An Elementary School Classroom

An industrialist in a certain poor part of a poor country established a primary school for the poor children there. His only aim was to make money by attracting the visitors for their donations. The children inside the classroom were poor, malnourished and ill. They held their head down under the burden of life. Their dreams didnt find their realization inside the class room. The interior of the school had nothing interesting for the children who were forced to attend the boring classes. The stories of Shakespeare taught in the class inspired the children to steal. They hated the map inside the classroom because it allotted rich land for the rich and the slums for them. They hated the pictures of the tall buildings in the classroom because their own huts were nowhere in front of them. They hated everything inside the class room and preferred the dusty, clouded, dark and polluted world outside the classroom. ar far from gusty waves these childrens faces !ike rootless weeds, the hair torn round their pallor, The tall girl with her weighed" down head. #. $here does the slum e%ist& How do you know this& The slum e%ists far away from the seas and oceans and rivers where rich and prosperous people live. 'rosperity is found in cities and cities generally stand on the coastal regions of the world. As the slum is away from the gusty waves of the seas, they are far away from seas too. (. $hy is the hair of the children here compared to rootless weeds& $hen weeds are rootless they are dead and decayed. Similarly the slum"children have their hair without being groomed or nourished properly. Their hair tangle on their faces without any order. ). $hy is the tall girls head weighed down& There is possibly more than one reason for the tall girls head being weighed down. *n the first place she, being big and responsible, is burdened by her own terrible life. Secondly, the girl, being tall, is ashamed of studying with small kids. The paper" seeming boy, with rats eyes. The stunted, unlucky heir of twisted bones, +eciting a fathers gnarled disease, his lesson, from his desk. #. $hat does the e%pression, paper seeming boy, suggest the appearance of the boy& The boy is as thin as paper due to malnutrition and poor bringing up. (. $hy are the boys eyes compared to that of a rats& A rats eyes are always restless. They are always in search of something and look for dangers. The boy here is also searching for something other than the attractions inside the classroom. ). How does the term, stunted, describe the unlucky boys appearance& The boys growth was slowed by his poor conditions. 'overty and malnutrition have tortured his body and spirit. He looks like a living skeleton.

,. $hy is the boy unlucky& The boy has nothing at hand to be lucky. $hat he has inherited from his father is a cruel disease. 'overty is his companion. A skeleton"like figure is what he is. Hunger gleams in his eyes and helplessness echoes in his heart. -. $hat has the boy inherited from his father& The boy has inherited neither money nor great legacy nor property from his father. He inherited his fathers gnarled disease. .. How does the unlucky boy /recite his fathers decease from his desk& The unlucky boy is suffering from the same gnarled disease that his father too was suffering from. $hen asked to recite his lessons in the class, the boy struggles to do so due to his ailment0disease. 1. $hat do you understand by /gnarled disease& The possible /gnarled disease of the unlucky boy is either polio or uneven growth of bones or even tuberculosis. At back of the dim class one unnoted, sweet and young. His eyes live in a dream, of s2uirrels game, in tree room, other than this. #. $hy is the classroom dim& The classroom is left unlit by the owner of the school. The owner is not at all concerned about the lightning of the classroom. 3oreover, sunlight is a far"fetched dream for the slum dwellers because most of the time the sky remains covered with smoke and dust. (. $hat sort is the unnoted boys of dream& The unnoted boy represents both a glimmer of wary hope and a shiver of mental curse. The childs desire is to be a s2uirrel, playing in a hollow tree hiding nuts, which ironically reflects his current life. ). $hat is s2uirrels game& $ho is playing the s2uirrels game in the classroom& S2uirrels game refers to the game of hide and seeks of nuts in the hollows of the tree. The boy who is unnoticed, sweet 4 young and has a dreamy world plays s2uirrels game in the classroom. ,. 5%plain, /in tree room, other than this& The unnoted boy desires to play in the hollows of the tree rather than attending to the lessons in the classroom. He likes the hollows inside the tree. or him, the classroom is very boring. -. $hy does the boy prefer the tree room other than the classroom& The boy finds the games played by the s2uirrel in nature more interesting than the classroom. The dull color of the classroom wall and the donations by the benevolent visitors make the classroom even more boring for these children. 6n sour cream walls. 7onations. Shakespeares head, 8loudless at dawn, civilized dome riding all cities. 9elled, flowery, Tyrolese valley.

#. $hat are some of the donations that adorn the walls of the classroom& The picture of Shakespeare, the painting of a cloudless morning sky, the pictures of the tall buildings of the world in a canvas and the beautiful Austrian Tyrolese :alley rich with its belled" flowers adorn the walls of the classroom. (. $hat is cloudless at dawn& 7o you think the children love that& $hy& There is a picture of the cloudless morning sky on the wall of the classroom. ;o, the children dislike that picture, because, its unlike their own slums sky, which is never cloudless. ). $hat is civilized dome riding all cities& $hy do the children hate that, as well as the others& The classroom is constructed with donations from the visitors. Among them, there lies a beautiful picture of the tall buildings of the developed cities of the world. The donations provide a glimpse of some world to the students, but not their world. ,. How does the poet describe the Austrian Tyrolese valley& Spender describes the Tyrolese :alley as beautiful. The valley is decorated with the bell flowers. 6pen < handed map awarding the world its world. And yet, for these children, these windows, not this map, their world, $here all their futures painted with a fog, #. How does the map award the world its world& The map is a symbol of discrimination. *ts distribution of the world is uneven and partial. *t allots the rich and prosperous lands and cities to the rich while the poor are given the wastelands and slums. (. $hy do the children prefer the windows to the map& The world that is seen through the windows is bleak, dark and dusty. =et the children prefer this dark world outside because the interior of the classroom is more hated by them than the world outside. ). $hat does /future painted with fog mean& *t implies that the future holds little promise for them and fate has made out a bleak future for them. These children do not hold any prospect of a bright future and are thus meant to live in such a condition forever. ,. How is the phrase, open handed map used ironically& $hy do the children hate the map& 6pen handed means generous. The map inside the classroom generously allots rich world for the rich and slums for the poor. 5ven though the map is generous, it discriminates between the privileged and the unprivileged. A narrow street sealed in with a lead sky ar far from rivers, capes and stars of words. #. $hat closes in the narrow street of the slum& A dark and polluted sky closes in the streets of the slum.

(. $hy is the sky of leads color& The slum is an industrial area with many factories scattered together. The emission of dark smoke paints the sky lead. ). $hat are stars of words& The stars of words are the constellations of stars that form words or symbols in the sky. Surely, Shakespeare is wicked, the map bad e%ample, $ith ships and sun and love tempting them to steal" or lives that slyly turn in their cramped holes from fog to endless night& #. $hy is Shakespeare wicked& Shakespearean stories are full of fortunate, beautiful, happy, romantic characters and magical places and palaces. $hen these stories are told in the classroom, the children are attracted to these stories and try to imitate these heroic characters. *n this attempt they are forced to steal and then are conse2uently caught. or this they blame Shakespeare. (. $hy is map a bad e%ample& The map inside the class contains colorful marking of the cities while dull and dark blots represent the slum of these children, and hence a bad e%ample. ). $hy is ship a tempting reality in the lives of the slum children& $hat else do tempt the children& ar away from seas and oceans, the children have not seen a real ship or real sea. They are also tempted by the brightness of the sky and the love in the stories they have heard. ,. $hat makes the slum houses /cramped holes& The huts of the poor slum dwellers are very small with many members and no space to move around. -. $hy is life slyly turning in the huts& The life of the poor slum children remain uncertain with all their inherited diseases and malnourishment. $ith no hopes for the future they lead a miserable life inside their small huts. .. $hat effect does /fog to endless nights add to the wretchedness of the slum dwellers& The slum children do not have any hope for their future. or them their future is like a fog"painting, transient and uncertain. 6n their slag heap, these children $ear skins peeped through by bones and spectacles of steel $ith mended glass, like bottle bits on stones. #. $hy are the bodies of the children called slag heap& 'overty has made its toll on the slum children. !ack of proper food and polluted atmosphere have made them look like a heap of bones and flesh carelessly arranged like a heap of waste.

(. 5%plain, /skins peeped through by bones. The slum children have fragile built. They are so skinny that their bones are almost visible on the surface of their skin. ). $hat does /spectacles of steel tell us about the lives inside the huts& *t is to be supposed that the slum children, being part of an industrial slum, are engaged in some sort of manufacturing for which they have to wear protector glasses with steel rims. ,. $hy is the glass of the spectacles /mended& The protector glasses have been overused and transferred from older generations and therefore they are scratched and mended. All of their time and space are foggy slum. So blot their maps with slums as big as doom. #. 5%plain, /All of their time and space are foggy slum. The atmosphere of the slum is always filled with industrial smoke and dust. The children do not have a world other than this. (. $hat blots the map of the slum& How are the slums blots& The map inside the classroom is blotted with the dark marking of the slums. $hen marked with huge dark blots, the slums in the map appear odd and awkward among the colorful marks of cities and parks of the rich people. >nless governor, inspector, visitor This map becomes their window and these windows That shut upon their lives like catacombs, #. How does the school look different when there are visitors& $hen there are visitors, the doors and windows of the classroom will remain open. There will be light and better air passage in the classroom. (. How is the map their window when there are no visitors& $hat do they see through this /window& $hen there are no visitors, the windows and doors will remain shut and the children will not be able to see the dark sky through the windows. At this time the children have nowhere else to look at than the map. They see their own slum marked in the map. ). $hat are catacombs& *s the comparison of the classroom to catacombs apt& How& 8atacombs are underground burial places. They are dark and confined with hundreds of dead bodies resting eternally. The classroom deserves to be called a catacomb because it is also dark with children of half dead bodies and half alive minds. 9reak 6 break open till they break the town And show the children to green fields, and make their world run azure on gold sands, #. $hat does the poet want his readers break& The poet wants his readers to break the windows of the classroom that shut out their

freedom in the classroom. The windows remain always closed and restrict light from entering the classroom making it a catacomb for the children. (. $ho will break the town& How does the poet e%pect to stop that& The poet fears that the children will grow up to become anti"social elements and break the town. He e%pects to stop this unfortunate occurrence by breaking the classroom and its windows that create these anti"socials. ). $hat is the irony in /run azure on gold sands& ?old sands refer to the sand of deserts while azure is the color of the nature in spring season. ;othing grows in the desert. The world of the poor children is also like the desert sand. The irony in the e%pression is the impossibility of spring in the desert land. ,. $hat does the poet mean by /tongues running naked into books& The poet is talking about a situation in which the children have access to the beautiful world that they have never seen in life. Here in the class room they learn what they do not love to read while in the world outside they learn without restrictions. -. $ho, according to the poet, create history& According to the poet history is made by those people who speak the language of the Sun. .. $hat is the language of the sun& How can people speak this language& The language of the sun is its warmth and heat that make life possible. 'eople can speak this uni2ue language by being as warm, lively and life"giving as the sun.

