Chapter 5: A Different Kind of School

Introduction

"A Different Kind of School" is a thought-provoking story about a unique school run by **Miss Beam**. The school's primary aim is not just to teach academics, but to instill kindness, understanding, and true empathy in its students by making them experience various disabilities and misfortunes.

Important Note: The complete original text of the chapter cannot be provided here due to copyright restrictions. Below is a summary of the story and questions/answers which will help you understand this chapter.

Story Summary

The narrator, a visitor, hears a lot about **Miss Beam's school** and is curious to see it. He expects a typical school, but upon arrival, he notices something unusual: children are seen with bandages over their eyes, or limping, or with crutches.

He meets Miss Beam, who is a kind and understanding middle-aged woman. She explains that her teaching method focuses on building character and making students more thoughtful and responsible citizens, rather than just academic excellence. She believes that the best way to teach empathy is to make the children experience misfortune themselves. Each term, every child has one **blind day**, one **lame day**, one **deaf day**, one **injured day**, and one **dumb day**.

On their "blind day," their eyes are bandaged, and they cannot see anything. They have to rely on others for help. On the "lame day," they have to move around with a crutch, experiencing what it's like to be physically challenged. Similarly, on the "deaf day," they are not allowed to speak, and on the "injured day," they have to act as if they have an injury, their arm in a sling or leg bandaged. The "dumb day" means they cannot speak at all.

The narrator observes a "blind day" and finds it fascinating. He sees children helping each other, guiding their blindfolded friends. He talks to a girl who is experiencing her blind day and she tells him how difficult it is and how much she appreciates her sight. She also mentions how helpful the other children are.

Miss Beam emphasizes that these experiences teach the children valuable lessons about sympathy for those less fortunate. They learn to be more helpful and understanding. The children find these days challenging but also exciting and enlightening. They realize the true value of their senses and limbs after experiencing their absence.

The narrator leaves the school with a newfound appreciation for Miss Beam's unique educational philosophy. He understands that this "different kind of school" is truly achieving its goal of teaching **empathy** and fostering kindness in its students.

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Textbook Questions and Answers for "A Different Kind of School"

I. Answer the following questions in a few words or one-two sentences.

  1. What was the main aim of Miss Beam's school?

    The main aim was to teach thoughtfulness, kindness, and empathy, not just academics.

  2. Name the five special days each child had in a term.

    The five special days were: blind day, lame day, deaf day, injured day, and dumb day.

  3. What was the most difficult day for the children, according to the girl?

    According to the girl, the blind day was the most difficult.

  4. How did the "blind day" help children?

    It helped them understand the misfortune of being blind and appreciate their own eyesight.

  5. What did the narrator realize at the end of his visit?

    The narrator realized that Miss Beam's school truly taught empathy and kindness effectively.

II. Answer each question in a short paragraph (approx. 30 words).

  1. What surprised the narrator when he first arrived at Miss Beam's school?

    The narrator was surprised to see children with bandages over their eyes, or limping, and using crutches, indicating a very unusual kind of schooling.

  2. How did Miss Beam explain her teaching method to the narrator?

    Miss Beam explained that she made students experience misfortunes like blindness, lameness, and deafness to help them understand and sympathize with others' difficulties.

  3. Why was the "dumb day" considered difficult?

    The "dumb day" was difficult because children's mouths were not bandaged, but they had to exercise their willpower to avoid speaking, making it a test of self-control.

  4. What was the benefit for the children who helped those undergoing their "difficult" days?

    Helping others on their "difficult" days made the helpers more thoughtful, responsible, and understanding, teaching them kindness and the importance of assisting those in need.

III. Answer each question in two or three paragraphs (100–150 words).

  1. Describe the daily routine of a student on a "blind day" at Miss Beam's school and explain its purpose.

    On a "blind day" at Miss Beam's school, a student's eyes were bandaged completely, preventing them from seeing anything. They were not allowed to peep or remove the bandage for the entire day. From morning till evening, they had to go about their daily activities – eating, studying, moving around – solely relying on their other senses and the assistance of their "helpers," who were other students not on their blind day.

    The purpose of the blind day was to make the children understand and feel the challenges faced by visually impaired people. By experiencing the inability to see, they developed true empathy and compassion. It taught them how difficult simple tasks become without sight and how crucial the sense of sight is. This direct experience fostered a deeper appreciation for their own eyesight and encouraged them to be more helpful and understanding towards those with disabilities in real life, aligning with Miss Beam's goal of teaching thoughtful citizenship.

  2. How did Miss Beam's "different kind of school" succeed in achieving its unique educational goals? Discuss the effectiveness of her method.

    Miss Beam's school succeeded in achieving its unique educational goals by moving beyond traditional academic instruction and focusing intensely on character building through experiential learning. Her method of assigning "blind day," "lame day," "deaf day," "injured day," and "dumb day" was highly effective because it provided direct, personal experiences of misfortune. Instead of just being taught about empathy, children were made to live through the challenges faced by people with disabilities.

    This practical approach instilled genuine sympathy and understanding. For instance, on a blind day, students learned firsthand the dependence on others and the difficulties of navigating without sight, leading to a profound appreciation for their own vision. Similarly, the lame day taught them patience and the physical limitations, while the deaf day and dumb day encouraged them to develop other forms of communication and self-control. Moreover, the children who acted as "helpers" also benefited immensely, learning responsibility, kindness, and the joy of assisting others. This unique curriculum went beyond textbooks to cultivate compassionate, thoughtful, and responsible individuals, demonstrating that true education encompasses social and emotional development alongside academic knowledge.

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