास गई और उन्हें दिखाया कि उसने क्या सीखा है। धीरे-धीरे, हेलेन को यह समझ आ गया कि हर चीज़ का एक नाम होता है। कुछ बाधाएँ भी थीं। एक बार, हेलेन ‘म-उ-ग’ और ‘पानी’ के बीच का अंतर नहीं समझ पा रही थी। मिस सुलिवन हार मान लेतीं और हर मौके पर वही सबक दोहरातीं। फिर, एक दिन, उन्होंने हेलेन को एक चीथड़े वाली गुड़िया दी ताकि उसे सिखाया जा सके कि काँच से बनी गुड़िया और कपड़े से बनी गुड़िया, दोनों ही ‘गुड़िया’ हैं। तब, मिस सुलिवन ने फिर से ‘म-उ-ग’ और ‘पानी’ के बीच का अंतर सिखाने का सबक लिया। हेलेन निराश हो गई और उसने पहली गुड़िया ज़मीन पर फेंक दी। गुड़िया का काँच टुकड़ों में टूट गया और हेलेन को बहुत संतुष्टि मिली जब उसने देखा कि मिस सुलिवन टुकड़ों को चूल्हे में फेंक रही हैं। फिर, मिस सुलिवन हेलेन को कुएँ के पास ले गईं और हेलेन उछल-कूद करने लगी क्योंकि उसे एक ऐसा एहसास हुआ जो उसे तब समझ नहीं आया था। फिर, शिक्षिका ने हेलेन का हाथ अंकुर के नीचे रखा और उसके हाथ पर पानी डाला। दूसरी ओर, उसने ‘वॉटर’ लिखा, पहले धीरे-धीरे और फिर तेज़ी से। तब, हेलेन को आखिरकार पाठ समझ में आया और वह खुश और आशान्वित महसूस कर सकी। वह घर वापस गई और सभी वस्तुओं को छुआ, जो सभी जीवन से काँप रही थीं। तब उसे अच्छी तरह समझ आया कि हर वस्तु का एक नाम और अर्थ होता है, और हर चीज़ महत्वपूर्ण होती है। फिर उसे गुड़िया याद आई और वह चूल्हे के पास गई। उसने टूटे हुए टुकड़े उठाए और गुड़िया को जोड़ने की कोशिश की, लेकिन कोई फायदा नहीं हुआ। हेलेन की आँखों में आँसू आ गए क्योंकि उसे गुड़िया तोड़ने का अपराधबोध और दुःख हुआ। उसे इस बात का अफ़सोस हुआ कि अब वह गुड़िया में जीवन का एहसास नहीं कर पा रही थी। फिर, मिस सुलिवन ने उसे माँ, पिताजी जैसे और शब्द सिखाए। दुनिया और शब्दावली की नई समझ के कारण वह अपने चारों ओर फूल खिलते हुए महसूस कर सकती थी।
Theme of the Lesson The Story of My Life
The story highlights the importance of a good role model and teacher in the life of a child. Anne Sullivan was a good role model and teacher to Helen Keller and was able to successfully teach the blind and deaf little girl the beauty of vocabulary. The story is centralized around positive growth or transformation. For example, the day Miss Sullivan came into Helen’s life is also depicted by means of nature and how the winter season was being replaced by spring. Winter is usually depicted to be bleak in contrast to spring, which is a season of new beginnings and full of life. The story also sheds light on the importance of education and knowledge. When Helen did not understand the things around her, she was bitter and full of hopelessness. However, when she properly understood what the word ‘water’ meant, she became happier, curious and full of spark, determination and emotion. The understanding of vocabulary was like light and Miss Sullivan was the one guiding her towards it.
The Story of My Life Lesson Explanation
Passage: The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan came to me. I am filled with wonder when I consider the immeasurable contrasts between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.
Word-meanings:
immeasurable (adj): too large or great to be measured
contrasts (n): opposites
Passage Explanation: Helen Keller said that the day she met her teacher Anne Mansfield Sullivan was the most important day in her life. The sentence “I am filled with wonder when I consider the immeasurable contrasts between the two lives which it connects” can mean two things. One, Helen Keller had undergone a huge transformation when she was under Sullivan’s care. Helen Keller had been sad and hopeless but after she met Sullivan, she started understanding things and enjoying life. Two, it could be shedding light on the difference between Helen Keller and Sullivan. Sullivan could not see properly and yet she was kind and hopeful whereas Helen could not see and hear and she had a bleak point of view and did not appreciate life and things given to her because of the loss of two senses. She met Sullivan on March 3, 1887. She was going to be seven years old in three months, around June 3.