My Mother at Sixty Six Kamala Das A Poem By Kamala Das about the pain of separation. Way to the airport The poet was going to the Cochin international Airport. She was probably in a taxi. t is certain that she was going to a !istant place for a long stay there. She was accompanie! by her age! mother. The mother was "ery ol!# ol!er than her age. During the $ourney the mother slippe! into a !o%e. &er mouth remaine! open li'e that of a !ea! bo!y. (oreo"er her face ha! lost the color of life. &er face was colorless# ashen. Pain of separation While the poet was !eeply thin'ing about this separation# the possibility of their meeting again# the possible !emise of the age! mother# she happene! to loo' at the mother. The poet was ama%e! to see that her mother ha! been watching her throughout) She 'new that the mother ha! been rea!ing her min! as thoughts were flashing through. An attempt to reassure the mother *ow that the poet 'new that her mother ha! been rea!ing her trouble! min! out an! measure! the sa!ness in her. But the poet wante! to con"ince the mother that she ha! not been thin'ing about her !eath. To ha"e that expression on her face# the poet loo'e! out an! trie! to brush away her sa!ness. An attempt to forget pain n an attempt to loo' cheerful# the poet now loo'e! out of the car. But what she saw outsi!e !i!n+t cheer her up. ,n the contrary she grew sa!!er loo'ing out. What she saw there sharply contraste! with what she ha! with her. The young trees were running cheerfully. -oung chil!ren were in their $olly moo!# playing fun an! frolic. ."erything loo'e! cheerful an! li"ely outsi!e while the mother remaine! almost lifeless an! the poet sa!. The security chec'/in was complete!. The !aughter was left with a few secon!s to see her age! mother. She turne! bac' at the mother who stoo! a few feet away.

0ate winter1s moon The poet now loo's at the mother+s age! face. The two wor!s# wan an! pale# well !escribe the mother+s appearance. The late winter+s moon is !im. t is always un!er the threat of !ar' clou!s of fog an! mist. Any moment the moon in the late winter can be hi!!en by these clou!s. Similarly the poet+s mother is approache! by !eath. Any time she coul! be swept away by !eath. Chil!hoo! fears return n the chil!hoo!# the poet ha! to separate from her mother innumerable times. t was 2uite painful for the poet to separate from her mother those !ays. She use! to fear these occasions as she thought they woul! ne"er meet again. Smiles that mean pain The poet was o"ercome by the intense pain of separation. She coul! not spea' many wor!s at this time. Controlling her o"erwhelming emotions she manage! to bi! her mother farewell. She ha! the least hope of meeting her mother again. -et she struc' a note of optimism by saying they both woul! meet again soon. See you soon# mother3 The poet is attempting to ease the situation by a long smile that meant consolation to her mother. She smile! with the expectation that her mother woul! translate it that the !aughter was not worrie! about anything an! therefore there was no nee! to worry about their union. They will !efinitely meet. Dri"ing from my parent1s home to Cochin# last 4ri!ay morning# saw my mother besi!e me Do%e# open mouthe!# her face ashen li'e that of a corpse. Where was the poet going5 Who was with her5 The poet was going to Cochin Airport. With her was her age! mother. &ow !i! the mother loo' li'e5 Why !i! the poet feel sa! seeing the mother1s appearance5 The mother was sleeping insi!e the car with her mouth open. &er face was colorless li'e that of a !ea! bo!y. Why !oes the poet relate the mother+s appearance to that of a corpse5 The poet+s mother was age!. At sixty six it was har! to tell how long she woul! li"e. (oreo"er# insi!e the car she was sleeping# her mouth hel! open an! her s'in so colorless li'e that of a !ea! bo!y.

An! reali%e! with pain that she thought away An! loo'e! but soon put that thought away An! loo'e! at young trees sprinting# The merry chil!ren spilling out of their homes. What !i! the poet reali%e with pain5 The poet reali%e! with pain that her mother ha! been rea!ing her min! an! was herself sa! about their separation as the poet was. Why was the reali%ation painful5 The reali%ation# that the mother was approaching !eath# was painful to the poet. The poet was suppose! to stay away from her mother for a long !uration# far away. They might not e"en meet again. Why !i! the poet put that thought away5 The poet was thin'ing about a long separation from her age! mother. She e"en feare! that the mother an! !aughter woul! not meet again. Su!!enly she notice! that her mother ha! been rea!ing her min!. n an attempt to !isguise her line of thoughts# the poet loo'e! out of the car an! preten!e! to be cheerful. What !i! the poet see outsi!e of the car5 The poet saw cheerful life outsi!e the car. There were young trees running bac' in a li"ely moo! an! chil!ren playing aroun! their houses. &ow !oes the poet stri'e a contrast between what tra"ele! with her an! what mo"e! outsi!e5 The mother was sleeping insi!e the car with her mouth open. She was similar to a !ea! bo!y. She was cheerless an! approaching !eath. But outsi!e the car was life in its freshness an! "i"acity. There were young trees running cheerfully. There were chil!ren playing an! running merrily. This was a life/!eath contrast. But after the airport1s security chec'# Stan!ing a few yar!s away loo'e! again at her# wan# pale# as a late winter1s moon &ow !i! the mother loo' li'e at the airport5 The mother stoo! a few yar!s away from the poet who was about to !isappear beyon! the chec'/in an! then to a !istant lan! for a long stay there. She appeare! to be lifeless an! colorless# li'e a late winter+s moon that was !im an! suppose! to be hi!!en by the fog. &ow !o +wan+ an! +pale+ !escribe the mother5

The mother was age! wea' beyon! her age. She appeare! wan an! pale. Wan an! pale suggest wea'ness an! lifelessness. What is a late winter+s moon5 n the late winter the s'y is fille! with fog an! mist. The moon at that season cannot shine brightly. t appears to be !im an! most of the time rests behin! these clou!s. *o one can pre!ict how long the moon coul! stay an! what time the clou!s woul! hi!e it. Why !oes the poet compare her mother to a late winter+s moon5 The mother was 2uite age!. She was cheerless an! gloomy. 0i'e the late winter+s moon that coul! any moment be o"ersha!owe! by the fog# the mother remaine! a "ictim to imminent !eath. An! felt that ol! familiar ache# my chil!hoo!1s fear# But all sai! was# 6See you soon# Amma7 All !i! was smile an! smile an! smile. What is the poet+s ol!# familiar ache5 &ow !i! that ache return at the airport5 The poet use! to separate from her mother in her chil!hoo!. Those separations were painful to her. After so many separations this pain an! separations were familiar to the poet. At the airport she face! another separation from her mother an! it remin!e! her of the number of separations in the past. The poet ha! the fear of separation from her mother in her chil!hoo!. &ow was that fear !ifferent at the airport5 The poet was about to separate from her age! mother at the airport. The mother an! !aughter ha! many times staye! separate! in the past but this was going to be !ifferent from all. The chil!hoo! separations were brief an! less painful. But to!ay# the poet was flying to a !istant lan! for a long stay there. She coul! not say if the two woul! e"er meet again. Why !i! the poet promise her mother of a meeting in the near future5 The poet was !oubtful of her seeing her mother again. She 'new that the mother was also aware of the same as she was. -et# to encourage her mother# to lea"e a hope in her min!# to ma'e herself strengthene!# the poet promise! a futile reunion in the future. The poet+s repeate! smile seems out of place in a way. n which way is that appropriate5 The poet ha! no reason to smile at the time of separation from her age! mother. She was !eeply !istresse! an! paine! to separate her mother at such a "ery ol! age of the mother. -et# to ma'e the mother feel +there is nothing to worry#+ the poet attempte! to be gla!# cheerful an! reassure! by her exten!e! smile.

