upset when

help in this direction.

We used to go every day to the grocer's, which is not far from us. Eileen looked forward to that outing every day, so as to add to her knowledge. One day she asked me whether she might see our neighbor's fish with her hands, because she loved to see the little red fish the neighbor had been talking about. She paid attention to every word she heard, commented on it, and asked me to explain whatever was obscure to her.

On our way to the grocer's, the sweets-seller would draw us to his shop with the smell of his delicious cake, and I would buy a cake and share it with my little girl, in order to teach her how buying is done — for she once objected to me, saying, "Why do you give your money to the seller? We need it." In the grocer's shop I would let her have her freedom and watch her closely. At first she stumbled over some of its contents, but afterward she became able to push the shopping cart in front of her and to take the items we needed, like tins of milk, fruit, and so on. On our way back she would repeat: "I love visiting the grocer's shop very much, because it is such fun."

We gave her complete freedom inside the house; everything was allowed her except what had to do with electricity and the bookcase. When she began to crawl, she made the little dish cupboard, which I had emptied for her, into a hideaway she went to whenever the fancy took her. When she began to walk, she would open the drawers she could reach and empty them piece by piece to get acquainted with them, then put things back

however she pleased.

That period was a happy one for us, because she kept advancing in her knowledge of the things around her. One day a specialist in children's affairs visited me and saw how I dealt with my daughter. After she had grasped my attitude toward her, she made me understand that it was good for my child to be carried when she needed it, but that we must think of devising ways to make her love walking on her own feet and relying on herself, instead of standing and waiting for someone to lead her. This was what I needed to think about, and to find the effective means for its success. From that time on I began to think that the question of my child's success in the affairs of her life did not depend at all on the means of instruction in special schools; rather, this hoped-for success

must be our own work. And more important still was what I also came to realize: that the difficulties she meets in her life are due not so much to her inability to manage them because of her handicap as to our lack of confidence in her ability to overcome these problems.

For this reason we decided to enroll her in a kindergarten meant for healthy children instead of keeping her in the kindergarten for the blind, so as to follow the course that would enable her to rely on herself, as my friend the specialist advised in this matter. At first she balked, repeating the word "no, no" with all insistence; my distress grew, and tears scattered from my eyes at this scene, but I persevered in visiting that school time after time at short intervals, until my child began to grow used to the new atmosphere. One day I told her I would leave

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