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Christmas In Purgatory: A Photographic Essay On Mental Retardation

Creator:		Burton Blatt and Fred Kaplan (authors)
Date:		1974
Source:		Available at selected libraries
Figures From This Artifact:		Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Figure 12 Figure 13 Figure 14 Figure 15 Figure 16 Figure 17 Figure 18 Figure 19 Figure 20 Figure 21 Figure 22 Figure 23 Figure 24 Figure 25 Figure 26 Figure 27 Figure 28 Figure 29 Figure 30 Figure 31 Figure 32 Figure 33 Figure 34 Figure 35 Figure 36 Figure 37 Figure 38 Figure 39 Figure 40 Figure 41 Figure 42 Figure 43 Figure 44 Figure 45 Figure 46 Figure 47 Figure 48 Figure 49 Figure 50 Figure 51 Figure 52 Figure 53 Figure 54 Figure 55 Figure 56 Figure 57 Figure 58 Figure 59 Figure 60 Figure 61 Figure 62 Figure 63 Figure 64 Figure 65 Figure 66 Figure 67 Figure 68 Figure 69 Figure 70 Figure 71 Figure 72 Figure 73 Figure 74 Figure 75 Figure 76 Figure 77 Figure 78 Figure 79 Figure 80 Figure 81 Figure 82 Figure 83 Figure 84 Figure 85 Figure 86 Figure 87 Figure 88 Figure 89 Figure 90 Figure 91 Figure 92 Figure 93 Figure 94 Figure 95 Figure 96 Figure 97 Figure 98 Figure 99 Figure 100 Figure 101 Figure 102 Figure 103 Figure 104 Figure 105 Figure 106 Figure 107 Figure 108 Figure 109 Figure 110 Figure 111 Figure 112 Figure 113 Figure 114 Figure 115 Figure 116 Figure 117 Figure 118 Figure 119 Figure 120 Figure 121

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60		The following portion of a report, written by a Seaside nursery teacher, concerning a child with whom she is working, speaks volumes about such matters as clinical sensitivity, thoughtfulness, and the value one human being is capable of placing on another. The investment and dedication of one person to another is the significant history of any case study illustrating behavioral change:

61		She came into our Day-Care a fiery-haired five-year old with a temper the same shade. Cerebral palsied, and unable to talk, she lashed out at an unfair world with an unspeakable fury. Torn by the mixed emotions of her parents who had alternately spoiled and disciplined her, this extremely sensitive child seemed beyond control when she entered our little group. The hurricane raged for several weeks while I probed all the recesses of my mind to find the eye of the storm. We learned to duck with agility all that she threw, to keep a level head, and to follow, with the strictest adherence, a routine designed for the comfort and growth of all the children. We ignored her nonconformities. Her actions, for all intents and purposes, were not getting through to me. Furthermore, they were not impressing her classmates.

62		All this time she watched me. She wanted me to be angry too for this was her trick in trade. Oh how I wanted to spank her for her tirades and inconsiderations but I did not because this procedure would be old hat to her.

63		One day I was particularly tired and discouraged and she must have sensed something amiss. Spilling milk is not unusual in a pre-school situation, but our little firebrand made a last stand. She threw her milk at me with deadly accuracy. I sat stunned for a minute. As the milk dripped from my hair, I deliberated -- one false move could undo everything. I felt an angry tear in my eye. She looked at me, her face red and contorted with emotion. I didn't move. Suddenly, she staggered from the room. Still I sat, knowing I must take some action. A few moments passed. She came running back into the room, hands dripping with wet paper towels. I didn't move. She smoothed back my hair and wiped my face and clothes with erratic, awkward hands. She had suddenly dissolved into a compassion she failed to comprehend because she had never needed it; it was a brand new experience. Involuntarily my arms went out and she flew in.

64		PURGATORY II "We have developed a myth..."

65		"We have developed a myth revolving about the specialness of our curricula efforts to date. In some important ways, there is as great a myth concerning the specialness of the children the curricula seek to serve."

66		During one visit to a large state institution discussed in Part I, we were told about the development of a new research center on the institutional grounds. The assistant superintendent mentioned to us that the "materials" for the research center would come from the institution and this center would require the addition of approximately 30 or 40 "items." We were confused by the statement and, as a result of some verbal fumbling and embarrassment, we finally understood. At that institution, and apparently at others in that state, patients are called "material" and personnel are called "items."

67		It was so difficult not to believe that this assistant superintendent was "pulling our leg" with his terminology that during our subsequent visits to dormitories in that institution we asked the attending physician "How many items do you have in this building? How much material do you have?" To our amazement, he knew exactly what we were asking for and gave us the numbers immediately.

68		The Seaside does not deal with "material" and "items." The Seaside is a small institution of approximately 250 residents and somewhat over 100 staff. As importantly, the Center services the community where it is located. Many children and adults living at home with their families attend pre-school classes, recreation groups, sheltered workshops, and other activities sponsored by the institution.

69		The uniqueness of The Seaside results from an extraordinarily dedicated and involved staff in a setting small enough for every child-care worker -- as well as every teacher, nurse, and administrator -- to know each child in the institution, and vice versa.

70		At The Seaside there is time, time for teaching a young child to use a spoon or fork, time for helping a child learn to use a zipper, time to heal a wound-physical or emotional. But there is no time for tomorrow at The Seaside. There is a fight against inertia. Children must be helped today, for in too few tomorrows children become adults and residents become inmates.

71		At The Seaside there is schooling. Some children attend school at the institution. The older and more capable youngsters attend public schools -- with other children who are living at home. The environment is designed for children. The lawns are filled with swings and jungle gyms and bicycle paths. During Christmastime, each room is decorated welcoming Santa Claus and the spirit of Christmas. Rooms are clean and orderly. Furniture is designed for children. Furniture for adults is designed for adults.