Poets an! Panca'es

8emini Stu!ios 8emini Stu!ios was one of n!ia1s pioneer mo"ie factories. Situate! in the present !ay Chennai# owne! by S.S 9aasan an! wor'e! by o"er :;; staff# the 8S ma!e mo"ies for Tamilna!u an! other southern n!ian states. Panca'e<T(= Panca'e was the ma'eup material use! by the 8emini Stu!ios. Aso'amitran Aso'amitran was one of the staff whose $ob was to collect information such as news e"ents from newspapers an! maga%ines an! to paste them in files. The other staff consi!ere! his $ob out of place an! most of them thought so high of themsel"es. &ere are some of the interesting staffs of 8S. ,ffice Boy ,ffice Boy was a grown up man in the (a'eup Department of the 8S. &e was in charge of the crow! ma'eup. &e applie! panca'e on their faces with the help of a !ippe! paint brush. Though his $ob was 2uite an easy one# the office boy consi!ere! him to be a greatly s'ille! artist. Kothamangalam Subbu Subbu was another cler'. &e was not as e!ucate!# as fortunate an! as supporte! by as the ,ffice Boy# yet he reache! the top of the 8S. &e was a man of ama%ing genius. &e was able to !irect the !irectors. &e suggeste! !o%ens of ways to shoot a certain scene when the !irector faile! to fin! one. &e acte! better than the heroes. &e wrote incre!ible poems. Though he was able to write more complicate! ones that coul! raise him to the status of a great poet# Subbu preferre! writing them in simple Tamil to enlighten the ma$ority of Tamil people. Besi!es# he supporte! his far an! near relati"es. But he ha! only enemies e"erywhere because he was "ery much close to the boss# 9aasan. 0egal A!"isor

The legal a!"isor wor'e! in the Story Department. &e was a lawyer an! pro"i!e! legal a!"ices to the writers yet he was 'nown as the illegal a!"isor. The following inci!ent is one reason that ga"e him that name. ,nce a shooting was un!er progress. The heroine# a highly emotional girl# got angry with the !irector an! pro!ucer. While the whole set stoo! stunne! at this# the legal a!"isor recor!e! her "oice without her permission an! ma!e her listen to the playbac'# thus resulting the en! of a rising actress. Poets an! writers 8emini Stu!ios ha! some great poets li'e &arin!ranath Chatopa!hyaya an! a few others. (ost of the insignificant poets consi!ere! so great of themsel"es. They ha! no great talent# no great creati"ity# no political "iews yet they assume! the airs of the greatest poets# wasting 9aasan1s money an! time. They belie"e! 8an!hi$i to be the last wor! of politics an! ha! !e"elope! an a"ersion to Communism. Communism an! anti/communism Communism was a new political or!er that was sprea!ing throughout the worl!# especially in Asian countries. Communism preache! e2uality of people an! abolition of po"erty an! class !i"isions while it !iscourage! pri"ate ownership. But Communism won a negati"e impression !ue the Capitalist countries such as America. (>A (>A or (oral >earmament Army was an international team of actors an! actresses that sprea! anti communist feelings throughout the worl!. The (>A came to Chennai an! saw how influential was 8emini Stu!ios in the south of n!ia. The team got permission from 9aasan to stage their plays. 9aasan was only happy to gi"e them permission because he hope! that his staff woul! get inspiration from the international team. But little !i! 9aasan 'now of their intentions. (>A stage! their plays with hi!!en anticommunist messages an! went away an! it was yet after some time that 9aasan reali%e! that he ha! been foole!. Stephen Spen!er Why shoul! 9aasan be foole! if an organi%ation sprea! anti communist messages in Chennai5 t appears that 9aasan himself was a Communist) ,r# he too ha! an experience of a !isillusione! aban!oning of Communism. The author has not gi"en us a hint about this an! therefore we ha"e to !ifferent opinions? Crisis 9asan as a Communist? f so# 9asan felt terribly ba! for being playe! into the han!s of the (>A that left a !eep anticommunist impression upon his staff. &e therefore !eci!e! to bring bac' the Communist atmosphere in his stu!io an! for this he in"ite! a communist poet to !eli"er a speech on how great Communism was. 9asan as an anticommunist? f SS 9asan was an anticommunist# he was the one who in"ite! the (>A to the 8emini Stu!ios. 0ater# when he saw that (>A ha! successfully sprea! anticommunism among his staff# he wante! to strengthen the new notions in them by in"iting another anticommunist an! therefore he in"ite! Spen!er.

Spen!er1s Speech Anyway# Stephen Spen!er# who was once a prominent communist e!itor an! poet from .nglan!# came to the stu!io an! ga"e his speech. &is lecture was about Communism on one si!e an! about his struggles to establish as a poet on the other. Whate"er he spo'e was great# hot# exciting an! inspiring# but what use# his accent was such terrible one that none of the 8emini staff coul! clearly un!erstan! what Spen!er ha! spo'en. They fell into shame for not being able to un!erstan! the poet an! wishe! not to meet him again. Aso'amitran1s meeting Spen!er The lesson en!s with two inci!ents in which Aso'amitran# our author# met Spen!er@ not face to face# but in two !ifferent ways. Auestions an! Answers &ow was 8emini Stu!ios connecte! to >obert Cli"e5 The connection the 8S ha! with >obert Cli"e was that its (a'e/up Department was built on the upstairs of Cli"e+s stables. What was the fiery misery insi!e the ma'e/up !epartment of the Stu!ios5 The ma'eup room ha! a lot of hot bulbs always burning insi!e an! a number of mirrors to reflect the heat. (a!ras# being a hot city an! no cooling at that time at the stu!io# it was a real misery insi!e the ma'eup room. All this shows that there was a great !eal of national integration long before A. .>. an! Door!arshan began broa!casting programs on national integration. .xplain. The hea!s an! the subor!inates of the ma'e/up !epartment were from "arious parts of n!ia. There was no preference to any state or language or religion. Anyone coul! be the hea!. ,nce there was a Bengali as the hea! of this !epartment. &e was succee!e! by a (aharashtrian who was assiste! by a Dharwar Kanna!iga# an An!hra# a (a!ras n!ian Christian# an Anglo/ Burmese an! the local Tamils. Who was the office boy5 What was his !uty in the ma'e/up !epartment5 &ow !i! he appreciate himself an! his profession5 The office boy was a forty year ol! man who wor'e! at the lowest ran' among the ma'eup artists at the 8emini Stu!ios. &is !uty was to apply ma'eup for the crow!/players for shooting. As his wor' re2uire! no s'ill an! that he was not satisfie! with his !esignation an! the 'in! of wor'# the BBoy1 remaine! unsatisfie! an! critici%e! e"eryone he was $ealous. &ow was the author+s $ob o!! in the eyes of the other staff5 &ow !i! they respon! to this5 Aso'amitran1s $ob at the 8emini Stu!ios was to collect information from newspapers an! maga%ines an! to paste the cuttings in files for reference. This was probably the only wor' o!! in the 8emini Stu!ios while e"ery other staff was some sort of an artist. They therefore a!"ise! the author to !o some better $obs other than wasting his time cutting papers in a !epartment similar to a barber shop.

Why !i! the author pray for crow! shooting5 0i'e many of the other staff who belie"e! that Aso'amitran was !oing next to nothing in the 8emini Stu!ios the ,ffice Boy too use! to a!"ise him for hours. When the author was tire! of his unen!ing epics# he use! to pray for a crow! shooting to which the ,ffice Boy assigne!. Who was Kothamangalam Subbu5 &ow !i! he ma'e all the other staff hate him5 Kothamangalam Subbu $oine! the 8emini Stu!ios as a cler' an! remaine! the same in the recor!s. But in practice he soon ac2uire! the status of the *o.C at the stu!ios than's to his ama%ing genius an! multifacete! s'ills. &e !i! any wor' for his boss an! ignore! the rest abo"e him. This ma!e him en"ie! an! hate! by the rest of the staff. Discuss Subbu+s i!entity as a poet. Why was he not 'nown as a poet5 Apart from being an ama%ing !irector of mo"ies# Subbu ha! the i!entity as a poet. The worl! of his time an! later ne"er recogni%e! Subbu as a poet yet he was a great un'nown poet. &e wrote poem in the simplest Tamil language an! was able to recreate the classical poems in his own style. Subbu excelle! as an actor too. Discuss. Subbu was a goo! actor. &e was able to act better than the lea! actors yet ne"er wishe! to ta'e any lea! roles in any mo"ie. n spite of all the goo! 2ualities an! rea!iness to be a host any time# Subbu ha! only enemies. Why5 Subbu was goo! to e"eryone he came by# spo'e in his niceness# fe! his relati"es# excelle! e"eryone in the 8emini Stu!ios but was hate! by most of them $ust because he was so close to the boss of the stu!ios. Being a cler' in the atten!ance register he was abo"e all an! abo"e all the !epartments. Those who bore !esignations abo"e Subbu felt it intolerable to obey him. &ow !i! the legal a!"isor beha"e illegally in the instance of the actress5 The legal a!"isor was# of course# an a!"ocate# yet was 'nown as an illegal a!"isor. ,nce he recor!e! the "oice of an actress who shoute! at the pro!ucer an! !irector while in the shooting sets. The legal a!"isor1s beha"ior turne! out to be illegal because he !i! it without the actress1 permission. n what context !i! Congress rule mean Prohibition an! how was it for the staff of 8emini Stu!ios meeting o"er a cup of coffee a rather satisfying entertainment5 Congress being the ruling party# ma!e the public1s life horrible by imposing curfew an! emergency in the initial years of n!epen!ent n!ia. Citi%ens were not allowe! to gather an! hol! meetings. While the whole of the nations struggle! un!er emergencies# the six hun!re! 8emini staff en$oye! free!om insi!e the stu!ios as their free!om was not restricte!. &ow !i! Subbu surpass the office boy !espite his limitations5

The office boy in the ma'eup !epartment was always ahea! of Subbu in the beginning# especially in e!ucation# ha"ing influential people to support. But he en!e! up where he began while Subbu ascen!e! the steps to the maximum height an! surpasse! the Boy. The staff of the 8emini Stu!ios attribute! Subbu+s success to his being a Brahmin. Why5 (ost of the staff of the 8emini stu!ios was unhappy with Subbu. &is ama%ing influence on the Boss an! the conse2uent pri"ileges he en$oye! ma!e them feel $ealous of him. So# instea! of accepting his talents# they console! themsel"es by attributing his fortunes to be a Brahmin. What is Communism5 What i!eas about the communism gathere! popularity in n!ia5 Communism is a political or!er that belie"es in the e2uality of citi%ens an! abolition of pri"ate ownership. The state or nation is the owner an! careta'er of each citi%en. Citi%en1s welfare is nation1s prime concern. t sometimes resorts to arme! re"olution to establish social an! political e2uality. What was (>A5 Why !i! it tour the worl!5 (>A# short for (oral >earmament Army was an anti/Communist organi%ation that toure! the worl! informing the worl! of the e"il si!e of Communism that was sprea!ing throughout Asia an! some parts of .urope. &ea!e! by 4ran' Buchman# the (>A belie"e! that Communism was e"il an! it woul! wipe out !emocracy in the worl!. &ow !i! the (>A sprea! its anti Communist i!eas in South n!ia5 (oral >earmament Army belie"e! that Communism was e"il an! therefore wante! to wipe it out of the worl!. This group of C;; men an! women from twenty !ifferent nations sprea! anti communist messages with the help of their stage performances such as !ramas. SS 9asan was a communist but !i!n+t want to be 'nown as one because he was a prominent film ma'er an! e!itor on one si!e an! Communism was consi!ere! e"il. There are hints that his maga%ine# Ananta 9i'atan publishe! communist articles as well in its early !ays. SS 9asan was a !isillusione! Communist as Stephen Spen!er was. n or!er to bring the Communism to !ecay in n!ia# 9asan brought (>A first an! the Stephen Spen!er to sprea! anti communist i!eas. SS 9asan ha! no connection with communism an! it was his !eliberate attempt to bring Communist Party !own in South n!ia. DECF 9asan purchase! Ananta 9i'atan DEG; 9asan purchase! 8emini Stu!ios DEGE# 8o! that faile! publishe! which means he was not a communist by that time. DEHC# (>A "isite! 8emini Stu!ios.

