2. Which of the following best supports your answer to question 1? * a. "I envied Santita for the fact she was not isolated by her race...but still, I was
content returning to the emerald lawns and vaulted stone archways of Princeton, even
if few people there could relate to my background."
b. "I knew that if those words conjured anything at all, it was probably stereotyped
O images of a black ghetto, given that gang battles and violence in housing projects
were what most often showed up in the news."
c. "And to make clear that I wasn't one of the kids who came from well-heeled
northern Suburbs...I would add, with a touch of pride or maybe defiance, "the South
Side."
d. "The hum of those insects and the twisting limbs of the live oaks stayed with us
long after we'd gone north again, beating in us almost like a second heart."

a) he encouraged islamic schools to introduce greek texts.

d) he invited greek scholars to teach their texts to the locals.

explanation:

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the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

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there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”

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