Q: What did the writer see when they looked out of the window?
A: The writer saw a playground, but noticed some children with health issues. There was a girl with eye troubles being guided, and two more children with the same issue. Additionally, a girl with a crutch observed others playing.
Q: How did Miss Beam respond to the writer’s observations about the children’s conditions?
A: Miss Beam reassured the writer that the children’s conditions were temporary. The girl with the crutch was having a “lame day,” and the others were not actually blind but going through their “blind day.”
Q: What is the purpose of the blind, lame, deaf, injured, and dumb days in Miss Beam’s school?
A: Miss Beam’s school exposes children to blindness, lameness, deafness, injury, and dumbness, fostering empathy and a profound understanding of misfortune and disabilities.
Q: How does the blind day work in the school?
A: On the blind day, children at Miss Beam’s school have their eyes bandaged overnight, becoming completely blind. They rely on fellow students as helpers for daily tasks, making it the most challenging day as they must rely on other senses and assistance for everything.
Q: How does Miss Beam describe the experience of the blind, lame, and dumb days?
A: Miss Beam describes the experience as kind and supportive, fostering understanding of misfortune. The blind day is considered the most challenging, but some find the dumb day difficult as they must exercise will-power without being able to bandage their mouths.
Q: What invitation does Miss Beam extend to the writer?
A: Miss Beam invites the writer to witness the children’s experiences of the blind, lame, deaf, injured, and dumb days in the garden, to understand their impact and perspective firsthand.
Q: Who led the writer to one of the bandaged girls?
A: Miss Beam led the writer to one of the bandaged girls in the school.
Q: What does the bandaged girl say about her helpers?
A: According to the bandaged girl, her helpers are kind, but not as careful as she will be when it is her turn to assist. She points out that those who have already experienced blindness make the best helpers.
Q: What does the bandaged girl say about the other “bad days” compared to being blind?
A: The bandaged girl considers other “bad days” like having a leg or arm tied up less challenging than being blind. Hopping on a crutch is almost enjoyable, but tasks like eating become troublesome with an arm tied up. Being deaf for a day wouldn’t bother her much, but being blind is described as frightening, causing constant headaches from worry about getting hurt.
Q: What request does the bandaged girl make to the writer?
A: The bandaged girl asks the writer to guide her for a walk, relying on their descriptions since she cannot see. She looks forward to the day ending, believing that being lame or deaf cannot compare to the challenges of being blind.