DEHI# Spen!er+s "isit to 8emini Stu!ios. DEHI to ::# Spen!er was the .!itor of .ncounter. DE:E 9asan !ie! in (a!rasJChennai &ow was 9asan playe! into the han!s of the (>A5 There is no clear in!ication that 9asan# the owner of the 8emini Stu!ios# was a Communist or not yet there are "ery clear hints that he was a prominent Communist of Chennai. The (>A sprea! its anti/Communist messages through their stage programs an! ma!e the poets an! writers of the South n!ia hate Communism which was a great achie"ement. 9asan# who 'new nothing of their intentions# was in!ee! foole! by (>A at his cost.

KThe i!iom# Lto play into somebo!y+s han!sL means Lto gi"e someone an a!"antage# usually an a!"antage one person belie"es another shoul! not ha"e. f this information is ma!e public# it will play into the han!s of people who are !eman!ing an in"estigation of the police.M Why was Stephen Spen!er in"ite! to the 8emini Stu!ios5 Who wante! him there5 Stephen Spen!er was a great poet with Communist inclinations. SS 9asan# the owner of the 8emini Stu!ios# wante! Spen!er gi"e a speech on the greatness of Communism to his staff. Spen!er+s Speech was a shoc' for him an! a matter of utter shame for the literati of the 8emini Stu!ios. .xplain. Stephen Spen!er was specially in"ite! to the 8emini Stu!ios to enlighten the staff there with communist i!eas. When Spen!er began his speech he was ama%e! to see the way he was being listene! to. But soon# when he reali%e! that his au!ience !i!n+t follow him the least !ue to his accent# Spen!er+s ama%ement turne! to utter shoc' an! embarrassment an! he stoppe! his speech in the mi!!le. &ow are poets an! prose writers !ifferent accor!ing to Aso'amitran5 What personal experience ma'es him say that5 Aso'amitran says poems can be written by any genius while prose writing is the true pursuit of a really !etermine! person who has suffere! a lot of re$ections an! is rea!y for any further !isappointments with more perse"erance to pursue his mission of writing a long prose. Spen!er+s Speech was a shoc' for him an! a matter of utter shame for the literati of the 8emini Stu!ios5 Stephen Spen!er was calle! to the 8emini Stu!ios to tal' to the staff there about Communism but what he spo'e was of his struggles as a poet. Whate"er he spo'e# his tal' was not followe! by practically anyone. When Spen!er reali%e! that his au!ience !i!n1t follow his tal'# he stoppe! in utter shame to ha"e ma!e a tal' to a !eaf au!ience while the 8emini staff got !isperse! in great humiliation because Spen!er1s accent faile! them.

&ow are poets an! prose writers !ifferent accor!ing to Aso'amitran5 What personal experience ma'es him say that5 Aso'amitran belie"es in the 2ualitati"e !ifference between prose writers an! poem writers. A poem can be written in no time if the poet is a genius while prose such as a no"el can be written by a person who has a lot of patience an! perse"erance. The prose writer1s min! shoul! be so shrun'en that no re$ection can !isappoint him but he will be encourage! from failures an! re$ections. &ow !i! the maga%ine +The .ncounter+ become important in Aso'amitran+s life5 The .ncounter was a British Communist maga%ine. When Stephen Spen!er was its e!itor# this maga%ine organi%e! a short story competition for writers from all o"er the worl!. &ow !oes the boo'# +The 8o! That 4aile!+ !eser"e its title5 ,> Nustify the title# +The 8o! That 4aile!.+ The B8o! That 4aile!1 was written by six eminent writers who were attracte! to Communism an! aban!one! it because they hate! it later on. Communism was in its beginning# a 8o! because it stoo! for e2uality an! remo"al of class systems an! po"erty. While the 8o!s or incarnations before it achie"e! their goals# Communism faile! in attaining its goals as it was a failure in itself. What ma!e Aso'amitran hope Stephen Spen!er too woul! be singing the same song at the same time when he seale! the en"elop of his manuscript5 Aso'amitran ha! been struggling to establish as a writer when he came across the maga%ine# The .ncounter. When he saw that the e!itor of The .ncounter was Stephen Spen!er# the same poet who came to 8emini Stu!ios an! tal'e! about his struggles to become a poet# Aso'amitran felt as if he ha! foun! a long lost brother. + n a moment felt a !ar' chamber of my min! lit up by a ha%y illumination.+ What was the !ar' chamber5 What !i! light up the !ar'ness5 Due to Spen!er1s British accent the normally e!ucate! staff coul! not un!erstan! his speech an! therefore his speech remaine! an unsol"e! mystery for the staff inclu!ing Aso'amitran. This mystery was the !ar' chamber of his min!. When Aso'amitran saw that Spen!er wrote the boo' the 8o! that 4aile! an! that Spen!er ha! once been a communist# he un!erstoo! that Spen!er ha! been in"ite! by SS 9asan to tal' about communism but he ha! tal'e! only about his thrills of being a writer an! su!!enly he relate! this to his speech he ma!e years ago the 8emini Stu!ios. The Boss of the 8emini Stu!ios may not ha"e much to !o with Spen!er1s poetry. But not with his go! that faile!.+ .xplain. Stephen Spen!er was in"ite! to the 8emini Stu!ios to enlighten the staff with great i!eals of Communism but what Spen!er spo'e was about his thrills an! struggles to establish himself as a poet. The bosses of the stu!io li'e S. S. 9asan were intereste! in Spen!er as a Communist# not as a poet.

(emories of Chil!hoo! Two people recall their chil!hoo! when they were ma!e "ictims of social ine2ualities. Oit'ala Sa was a >e! n!ian. She was a!mitte! in the Carlisle n!ian School run by the British. The school authorities impose! a lot of rules on the stu!ents# some for the stu!ents+ goo! an! some to show the British superiority an! some for fun. But Oit'ala coul! not agree with all this@ she coul! not thin' of allowing her long hair to be cut. She !i!n+t li'e to wear the short s'irts# stiff shoes# uniforms3 But she ha! to. When the authorities attempte! to cut her hair short# Oit'ala ran away an! hi! un!er a be!. But she ha! to submit. They tie! her to a chair an! cut her hair. Another custom that she !i!n1t agree to was the ceremonial eating which she calls Beating by formula.1 The basic human way of eating !oesn1t in"ol"e any rules. .at when you are hungry is the natural way. But the British superiority wante! the people here to !ance to their senseless tunes. There were bells to ta'e the chair out# sit on the chair# pray to 8o!# ta'e a spoon# ta'e a for'3 Oit'ala !i! not 'now of these rules. When the first bell soun!e! she thought it was time to eat. She sat !own an! initiate! eating for her great shame. Similar was the case with Bama# an n!ian writer from Tamilna!u. She too was a human being but the richer an! pri"ilege! society !i!n+t consi!er her so. She was a happy girl but once she witnesse! a scene of !iscrimination. A much respecte! el!er of her society was once ma!e the "ictim of untouchable ity. This infuriate! her. She wante! to react. She 'new the only weapon to fight ostracism was ac2uiring e2ual status through e!ucation. Short Auestions an! Answers Oit'ala Sa# the >e! n!ian What !o you 'now about Carlisle n!ian School5 Carlisle n!ian School was a school run by the British to e!ucate the >e! n!ians an! the British stu!ents. t ha! strict rules an! regulations for all stu!ents. The stu!ents ha! to wear uniforms# girls ha! to wear short hair an! s'irts an! tight shoes. The eating style also was !ifferent there. There were bells before eating. There was a prayer before eating. &ow was Oit'ala Sa !ifferent from the other nati"e American stu!ents5 Oit'ala Sa was a nati"e American girl. She ha! great lo"e for her tra!ition an! culture. She was prou! of her beliefs. She hel! closer to her heart these beliefs an! felt hurt when the rest of the girls followe! the foreign culture without any hesitation. What !oes Oit'ala Sa mean by# +this eating by formula5 When Oit'ala Sa was a!mitte! in the Carlisle n!ian School# she face! a number of rules the stu!ents ha! to follow. ,ne of them was the manner of eating. There were three bells to be tappe! before the stu!ents were allowe! to start eating. Being a natural being# Oit'ala Sa coul! not !igest the meaning of these polishe! manners which were alien to her culture. What was that the school authorities ha! faile! to recogni%e in Oit'ala Sa5