Passage: On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed vaguely from my mother’s signs and from the hurrying to and fro in the house that something unusual was about to happen. So I went to the door and waited on the steps. The afternoon sun penetrated the mass of honeysuckle that covered the porch, and fell on my upturned face. My fingers lingered almost unconsciously on the familiar leaves and blossoms which had just come forth to greet the sweet southern spring. I did not know what the future held of marvel or surprise for me. Anger and bitterness had preyed upon me continually for weeks and a deep languor had succeeded this passionate struggle.
Word-meanings:
vaguely (adv): not firm or sure
penetrated (v): to go into or pass through something
honey suckle (n): a climbing plant with white, yellow, or pink flowers with a sweet smell
upturned (adj): something that is turned in the upwards direction
marvel (n): something that is amazing and extraordinary
languor (n): the pleasant state of feeling lazy and without energy
Passage Explanation: It was the afternoon of March 3, 1887, the day she met Sullivan. Helen was standing on the porch. She did not know what was going to happen but she did know that something was going to happen because she could feel her mother walking around the house, hurriedly, as if something unusual and big was going to happen. However, Helen was not sure because of course, she could not hear and see exactly what was happening. So Helen went out and waited on the steps of the porch. The sunlight of the afternoon Sun passed through the honeysuckle plant that was growing and covering a lot of the porch. The sunlight fell on her face, which was turned up towards the sky. She unconsciously or absent-mindedly touched the leaves and flowers that she knew very well. It was the start of March, and so the spring season was just beginning. So the leaves and flowers were blossoming nicely. The season and the blossoming nature also pointed to her transformation and her new life.The season was changing from winter to spring and the withered flowers were blossoming into healthier and more beautiful forms, which reflected Helen’s transformation from a sad and bitter disabled child to a hopeful, happy and stronger child. Helen did not know that her future held an amazing surprise for her. In those olden times, blind and deaf people were treated like people in a mental asylum, and so she was filled with anger and bitterness. So despite the brightening season, she remained hopeless and without energy and interest, not knowing that the season reflected the change that would soon take place in her life.
Passage: Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding-line, and had no way of knowing how near the harbour was. “Light! Give me light!” was the wordless cry of my soul, and the light of love shone on me in that very hour.
Word meanings:
tangible (adj): something that can be felt by touch
grope (v): to try and find something that you cannot see, by feeling with your hands
plummet (n): a line of thread with a ball of lead or other heavy object attached to the end of the line for finding the depth of water
sounding-line (n): a weighted line with distances marked off at regular intervals, used to measure the depth of water under a boat.
harbour (n): an area of water on the coast, protected from the open sea by strong walls, where ships can shelter
Passage Explanation: Helen asked the reader if we have ever been lost in a sea with thick fog all around, hiding everything from sight. She then talks of a ship which seemed lost because it was trapped in white darkness and could not see the shore. The ship could move forward only with the help of the plummet and sounding-line. Helen then said that she was like the ship. She could not see and hear and so she had to rely on things similar to the plummet and sounding-line in order to live, and the entire time she would be worried for herself. Before her education began, her soul would cry for help, for someone to guide her to safety. However, when her education started, it was like a light of love had shone on her. Sullivan was loving, caring and patient, and Helen was finally able to ‘find her shore’, or understand the things around her.
Passage: I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Some one took it, and I was caught up and held close in the arms of her who had come to reveal all things to me, and, more than all things else, to love me.
The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterwards. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l.” I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name.
