The School for Sympathy” is a heartwarming short story about the power of empathy. It follows the journey of a young boy named Tom who attends a unique school where students learn to understand and sympathize with others. Through various lessons and experiences, Tom learns the importance of putting himself in others’ shoes and showing kindness and compassion. The story beautifully illustrates how empathy can foster genuine connections and make a positive impact on the lives of those around us.
The author was well-aware of Miss Beam’s school. But he had never been there. He had the chance to go there one day. Only a 12-year-old girl was present when he first arrived on school. A bandage surrounded her bandaged eyes. She was being led through the garden’s flower beds by a young kid, perhaps eight years old. The young lady bowed. Evidently, she inquired about the author from her guide. To her, the boy appeared to be describing the writer. They eventually died. The author entered the structure and spoke with Miss Beam, the school’s principal.
Miss Beam was a mature, strong-willed, caring, and understanding woman. Her hair began to become gray. For the little boys and girls in the school, she served as a mother figure. The author questioned Miss Beam about her teaching strategies. There wasn’t much scholastic schooling, according to Miss Beam. Only writing, addition, subtraction, multiplying, and spelling were taught to the guys. Reading aloud to them and giving lectures took care of the rest. The students had to remain still and quiet throughout these.
The writer questioned Miss Beam about the uniqueness of her approach, and Miss Beam responded that the true goal of the school was not to foster thoughtfulness. The true objective was to instill citizenship and humanity. Miss Beam was pleased that some parents had confidence in her to attempt to carry out her goal. They enrolled their daughter and son in her school. The author was instructed to peer out of the window by Miss Beam. He observed some lovely grounds and lots of happy kids, but he was saddened to see that none of the kids were active and in good health. He mentioned the female with her eyes bandaged that he noticed when he entered the room to Miss Beam. He noticed two more people with bandaged eyes by looking out the window right now. He also noticed a young girl using a crutch. She resembled a cripple.
Laughing, Miss Beam remarked that she wasn’t actually weak. The person using a crutch and having a lame day were the ones with bandaged eyes who weren’t actually blind. The other people were going through a blind day. That was a crucial component of her setup. The young boys and girls’ participation in misfortune helped them comprehend and appreciate other people’s misfortune. Every student experienced a blind day, a lame day, a maimed day, and a stupid day throughout the course of the term. Their eyes are bandaged on the day of the blind. Overnight, the bandage is placed on. They come to in darkness. It is suggested that other kids assist them and guide them. Both blind people and those who assist them can learn from it.
Themes in The School for Sympathy
It was not in any way a privation. Everybody was incredibly gracious. The pupil could very easily have learned the truth about the miseries before the day was done. The hardest day was the blind day. The dumb day, according to some kids, was the worst of all. Bandages weren’t covering the mouth. Only willpower had to be used by the child. The author was taken by Miss Beam to a bandage girl in the garden. She presented the author to the girl before departing.
The young woman was questioned if she had ever tried to urinate. Peeping, according to the girl, would be dishonest. She had no idea how awful being blind was. A blind person was unable to see anything. He was worried that something would hit him at any time. She was treated quite well by her guides. The best were those who had been blind at the time. She would play the guide and be more cautious.
She was asked if she would like him to show her where. They ought to take a brief stroll, the girl suggested. That, according to her, was her worst day ever. When the day was finished, she would be relieved. The other poor days did not compare to the blind day in terms of severity. One leg was restrained on Lame Day. On a crutch, one hobbled along. It was nearly enjoyable. An arm was restrained on the day of injury. It wasn’t as bad as the day I went blind. She would not mind going a day without hearing or speaking. Being blind was quite terrifying. She was always dodging things, and her head hurt.
She inquired as to their location at that moment. They were allegedly walking toward the house while in the playground. He saw Miss Beam and a tall girl moving up and down the terrace. The tall female had been dressed in a pink blouse over a blue wool shirt. The first girl enquired about the color of Millie’s hair and speculated that she might be Millie. Her hair, according to the author, was light in hue. The previous girl identified herself as Millie, the head girl. The author then spoke of an elderly guy resting among roses. He was identified by the girl as Peter, the gardener. A black female wearing red and on crutches was reported by the author. The youngster identified herself as Beryl.
As he led the girl about, the author realized he had become into a far more considerate person than previously. He also realized that the surroundings were made more fascinating by the need to describe them to someone else. The last of the author’s trips to the school has concluded. Miss Beam came to say goodbye to him. The author apologized to her for having to leave the location. Miss Beam rejoiced about it. She claimed that something was in her system.
Themes in The School for Sympathy
Summary of E.V Lucas Third Thoughts