The British authorities of the Carlisle n!ian School were colonists an! therefore coul! not un!erstan! the feelings of the people they rule! o"er. They belie"e! that it was their !uty to impart their ci"ili%ation to the unci"ili%e! nati"e Americans but faile! to un!erstan! their attachment to their own culture an! tra!itions. Why was Sa against the i!ea of cutting her long hair5 Oit'ala Sa1s mother ha! taught her that shingle! hair was worn by mourners# cowar!s# an! uns'ille! warriors caught in war. She ha! a great !eal of lo"e for her tra!itions an! her hair. 4or her the hair meant much closer to her culture. To sa"e her i!entity# to uphol! her ci"ili%ation an! pri!e Sa fought against the attempts of the authorities to cut her hair. Bring out the extreme ortho!ox# blin! racial beliefs that Oit'ala Sa ha! hel! close to her heart. n which way !i! Oit'ala Sa !eser"e the shame of getting her hair shingle!5 Bama# an n!ian writer &ow was Bama+s innocent chil!hoo! ruffle! up by the sight of an el!erly man han!ing the parcel to the lan!lor! at the threshing/fiel!5 Bama was an innocent girl. She li"e! in a !iscriminate! society with lan!lor!s abo"e them an! her community running erran!s for them. The first instance of class !iscrimination Bama experience! in her life was the inci!ent of an el!erly man of her caste carrying foo! for the lan!lor!. The man ha! to carry the pac'et in the most shameful manner# hol!ing the han! away from his bo!y as a mar' of untouchability. What ma!e Bama laugh at the sight of the el!erly man han!ing the parcel to the lan!lor! at the threshing/fiel!5 Bama saw an el!erly man of her society carrying a "ery small an! light parcel to the lan!lor!. The way the man hel! the parcel with its strings# the special respect the man showe! towar!s the parcel an! the way he offere! it to the lan!lor! without supporting it from the bottom ma!e Bama laugh. What !i! Bama feel when her annan explaine! to her why the "illage el!er ha! to carry the parcel in a funny manner5 When Bama saw the el!erly man from her society carrying a small parcel of eatable to the lan!lor!# she laughe! a lot but when her Annan tol! it was a scene of caste !iscrimination# she coul! not laugh any more. She grew angry with this social e"il an! wante! to touch the eatable herself an! ma'e it !irty. She felt helpless about her being untouchable an! angry with the rich people who consi!ere! her so. 6Because they ha! scrape! four coins together37 What !i! Bama mean5

Accor!ing to Bama the cause of the rich people1s superior attitu!e an! beha"ior is the possession of money. (oney ma'es a man feel superior o"er the poor an! it ma'es him blin!. While the or!inary people ha"e a little wealth in their han!s# the rich ones ha"e a lot. What was the point of the 2uestion raise! by the lan!lor!1s man to Bama1s el!er brother# 6,n which street !o you li"e57 The people of Bama1s time belie"e! in untouchability an! social !iscrimination. Some people were consi!ere! pri"ilege! while the ma$ority of the others suffere! from the shame of being bac'war! class. People ga"e respect or !isrespect to each other on the basis of caste# religion an! being rich an! poor. The lan!lor!1s men wante! to 'now if Bama1s brother was touchable or untouchable an! therefore he as'e! where he li"e!. &ow !i! Bama fight against !iscrimination in her life5 Bama li"e! in a !iscriminate! society with the e"ils of untouchability playing ha"oc. When she was aware of it Bama !etermine! to fight it in her way. She was tol! by her Annan that e!ucation only coul! liberate her from being loo'e! !own by the society. Bama stu!ie! in a fren%y an! stoo! top in the class an! fought the class !iscrimination. 0ong Auestions an! Answers Power lea!s to !ominance an! reaches oppression an! en!s up in rebellion an! failure. &ow is this statement true in the case of the rebellion raise! by Oit'ala Sa an! Bama5 ,ne of the most irre"ocable human ten!encies is !omination. ."eryone wants to impose some sort of !ominance o"er the other an! if one !oesn1t !o so it is because he is wea'er than the others or that he is e!ucate!. Both Oit'ala Sa an! Bama li"e! on two opposite en!s of the worl! yet they experience! this social e"il in their early life. The >e! n!ians were the true inhabitants of America. With the !isco"ery of this new continent the .uropean worl! con"erte! it into their mines for resources. The .uropean colonists consi!ere! e!ucating the rest of the worl! to be the white man1s bur!en. They establishe! schools for the bac'war! an! taught them their culture# their language# their whims# their fancies# their funs but faile! to respect the "alues of the people they oppresse! an! rule!. The >e! n!ians too ha! their own sacre! culture an! practices. They consi!ere! cutting of one1s hair e2ual to !eath but all the stu!ents were force! to get their hair cut. The British cut short the !ecency of !ressing an! curbe! personal free!om by imposing uniform system. They brought in rules for eating. The same was the case with the pri"ilege! lan!lor!s of n!ia. Because they were richer than the peasants# the lan!lor!s restricte! their free!om. The poor peasants ha! to accept their state of being untouchables in the public. The mortification that this status brought to them was beyon! sheer shame. The blin!ness that extreme possession of power brings ma'es anyone !o the worst acti"ities inclu!ing suppressing the wea' ones. But this power is always temporary. ,ne !ay the wea'er ones will gather power of resistance an! fight bac' the oppressors

."ans Tries an ,1le"el f you are more serious than an a"erage stu!ent# rea! the following extract about the real ,xfor! Prison where this story is base! on? ,xfor! Prison was built in DFP;. All the cells ha! win!ows# an! its massi"e central gallery KA WingM Q three tiers of cells Q was brightene! by sunlight pouring through three/storey/tall# barre! casement win!ows. n its !ay# ,xfor! Prison was consi!ere! airy# healthful# an! light. But when the prison close! in DEE: it was so o"ercrow!e! that prisoners were apportione! three to a cell. *e"ertheless# the once/ re"olutionary !esign 2ualifie! parts of the buil!ing for co"ete! protection status. (almaison# which has earne! a reputation for con"erting unusual city center locations into luxury hotels# was one of the few companies willing to ta'e on a pro$ect that in"ol"e! 'eeping A Wing "irtually intact. The ,xfor! Prison site close! for re!e"elopment in C;;G before reopening as a &otel# (almaison ,xfor!. Who was Names >o!eric' ."ans5 Why was he put in the ,xfor! Prison5 ."ans was a smart young man who ha! a number of ama%ing s'ills to fool anyone an! escape any prison. &e ha! a gang of frien!s who use! to ma'e money by imitating other people. Because of his smartness in brea'ing prisons# ."ans was sent to the ,xfor! prison that was thought to be the most secure prison in .nglan!. &ow was ."an+s presence in the prison felt by the authorities5 ."en though ."ans was a prisoner# the whole of the prison seeme! to ha"e lo"e! to ha"e him there. &e being a smart# tric'y# intelligent an! the most popular inmate of the prison# e"en the authorities a!mire! his s'ills but were worrie! only about the possibility of his escape. &e ha! many goo! frien!s among the prisoners an! e"en the 8o"ernor himself was concerne! for him an! at times beha"e! to be ."ans1 fan. Why !i! the 8o"ernor apply for an examination for ."ans5 ."ans was a prisoner in the ,xfor! Prison. &e ha! con"ince! the authorities that he was genuinely intereste! in learning 8erman an! was tutore! for a while. When the tutor announce! that ."ans was prepare! for an ,+0e"el exam# the 8o"ernor of the prison applie! to the .xamination Boar! for his exam. Who was (c 0eery5 What is his role in the story5 >e". (c 0eery was a parson at St. (ary (ags# a monastery. &e was suppose! to in"igilate ."an+s examination at the ,xfor! Prison. &e was about to lea"e his resi!ence for the prison when two of ."ans+ frien!s entere! his room an! tie! an! gagge! him until ."ans ha! escape! from the prison. Why was ."ans particular about 'eeping his hat on his hea! !uring his exam5 ."ans wore a bobble hat at the time of his examination. When he was as'e! to remo"e that# ."ans plea!e! to let stay it because he belie"e! it was his luc'y charm. n fact he ha! hi!!en some of the ma'eup materials in his hat which was the reason he !i!n+t want to remo"e it. Why !i! the 8o"ernor thin' of fris'ing (c 0eery5 (c 0eery was the in"igilator of the examination an! he was to sit insi!e ."an+s cell while the latter wrote the exam. The 8o"ernor ha! ma!e sure that ."ans ha! been thoroughly fris'e! an! there was nothing to fear about that.

