EDWARD VERRALL LUCAS
The writer had heard a lot about Miss Beam’s school. But he had never visited it. One day he got the opportunity to visit it. On entering the campus he saw no one except a girl of twelve. Her eyes were covered with a bandage. A little boy of about eight was guiding her between the flower beds in the garden. The girl stooped. She evidently asked here guide about the writer. The boy seemed to describe the writer to her. Then they passed on. The writer went into the building and met Miss Beam the head of the school.
Miss beam was middle aged, authoritative, kindly and understanding. Her hair and started turning grey. She was a mother figure for the young boys and girls in the school. The writer asked Miss Beam some questions about her scholastic methods. Miss Beam said that there was not much scholastic education. The boys were taught spelling, adding, subtracting, multiplying and writing only. The rest was done by reading to them and by lectures. During these the students had to sit still and quite.
The writer asked Miss Beam about the originality of her system; Miss Beam said that the real aim of the school was not to instill thoughts thoughtfulness. The real aim was to instill humanity and citizenship. Miss Beam was happy that some parents trusted her to try and put her ideal into execution. They sent their sons and daughter to her school. Miss Beam asked the writer to look out of the window. He saw some beautiful grounds and many jolly children; He was pained to find that all the children were not healthy and active. He told Miss Beam about the girl with her eyes bandaged whom he saw as he came in. Looking out of the window now he saw two more with their eyes bandaged. He also saw a little girl with a crutch. She seemed to be a cripple.
Miss Beam laughed and said that she was not really lame. Those with eyes covered in bandages were not really blind, the one with a crutch and her lame day. The others were having their blind day. That was an essential part of her system. Participation in misfortune enabled the young boys and girls properly understand and appreciate the misfortune of others. In course of the term every students had a blinds day a lame day one maimed day and one dumb day. On the blind day their eyes are bandaged. The bandaged is put on overnight. They wake blind. Other children are advised to help them and lead them about. It is educative to both the blind and their helpers.
There was no privation about it. Everyone was very kind. Before the day was over the student could very well known the reality on the miseries. The blind day was the worst. Some children complained that the dumb day was the most dreadful. The mouth was not bandages. The child had to exercise will-power only. Miss Beam took the writer to a bandages girl in the garden. She introduced the writer to the girl and left the place.
The writer asked the girl if she ever tried to peep. The girl said that peeping would be cheating. She had no idea that it was so horrible to be blind. A blind man could not see anything. He always feared to be hit by something every moment. Her guides were very good to her. Those who had been blind at ready were the best. She would be more careful she would play the guide.
The writer asked her if he could lead her some where. The girl said that they should go far a little walk. She said that was the worst day for her. She would be glad when the day was over. The other bad days were not even half bad as the blind day. On the lame day a leg was tied up. One hoped about on a crutch. It was almost fun. On the maimed day an arm was tied up. It was not as awful as the blind day. She would not mind being dumb or deaf for a day. Being blind was very frightening. Her head always ached from dodging things.
She asked the writer where they were then. The writer said that they were in the playground, going towards the house. He could see Miss Beam walking up the down the terrace with a tall girl. The tall girl had worn a blue woolen shirt and a pink blouse. The first girl said that she might be Millie and asked about the color of her hair. The writer said that her hair had alight color. The former girl said that she was Millie, the head girl. The writer then said about an old man lying up roses. The girl said that he was Peter, the gardener. The writer described a dark girl in red, walking on crutches. The girl said that she was beryl.