Word meanings:
approaching (adj): coming towards someone
uncomprehending (adj): not understanding a situation or what is happening
Passage Explanation: Helen could feel someone approaching her. She assumed that the person was her mother because she could not see and hear who exactly was approaching her. She stretched out her arm, expecting her mother to hold her. Someone did take her hand, and also hugged her in the arms. Helen then learnt that this person was not her mother, but Miss Anne Sullivan, who was to be her teacher. Miss Sullivan was not there to just teach Helen, but also to love her. The next morning, Miss Sullivan took her inside her room and gave her a doll. The doll was sent by the blind children at the Perkins Institution. The doll was dressed up by Laura Bridgman. Laura Bridgman was the first deaf-blind American child to gain a significant education in the English language, forty-five years before Helen Keller. She was Anne Sullivan’s friend, and as a blind and deaf person herself, Laura wanted to help Sullivan teach Helen. Helen began to play with the doll. When Miss Sullivan saw that Helen was interested in the doll, she gently took Helen’s hand and wrote the word doll on it slowly. Helen was interested in this finger game and so she spelled ‘d-o-l-l’ on her hand, trying to mimic her teacher. After some tries, she could finally write the letters with her finger correctly. She felt happy and proud of herself when she was finally able to write the alphabets correctly. Whenever a child accomplishes something in life, they show it to their parents. Similarly, when Helen was able to write ‘d-o-l-l’ correctly, she felt like she had accomplished something. So she went downstairs to where her mother was. Helen repeated the finger movement on her hand. At that moment, she did not know that she was spelling a word. She was simply imitating what her teacher had done on her hand, thinking that it was some sort of childish game. As the days passed, she learnt to spell more words in the same manner. Some of the words were- pin, hat, cup and a few verbs like sit, stand and walk. However, it took several weeks for Helen to learn and understand that these were all words and that everything had a name.
Passage: One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap and also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day we had a tussle over the words “m-u-g” and “w-a-t-e-r.” Miss Sullivan had tried to impress it upon me that “m-u-g” is mug and that “w-a-t-e-r” is water, but I persisted in confounding the two. In despair she had dropped the subject for the time, only to renew it at the first opportunity. I became impatient at her repeated attempts and, seizing the new doll, I dashed it upon the floor. I was keenly delighted when I felt the fragments of the broken doll at my feet. Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still, dark world in which I lived there was no strong sentiment of tenderness. I felt my teacher sweep the fragments to one side of the hearth, and I had a sense of satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew I was going out into the warm sunshine. This thought, if a wordless sensation may be called a thought, made me hop and skip with pleasure.
Word-meanings:
tussle (n): a short struggle, fight or argument especially in order to get something (He was injured during a tussle for the ball.)
to impress upon: to ensure someone fully understands and acknowledges the significance of a particular point or idea.
persist (v): to continue to do something despite difficulties or opposition in a way that can seem unreasonable
confound (v): to confuse and surprise somebody, or baffle. (The sudden rise in share prices has confounded economists.)
despair (n): the feeling of having lost all hope (She uttered a cry of despair.)
dashed (v): strike or fling (something) somewhere with great force
tenderness (n): delicacy, softness
hearth (n): the floor at the bottom of a fireplace. (The cat dozed in its favourite spot on the hearth.)
hop (n): to move by jumping on one foot
Passage Explanation: One day, when Helen was playing with the doll, Miss Sullivan came and put a big rag doll into her lap. Dolls of those times were made from porcelain. But the rag doll was much softer and different from the usual dolls. So, Helen was a bit confused why the new thing was also called a doll. Helen then said that she and her teacher had a small argument over the words ‘mug’ and ‘water’. Miss Sullivan was putting in a lot of work to make Helen understand that ‘m-u-g’ and ‘w-a-t-e-r’ are two different words. However, Helen could not distinguish between the two and continued to mix them up despite Miss Sullivan’s efforts. Miss Sullivan felt a bit hopeless and so she went on to the next lesson to teach Helen that the ragdoll is also a ‘d-o-l-l’. After that, the teacher went back to teaching the girl about the difference between ‘m-u-g’ and ‘w-a-t-e-r’. Helen was now getting frustrated because she could not understand the difference. Out of anger, she threw the doll on the floor, shattering the porcelain. The doll was now in fragments. Helen, who could not understand emotions, did not feel sad or regret throwing the doll. Instead, she felt satisfied that the doll was gone when the teacher swept up the fragments and put them in the floor at the bottom of the fireplace. Helen had no attachment to the doll. Due to her blindness and deafness, it was hard for her to get attached to something. She expected everything and everyone to leave her because of her disabilities. Miss Sullivan then brought her the hat she wore outside. When Helen felt the hat, she knew immediately that Miss Sullivan was taking her outside. The weather was warm and sunny outside, and it made Helen hop and skip. She was delighted to be outside in this weather. However, she did not understand what exactly she felt and why she was hopping and skipping. This meant that even though she was a bit detached from her emotions, she still felt them. She simply did not understand what she was feeling or if she was even feeling something.