But when he thought about the possibility of (c 0eery carrying a paper/'nife or that sort# he feare! ."ans woul! ma'e use of that an! escape by hol!ing the parson his hostage. Why !i! (c 0eery+s expressions change when he was fris'e!5 While fris'ing (c 0eery# the prison officers foun! out a semi/inflate! rubber tube in his bag. When he was as'e! of this (c 0eery+s amiable appearance su!!enly change! an! he turne! shy an! embarrasse! for ha"ing ma!e to a!mit that he was suffering from piles. n fact this was only an excuse to stop the authorities from as'ing further 2uestions an! to allow him to carry the rubber tube that ha! some bloo! insi!e for the escape !rama. What was the intention behin! the call from the .xaminations Boar!5 t was one of ."ans+ frien!s who ma!e the call from the .xamination Boar!. This call was primarily meant for confirming the beginning time of the exam in or!er to calculate the en! of the exam. The e2ually important reason behin! this call was to misgui!e the 8o"ernor into &otel 8ol!en 0ion to arrest ."ans from there an! thereby to ma'e the escape altogether safer. The 8o"ernor+s pri!e in his little 'nowle!ge in 8erman was of great help for ."ans to escape. .xplain. The 8o"ernor ha! ac2uire! a little bit of 8erman earlier an! was prou! of that. ,n seeing the correction sheet an! faintly recogni%ing the hi!!en message that woul! help him to trace the escape! ."ans# he became o"er enthusiastic an! !eci!e! to trac' the prisoner with the assistance of another officer. 0ater when he trappe! ."ans so Bsmartly#1 the 8o"ernor forgot all caution an! went high in the s'y of his pri!e an! that ga"e ."ans a great opportunity to escape. What ha! +(c 0eery+ brought with him to the prison to help ."ans+ escape5 ."ans1 frien! !resse! up li'e (c 0eery ha! brought some "ery useful articles for ."ans1 escape. &e ha! worn an extra clerical collar an! a clerical front. n his bag he ha! carrie! a semi inflate! rubber tube fille! with bloo!. &e ha! also carrie! a paper scissors e"en though it was fris'e! by the prison authorities. Why !i! ."ans as' for a blan'et while writing the exam5 As part of his escape plan# ."ans ha! to !ress up him as (c 0eery# the in"igilator. To cut his long hair an! to !ress up# ."ans wante! a hi!ing. (oreo"er# he ha! hi!!en part of the in"igilator1s costume un!er the blan'et. &ow !i! Stephens feel when he was as'e! to accompany (c 0eery out of the prison5 Stephens was a new officer at the ,xfor! Prison an! was naturally apprehensi"e about his !uties. &e was alrea!y gla! that he was in charge of the in"igilator an! the examinee. When he was as'e! by the 8o"ernor to accompany the in"igilator out of the prison# Stephens felt greatly flattere! an! prou! of himself When !i! the 8o"ernor reali%e that the in"igilator was fa'e5 The 8o"ernor ha! initially assume! that it was ."ans who ha! run out of the prison after hitting the in"igilator. But later# when he ma!e call to the >a!cliffe &ospital where !etecti"e Carter ha! a!mitte! the in"igilator# he was informe! that the hospital ha! not a!mitte! the in"igilator. (ore confuse!# the 8o"ernor ma!e another call to the in"igilator1s resi!ence an! confirme! that the parson who ha! to come as the

in"igilator ha! been tie! an! gagge! in his room an! the one came as the in"igilator was ."an1s accomplice. Why !i! ."ans want the 8o"ernor arrest him at &otel 8ol!en 0ion5 ."ans1 plan ha! been one "ery intelligently crafte!. &e wante! to ma'e sure that his plan ha! to ama%e e"eryone an! the "ery smart 8o"ernor also ha! to be o"erta'en. To !o this he wante! the 8o"ernor arrest him with his Bown smartness1 an! feel Belate!# prou! an! o"er confi!ent an! conse2uently less careful about 'eeping ."ans un!er high security. ."ans was +"isibly sha'en+ when he saw the 8o"ernor in his room in the hotel. Why was he sha'en5 t was part of the escape plan that the 8o"ernor ha! to come to the 8ol!en 0ion &otel to arrest ."ans from there an! ta'e him to the prison. The purpose was to ma'e the 8o"ernor belie"e that he was really intelligent an! efficient an! thereby let his confi!ence go loose. t was because of this that ."ans preten!e! that he was really caught. Why is the 8o"ernor calle! Bgoo! for a giggle 8o"ernor51 The 8o"ernor was in a way intelligent an! smart. Though a little late# he was successful in tracing ."ans in the &otel 8ol!en 0ion an! in arresting him. But little !i! he 'now that it was ."ans who wante! the 8o"ernor to arrest him. ."ans raise! the 8o"ernor1s confi!ence le"el s'y high an! let him fall from such a height of pri!e. When he caught ."ans# the 8o"ernor thought that he was the most intelligent prison go"ernor in the worl! an! !ro"e to the prison !reaming of the praises an! ran's he woul! be gi"en for his efficiency as a 8o"ernor. But in the prison he woul! 'now how he was ma!e fool by ."ans an! the worl! woul! only giggle at him. Do you thin' that the 8o"ernor was really intelligent5 Support your answer with instances. The 8o"ernor was a "ery intelligent officer but his o"erconfi!ence was his wea' point. The instances of his intelligence can be seen at "arious places of the story. &e !i!n1t belie"e that ."ans was genuinely intereste! in learning 8erman when he notice! that ."ans !i!n1t un!erstan! the basic 8erman expression# 68uten 8luc'.7 &e was !oubtful when the call came from the .xamination Boar! an! ma!e a return call to confirm if the call really came from the Boar!. t was his intelligence that thought of fris'ing the in"igilator an! foun! the rubber tube. t was he who !isco"ere! the secret message regar!ing the assault on the in"igilator superimpose! at the bac' of the 2uestion paper. Soon he foun! out that the real (c0eery ha! ne"er come to the prison an! that it was ."ans who ha! escape! from the prison as the in$ure! in"igilator. The 8o"ernor !eser"es praises for tracing ."an to &otel 8ol!en 0ion at Chipping *orton an! arresting him. &ow far was Stephens helpful for ."ans+ escape5 Stephens was a newly recruite! officer in the prison. &e was "ery particular about showing his efficiency in front of the higher authorities an! was especially gla! that he was in charge of ."ans1 examination which was a ris'y $ob in!ee!. ."ans complaine! of Stephens1 breathing an! got him naturally out of the cell. ,nce out of the cell# Stephens 'ept peeping into the cell but soon foun! it chil!ish. To show that he was "ery confi!ent an! efficient# he left the cell !oor to come after short inter"als. The short inter"als soon became longer an! "ery longer gi"ing time for ."ans to !ress himself up insi!e the cell. Stephens was ta'en to the highest $oy when he recei"e! the fa'e call from the 8o"ernor to ta'e

the in"igilator out of the prison. &e in his pri!e too' the in"igilator out of the prison an! ma!e way for ."ans1 escape in a won!erful way. &ow !i! ."ans escape from Detecti"e Carter5 Disguise! as the in"igilator# hit by the escape! ."ans# ."ans misgui!e! !etecti"e Carter in the pretext of helping the officer to fin! the escape! ."ans. When they reache! >a!cliff &ospital# ."ans preten!e! to be most critical an! tol! the !etecti"e to a!mit him in the hospital. Carte! wante! to !ri"e the woun!e! in"igilator into the hospital but ."ans a!"ise! him to call the ambulance an! !rop him on the roa!si!e to be pic'e! by the ambulance so that the !etecti"e coul! continue his chase after ."ans the escape!. Can you imagine what ha! happene! when the 8o"ernor reache! the prison5 While !ri"ing to the prison the 8o"ernor thought that he was the most efficient an! intelligent prison go"ernor in the worl!. &e was "ery confi!ent# o"erwhelme! with gratification an! was therefore least cautious. But there was the worst news awaiting him in the prison that ."ans an! his frien!s ha! escape! by fooling an! !isgracing him. &e woul! also reali%e that he too was one among the i!iots li'e Stephens an! Nac'son. &ow !i! the bloo! help ."ans ma'e his escape easier5 Why !i! Stephens refuse to inform Nac'son that ."ans ha! put on the blan'et5 What was the initial apprehensions about ."ans+ escape5 Why !i! the 8o"ernor call the >a!cliffe &ospital5 Why !i! the 8o"ernor call (ary (ags monastery5 What !i! that call re"eal5 Why !i! ."ans preten! to ha"e seen 8orgon when he saw the 8o"ernor in his hotel room5 ,n the 4ace of t Summary Derry was a teenager# highly pessimistic an! with!rawn from the mainstream society. &e !e"elope! this attitu!e after one si!e of his face was !isfigure! by aci!. &e a"oi!e! company of others an! remaine! lonely lest he be notice! by other people. &e belie"e! that no one lo"e! him an! his mother lo"e! him because she was suppose! to. Derry cannot be completely blame! for his pessimistic an! aggressi"e attitu!e towar!s the worl! aroun! him. ,nce he hear! two women commenting about his monstrous appearance. They sai! only a mother coul! lo"e a face li'e his. ,n another !ay Derry hear! his parents con"ersing that he woul! not sur"i"e after their !eath because he was !eforme!. The shoc' he recei"e! from these wor!s was big. ,n another occasion Derry hear! his relati"es saying that his being put in the hospital where he ha! been treate! after the acci!ent was goo! for him. n their opinion a !eforme! boy li'e Derry coul! accommo!ate himself with other !eforme! boys an! girls. Derry ha! his ears always open for such comments an! use! to respon! to them in his silent way. &e conclu!e! that the worl! altogether !i!n1t nee! a boy li'e him. ,ne !ay Derry acci!ently met a man calle! (r. 0amb. (r. 0amb was an ol! man with a lame leg. After he became lame# (r. 0amb began to !e"elop a positi"e attitu!e with his !eformity. &e wor'e! har! to !efeat this impairment an! learnt to wal' an! climb la!!ers. &e was happy to be ali"e an! ignore! his lameness. &e ma!e e"eryone his frien! an! ha! a house with no curtains an! open !oors. &e welcome! anyone who came to him.