Steering the girl about the writer discovered that he had become much more thoughtful than before. He also discovered that the necessity of describing the surroundings to another made them more interesting. The writer’s visits to the school come to its end. Miss Beam came to see him off. The writer told her that he felt sorry to leave the place. Miss Beam felt happy about it. She said that there was something in her system.
adapted from internet
prescribed unit for kannur university 1 year 2 nd semester.
guides|results|tutorials|psc guru|previous questions and answers
The writer had heard a lot about Miss Beam’s school. But he had never visited it. One day he got the opportunity to visit it. On entering the campus he saw no one except a girl of twelve. Her eyes were covered with a bandage. A little boy of about eight was guiding her between the flower beds in the garden. The girl stooped. She evidently asked here guide about the writer. The boy seemed to describe the writer to her. Then they passed on. The writer went into the building and met Miss Beam the head of the school.Miss beam was middle aged, authoritative, kindly and understanding. Her hair and started turning grey. She was a mother figure for the young boys and girls in the school. The writer asked Miss Beam some questions about her scholastic methods. Miss Beam said that there was not much scholastic education. The boys were taught spelling, adding, subtracting, multiplying and writing only. The rest was done by reading to them and by lectures. During these the students had to sit still and quite.
The writer asked Miss Beam about the originality of her system; Miss Beam said that the real aim of the school was not to instill thoughts thoughtfulness. The real aim was to instill humanity and citizenship. Miss Beam was happy that some parents trusted her to try and put her ideal into execution. They sent their sons and daughter to her school. Miss Beam asked the writer to look out of the window. He saw some beautiful grounds and many jolly children; He was pained to find that all the children were not healthy and active. He told Miss Beam about the girl with her eyes bandaged whom he saw as he came in. Looking out of the window now he saw two more with their eyes bandaged. He also saw a little girl with a crutch. She seemed to be a cripple.
Miss Beam laughed and said that she was not really lame. Those with eyes covered in bandages were not really blind, the one with a crutch and her lame day. The others were having their blind day. That was an essential part of her system. Participation in misfortune enabled the young boys and girls properly understand and appreciate the misfortune of others. In course of the term every students had a blinds day a lame day one maimed day and one dumb day. On the blind day their eyes are bandaged. The bandaged is put on overnight. They wake blind. Other children are advised to help them and lead them about. It is educative to both the blind and their helpers.
There was no privation about it. Everyone was very kind. Before the day was over the student could very well known the reality on the miseries. The blind day was the worst. Some children complained that the dumb day was the most dreadful. The mouth was not bandages. The child had to exercise will-power only. Miss Beam took the writer to a bandages girl in the garden. She introduced the writer to the girl and left the place.
The writer asked the girl if she ever tried to peep. The girl said that peeping would be cheating. She had no idea that it was so horrible to be blind. A blind man could not see anything. He always feared to be hit by something every moment. Her guides were very good to her. Those who had been blind at ready were the best. She would be more careful she would play the guide.
The writer asked her if he could lead her some where. The girl said that they should go far a little walk. She said that was the worst day for her. She would be glad when the day was over. The other bad days were not even half bad as the blind day. On the lame day a leg was tied up. One hoped about on a crutch. It was almost fun. On the maimed day an arm was tied up. It was not as awful as the blind day. She would not mind being dumb or deaf for a day. Being blind was very frightening. Her head always ached from dodging things.
She asked the writer where they were then. The writer said that they were in the playground, going towards the house. He could see Miss Beam walking up the down the terrace with a tall girl. The tall girl had worn a blue woolen shirt and a pink blouse. The first girl said that she might be Millie and asked about the color of her hair. The writer said that her hair had alight color. The former girl said that she was Millie, the head girl. The writer then said about an old man lying up roses. The girl said that he was Peter, the gardener. The writer described a dark girl in red, walking on crutches. The girl said that she was beryl.
Steering the girl about the writer discovered that he had become much more thoughtful than before. He also discovered that the necessity of describing the surroundings to another made them more interesting. The writer’s visits to the school come to its end. Miss Beam came to see him off. The writer told her that he felt sorry to leave the place. Miss Beam felt happy about it. She said that there was something in her system.
adapted from internet
prescribed unit for kannur university 1 year 2 nd semester.
guides|results|tutorials|psc guru|previous questions and answers
Critically analyse the story the school for sympathy with a special focus on the value of empathy
ReplyDelete