Passage: We walked down the path to the well-house, attracted by the fragrance of the honeysuckle with which it was covered. Someone was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten, a thrill of returning thought; and somehow the mystery of language was revealed to me. I knew then that “w-a-t-e-r” meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free! There were barriers still, it is true, but barriers that could in time be swept away.
Word-meanings:
spout (n): a pipe or tube on a container, that you can pour liquid out through or fountain
gush (v): to flow or pour suddenly and quickly out of a hole in a large amount
misty (adj): blurred, not clear or bright (His eyes grew misty as he talked.)
thrill (n): a sudden feeling of extreme excitement.
Passage Explanation: Miss Sullivan took her to the well-house. Helen could not see or hear, but she could smell the fragrance of honeysuckle which covered the well-house. She liked the fragrance and so she went towards the well-house. A person was drawing water. The person was none other than the teacher. Despite Helen’s violent outburst with the doll, Miss Sullivan did not give up on teaching the little girl about the difference between mug and water. So the teacher gently took Helen’s hand and put it under the tube from which water came out from the well. Helen could feel cool liquid pour down on her hand. The teacher took Helen’s other hand, which was not under the spout and wrote the letters ‘w-a-t-e-r’ in it. She first wrote slowly but then sped up, writing the words with her finger at a fast pace. Then suddenly, Helen realized that ‘w-a-t-e-r’ meant something cool and liquid-like. When she realized that, she suddenly felt like she was beginning to understand language. There were still many barriers to overcome, but the fact that she had finally learnt what ‘w-a-t-e-r’ meant, she felt a sense of excitement, hopefulness and accomplishment. The word woke up her soul, and gave her hope and freedom which she had never felt before.
Passage: I left the well-house eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house, every object which I touched seemed to quiver with life. That is because I saw everything with the strange, new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.
I learned a great many new words that day. I do not remember what they all were; but I do know that mother, father, sister, teacher were among them words that were to make the world blossom for me, “like Aaron’s rod, with flowers.” It would have been difficult to find a happier child than I was as I lay in my crib at the close of the eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come.
Word-meanings:
quiver (n): to shake slightly or tremble
vainly (adv): in a way that produces no result; to no avail.
repentance (n): the fact of showing that you are sorry for something that you have done, or remorse
Aaron’s rod with flowers: a profound and sudden blossoming of understanding and vocabulary
crib (n): a small bed with high sides for a baby or young child
Passage Explanation: Helen was so happy that she finally understood how language and vocabulary worked, she left the well-house and went back to the house, eager to learn more. Everything had a name and every new word brought a new sensation and thought in her mind. Like water had brought a cool sensation over her hand, she wanted to feel and sense everything else. When she and her teacher returned home, Helen touched many objects and tried to focus on the different sensations. Every object seemed to tremble with life because they made her feel something despite being non-living objects. She then remembered the doll. She then went to the hearth where the fragments of the broken doll were. She tried to build the doll back together. However, it was useless. Helen realized that she could not sense and feel the doll again, which filled her eyes with tears. She felt sad and guilty for the first time as she realized the importance of the doll and that it was gone. She learnt more words that day, like mother, father, sister, teacher. Helen could feel a new sensation with each word and she began to have a deep and sudden understanding of words and vocabulary. Despite her disabilities, she felt like the happiest child in the world as she fell asleep in her crib after the day ended. She was finally able to understand, feel and learn. She could now feel emotions. And so, that was the first time she went to sleep while looking forward to the new day ahead. Now she had something to live for- to understand and feel more and new sensations.
Conclusion
This post covers the lesson “The story of my life” by Helen Keller from PSEB Class 12 textbook A Rainbow of English. Students can take the help of this post to get a quick understanding of the story from the summary given here.