While (r. 0amb too' his impairment as a challenge an! trie! to o"ercome it# Derry belie"e! that he was unwante! an! lost. &is pain was physical an! mental. Being a chil! he was not as strong as (r. 0amb about suffering. &e coul!n1t ta'e the sneering an! sympathi%ing worl! as ta'en by (r. 0amb. (r. 0amb was able to sit smart an! unaffecte! as long as he wore trousers an! sat but Derry ha! no way to hi!e his face. After meeting (r. 0amb Derry reali%e! how foolish he ha! been to belie"e his parents. 4or him 0amb was a man who opene! the !oors of his close! worl! in an hour1s time the same of which were shut on him by his parents an! therefore belie"e! that his company with 0amb woul! ma'e him a perfect person. What sort of a boy was Derry5 Derry was a teenager# a highly pessimistic an! with!rawn from the mainstream society. &e !e"elope! this attitu!e after one si!e of his face was !isfigure! by aci!. &e a"oi!e! company of others an! remaine! lonely so that he woul! not be notice! by other people. &e belie"e! that no one lo"e! him an! his mother lo"e! him because she was suppose! to. Why !i! Derry go into (r. 0amb1s gar!en5 Derry preferre! a lonely life in or!er to hi!e his !isfigure! face from the worl!. -et he ha! lo"e for the worl! such as a gar!en an! he wishe! to own one. &e thought that (r. 0amb1s gar!en an! his house were empty an! therefore went into it. Why !i! Derry wish to get out of (r. 0amb+s gar!en imme!iately after getting into5 Derry went into 0amb1s gar!en because he thought it was empty. But when he saw (r. 0amb there an! that he ha! been being watche! by (r. 0amb# he felt ashame! an! wishe! to get out of the gar!en. What 'in! of a man was (r. 0amb5 (r. 0amb was an ol! man with a lame leg. Since he was lame# (r. 0amb began to !e"elop a positi"e attitu!e with his !eformity. &e wor'e! har! to !efeat this impairment an! learnt to wal' an! climb la!!ers. &e was happy to be ali"e an! ignore! his lameness. &e ma!e e"eryone his frien! an! ha! a house with no curtains an! loc'e! !oors. &e welcome! anyone who came to him. Both (r. 0amb an! Derry ha! much to suffer yet Derry was the worst affecte!. .xplain. (r. 0amb was an ol! man who ha! lost one of his legs in a blast while Derry was a teenager with a burnt face. While (r. 0amb too' his impairment as a challenge an! trie! to o"ercome it# Derry belie"e! that he was unwante! an! lost. &is pain was physical an! mental. Being a chil! he was not as strong as (r. 0amb about suffering. &e coul!n1t ta'e the sneering an! sympathi%ing worl! as ta'en by (r. 0amb. (r. 0amb was able to sit smart an! unaffecte! as long as he wore trousers an! sat but Derry ha! no way to hi!e his face. &ow !oes (r. 0amb explain the !ual faces of a wee! gar!en5

(r. 0amb belie"es in a positi"e attitu!e. &e always foun! the better parts of reality. &e says that it is people1s perception that goes wrong# not the realities. Some people consi!er some plants fit for a gar!en while some other people consi!er the same plants as wee!s# to be remo"e! from their gar!ens. Both ha"e lea"es an! flowers an! the beauty of these flowers "ary from person to person. What !oes (r. 0amb teach Derry from his exploring the two types of soun!s of the bees5 (r. 0amb belie"es in a positi"e attitu!e. &e always foun! the better si!es of reality. &e says that it is people1s perception that goes wrong# not the realities. Bees pro!uce the "ery same soun!? music for some an! irritation for others. f one is happy# the bees soun! music an! if one is sa!# the bees bu%%. &e explore! this !ual perception to show Derry that it was important for him to change his attitu!e. What ma'es (r. 0amb say that Derry wasn+t completely lost5 When Derry entere! (r. 0amb1s gar!en# the former appeare! to be highly pessimistic an! with!rawn. &e soun!e! bitter because the worl! ha! been so cruel to him. But at one point Derry sai! that he lo"e! a gar!en an! a house li'e the one as 0amb1s# (r. 0amb saw his lo"e for the nature an! beauty an! this ga"e (r. 0amb the hope that Derry was not completely lost in his gloomy worl!. Why !i! Derry+s mother warn him to 'eep away from (r. 0amb5 Derry1s mother was "ery particular about not letting her son mix with other people. She was much stricter about not allowing the boy to go to (r. 0amb as she ha! hear! that the ol! man was not goo!. Why !oes Derry say that he woul! ne"er go out to the worl! if he !i!n+t go to (r. 0amb5 Derry1s parents were greatly responsible for ma'ing an intro"ert out of him. They belie"e! that the worl! was not the place for their son !ue to his burnt face. They a!"ise! him to 'eep away from people. They con"ince! him that his life woul! be impossible after their !eath. Thus Derry1s parents shut him in a narrow worl! of his own# inspiring him to hate an! a"oi! e"eryone. But after meeting (r. 0amb Derry reali%e! how foolish he ha! been to belie"e his parents. 4or him 0amb was a man who opene! the !oors of his close! worl! in an hour1s time the same of which were shut on him by his parents an! therefore belie"e! that his company with 0amb woul! ma'e him a perfect person. Do you thin' (r. 0amb really ha! a lot of frien!s5 .xplain5 (r. 0amb claime! to ha"e a lot of frien!s but in fact he appears to ha"e few. (r. 0amb is a peculiar person with no complaints about his !eformity but his hea"y# philosophical tal's may bore people who run into him. ."en though (r. 0amb ha! claime! he ha! hun!re!s of frien!s# he !i!n1t 'now of those names an! no one showe! up while Derry was with him for such a long time. (oreo"er# (r. 0amb himself is foun! telling his bees that human beings !o not 'eep their

promise of returning to his gar!en. 4rom all these one can conclu!e that (r. 0amb ha! no frien!s but the bees an! the nature aroun! him. (r. 0amb says to Derry? B t1s all relati"e. Beauty an! Beast1. What !oes he mean by that5 (r. 0amb belie"es in the relati"ity theory of beauty. Auoting the fairy tale# BThe Beauty an! the Beast#1 he sai! that e"eryone has beauty insi!e but people har!ly recogni%e that. The beautiful ones are not always goo! at heart an! the ugly ones can ha"e a beautiful heart. Who shoul! be Bfrien!s1 accor!ing to both Derry an! (r. 0amb5 Both (r. 0amb an! Derry 'eep !ifferent "iews regar!ing frien!ship an! company. Derry thin's that one shoul! 'now all the particulars of a person before becoming frien!s. &e also thin's that two people who met casually on the way cannot be frien!s because they are not going to meet again. n contrast# (r. 0amb !oesn1t agree with Derry. &e !oesn1t 'now the names of his frien!s yet he has a lot of frien!s. 4or him anyone is his frien!# whether he met them $ust once or so many times. 6That woul! !o you more harm than any bottle of aci!s.7 (r. 0amb was a man who trie! to loo' at problems with re!uce! importance while Derry thought his !eformity was the last wor! of his life an! existence. &e sai! that he hate! some people for their hatre! an! sympathy for him. Seeing the burning hatre! in Derry# (r. 0amb warne! him that hatre! can burn in an! out of a person while aci! can burn part of the bo!y alone. &ow was the society an! family responsible for forming Derry an intro"ert5 Derry cannot be solely blame! for his pessimistic an! aggressi"e attitu!e towar!s the worl! aroun! him. ,nce he hear! two women commenting about his ugliness. They sai! only a mother coul! lo"e a face li'e his. ,n another !ay Derry hear! his parents con"ersing that he woul! not sur"i"e after their !eath because he was !eforme!. The shoc' he recei"e! from these wor!s was big. ,n another occasion Derry hear! his relati"es tal'ing about his being put in the hospital where he ha! been treate! after the acci!ent. n their opinion a !eforme! boy li'e Derry coul! accommo!ate himself with other !eforme! boys an! girls. Derry ha! his ears always open for such comments an! use! to respon! to them in his silent way. &e conclu!e! that the worl! altogether !i!n1t nee! a boy li'e him. 6An! the worl! is there to loo' at.7 n (r. 0amb1s opinion the worl! is a perfect example for people with !eformity. The earth is full of goo! an! ba! things# beautiful an! ugly places# inhabitable an! uninhabitable places yet we lo"e the earth as a whole# not as a part. (r. 0amb wants to ma'e Derry thin' of himself as a whole person with goo! an! ba! in him. Why !oes Derry go bac' to (r. 0amb in the en!5 (r. 0amb was a wi%ar! who coul! transform Derry into a positi"e character. Derry reali%e! the importance of a man li'e 0amb an! hope! that he woul! change completely in his company.

(oreo"er# he 'new# he coul! re"ert to his ol! attitu!e if he li"e! with his pessimistic mother an! father. &ow !oes Derry claim that his !eformity is gra"er than (r. 0amb1s lameness5 Derry ha! a burnt face an! (r. 0amb ha! lost one of his legs. n Derry1s opinion he bore more !amage an! pain than (r. 0amb because his burnt face cannot be hi!!en from others while (r. lamb coul! sit somewhere as a normal man. 4or Derry# the !eforme! face was his i!entity. People got away from him because of the face an! he belie"e! that no one runs away from a lame man. Shoul! Wi%ar! &it (ommy5 AR.ST ,*S A*D A*SW.>S What is the clash in the story5 Nac' en!e! his story with >oger s'un'1s mother hitting the wi%ar! for gi"ing a new smell to her son. n fact Noe ha! lo"e! the pre"ious en!ing of the story where >oger became a happy creature with the smell of roses that the wi%ar! ga"e him. She was !isplease! by this new en!ing an! wante! her father to ma'e the wi%ar! hit >oger1s mommy. But Nac' was not rea!y to ma'e any change as he thought Noe shoul! accept him without 2uestioning. As Nac' ha! create! >oger after himself an! >oger1s mother after his own mother# he wante! the story remain a remin!er to his !aughter to un!erstan! the importance of yiel!ing to her parents. Why !i! Nac' bring in an a!!ition to the story that ha! in fact en!e!5 Nac' was a "ery peculiar father an! man. &e wante! women clinging to him rather than he yiel!ing to them. When his story really en!e! as usual# Noe# his !aughter began to show signs of it an! loo'e! !istracte!. &e !i!n1t li'e this beha"ior of his !aughter. Accor!ing to him it was he who ha! to !eclare that the story was o"er. To establish his authority o"er the story# o"er his !aughter an! o"er all women# Nac' too' the story to a much unexpecte! twist an! !eclare! that the story was o"er. &ow !oes Nac' $ustify >oger1s mother5 Why !oes he !o so5 nterestingly# in all stories of >oger# Nac' ha! infuse! his own chil!hoo! an! place! himself as >oger an! his mother as >oger1s mother. Nac' !i! it because he was "ery much attache! to his mother an! ha! i!eali%e! the mother abo"e all. &e ha! certain limitations in his chil!hoo! but his mother !i!n1t blame him for his goo! or ba!. She !i!n1t want her son change li'e the other boys of his age. What she wante! was a son who always remaine! her pet# obe!ient# un2uestioning his parents. Nac' wante! his chil!ren to be li'e he was to his mother. Nac' appears to be an immature father. Discuss. Nac' is the father of two chil!ren yet he exhibits traits of an immature man an! father. &is min! is not as grown up as it is expecte! from a man of his age. &e clung to rigi! opinions li'e a small chil!. &e felt angry with Noe when she too' liberty to feel that the story ha! en!e!. n or!er to

establish his authority o"er the story an! the chil!# Nac' a!!e! an unwante! tail to the story. When the !aughter commente! that the story en!e! ba!ly# he fights with her o"er such a trifle# still beha"ing li'e a chil!. &ow !i! >oger1s mother react to his son1s change of smell5 >oger ha! a "ery ba! smell. &e was "ery sa! an! !isappointe! about it. But his life change! after getting the smell of roses from a wi%ar!. Though his frien!s lo"e! >oger with the new smell# his mother expresse! her "ehement protest to it. She !i!n1t li'e the change. She lo"e! her son with the here!itary smell# howe"er ba! it was. Why was >oger1s mother unhappy about the en! of the story5 >oger an! his frien!s were greatly happy with the smell of roses >oger got from the wi%ar!# but his mother wasn1t. The mother lo"e! her son with the ba! smell because the ba! smell was her son1s i!entity. She wante! him to be an obe!ient chil!# lo"ing his tra!ition# prou! of the family smell# howe"er stin'ing it was. Why !oes Noe consi!er >oger1s mother stupi!5 Noe consi!ere! >oger1s mother stupi! because she was so senseless that she coul! not appreciate her son1s ac2uiring a new smell replacing a "ery unpleasant smell. She was moreo"er ignorant about what was goo! an! what was ba!. 4or her# tra!itions are more important than a pleasing appearance an! therefore she was e"er willing to carry her ugly smell as a mar' of her i!entity. Why was Noe against the en! of the story5 Noe was a little girl of four years. She ha! a goo! appreciation to her father1s stories# howe"er monotonous they were. She use! to fall asleep at the en! of each story her father tol! her. But the unusual en!ing of >oger s'un'1s story !i!n1t please her. She !isli'e! the i!ea of the goo! wi%ar! hit for helping >oger. She saw no reason why goo!ness be punishe!. She was angry with >oger1s mother who !i!n1t accept a change that happene! for goo!. What was the ugly mi!!le position that Nac' foun! himself in5 Nac' was a husban! an! father. &e ha! consi!ere! himself to be "ery obe!ient to his mother an! was prou! of that submission. &e wante! his chil!ren follow his example an! therefore hate! being contra!icte! or 2uestione! by his chil!ren. t was with this in min! that he chose to tell be!time stories to his chil!ren rather than lea"ing it to Clare# his wife. But Nac' was a failure as a story teller# a husban! an! a father an! this place! him in a mi!!le position# somewhere nowhere. What ha!n1t Noe foreseen in the story of >oger S'un'5 Noe was gla! with the usual en!ing of the story of >oger s'un'# howe"er repeate! the story was. She ha! hear! this same line of story a hun!re! times before an! was satisfie! with each en!ing. But Noe was not happy with the a!!itional en!ing of >oger1s story. She ha! ne"er

foreseen that there was something wrong with getting pleasant smell an! that the wi%ar! woul! be punishe! for helping >oger to possess the smell of roses. Was Nac' a success as a story teller5 .xplain. Answer D? *o# Nac' was "ery poor at telling be!time stories. 4irst of all# he ne"er tol! stories out of his hea! as was !eman!e! by Noe. &e mo!ifie! a base story e"ery!ay an! therefore his stories lac'e! curiosity. &e !oesn1t 2uite 'now the psychology of a chil! an! hence his stories coul!n1t bring the chil! to sleep. nstea! of en!ing the story as lo"e! an! expecte! by the chil!# he en!e! his story in a highly complicate! manner. f he ha! en!e! the story where >oger S'un' got the smell of roses or with the wi%ar! hitting the s'un'1s mother# Noe woul! ha"e been satisfie! an! slept peacefully. Answer C? Nac' was not a goo! story teller. The purpose of his telling Noe a story was to put her to rest. &e was a la%y story teller as he use! to tell the same story with slight "ariations. ."en though Nac' applie! expressions# soun! effects an! curious !etails such as the fin!ing of pennies# he coul! not ma'e the story a great success because he ha! forgotten the basic purpose of telling the story. 4or him his stories were meant to teach his chil!ren morality that he inherite! from his mother. Nac' ha! to remember that chil!ren want curiosity# not philosophy@ a peaceful min!# not a turbulent one. Answer I? -es# Nac' was a goo! story teller. ."en though he faile! to put Noe to sleep with the story of >oger s'un'# he was always successful with his stories. &e ha! goo! imagination# a "ery effecti"e way of narration with soun! effects an! expressions. Besi!es# he was able to measure the !epth of Noe1s concentration an! in"ol"ement in the story. Why !o you thin' >oger1s !ecision to get the smell of roses was right5 ,r# Shoul! wi%ar! hit mommy5 There is no goo! reason why >oger1s mommy hit the goo! wi%ar!. What the wi%ar! !i! was an act of goo!ness. ."en though he charge! >oger a few pennies for the magic# he ga"e him a lo"ely i!entity that followe! frien!ship an! happiness. The mommy was a ba! one because she coul! not appreciate her son1s goo! choice. She was more concerne! about tra!itions# i!entity an! her son1s safety with the help of the ba! smell. She o"erloo'e! the happiness that her son got an! frien!ship he gaine!. After all# >oger chose goo! for goo! while the mother chose the ba! for goo!. She shoul! ha"e appreciate! >oger for this change an! than'e! the wi%ar! for this great transformation. Why was Nac' enthusiastic about telling the stories of >oger5 ,> Why !i! Nac' consi!er that his stories were what his chil!ren shoul! listen to5 Nac' ha! hel! certain "alues close to his heart. 4irst of all# he belie"e! that he was a well forme! man an! father. &e ha! suffere! certain humiliations in his chil!hoo! an! therefore he ha! sympathy for the wea' an! the !eserte!. &e ne"er li'e! women being superior. This male chau"inist# Nac'# consi!ere! his four year ol! !aughter Noe as a woman an! taught her that chil!ren shoul! not 2uestion their parents e"en if they are wrong.

&ow shoul! Nac' ha"e en!e! the story in or!er to ma'e Noe sleep5 f Nac' was primarily intereste! in ma'ing Noe sleep# he shoul! ha"e en!e! the story hitting the mommy. &e ha! to a!mit the unusual en!ing of the story a fault. f he !i!n1t want to !o so# Nac' shoul! ha"e promise! his !aughter that he woul! tell her the story as lo"e! by her.

The .nemy
Sa!ao was a Napanese surgeon. &e stu!ie! in America an! returne! with &ana# a Napanese girl whom he met there# an! marrie! her in Napan an! settle! !own comfortably. While most of the !octors were sent to ser"e the Napanese army in the Worl! War # Sa!ao was allowe! to stay home because he was wante! by the ol! 8eneral who was !ying. But one night into his une"entful life came an American *a"y/man# shot# woun!e! an! !ying. Though unwilling to help his enemy# Sa!ao too' the young sol!ier into his house an! pro"i!e! him with me!ical ai!. &e was in !anger from that moment. Soon his ser"ants left him. -et the !octor in Sa!ao saw that the sol!ier was getting well an! absolutely alright. ,nce his patient was no more in nee! of him# the !octor turne! out to be his assassin# conspiring to 'ill him in his sleep. &e informe! the 8eneral of the American an! the 8eneral promise! he woul! sen! his pri"ate men to 'ill the American. Sa!ao awaite! the American1s !eath e"ery morning but to his gloom the man was still ali"e# healthier an! posing !anger to him. At this point Sa!ao becomes the real man in him? a true human being who reali%es the essential worth of human life an! uni"ersal brotherhoo!. &e thin's beyon! countries an! continents an! races an! wars. &e fin!s no reason to belie"e that the American is his enemy. Sa!ao rescues the American. AR.ST ,*S A*D A*SW.>S Why !i! Sa!ao wait to fall in lo"e with &ana5 Both Sa!ao an! his wife &ana were Napanese. Sa!ao met &ana in America where both were stu!ents. Though he was impresse! by her# Sa!ao hesitate! to propose to her until he was sure that &ana was pure in her race because he 'new that his father woul!n1t lo"e to ha"e her as his son1s wife if she were not pure Napanese. Why was Sa!ao not sent with Napanese troupes that were in war with America5 Sa!ao was not sent with the Napanese troupes e"en when the country was in war. Being a renowne! surgeon# he was highly re2uire! by the ol! general who was un!er treatment. Also# Sa!ao was in"enting a new me!icine that was suppose! to clean woun!s entirely. &ow patriotic was Sa!ao1s father5 Sa!ao1s father li"e! a perfect Napanese life. &e was blin! about his country an! lo"e! it throughout his life. &e ne"er use! anything ma!e in a foreign country. &e coul! not thin' of a

foreign !aughter in law. &e wante! his son stu!y abroa! so that he coul! ser"e Napan for its growth. What were the ser"ants1 superstitions against 'eeping the American sol!ier at Sa!ao1s home5 The ser"ants !i!n1t li'e the American sol!ier being helpe! by Sa!ao an! &ana because they were superstitious. Accor!ing to them# first the bullet# then the sea an! finally the sharp roc's in the sea trie! to 'ill the sol!ier but he escape! from all of them. *ow# if Sa!ao helpe! the man then the bullet# the sea an! the roc's woul! turn against him an! ruin him an! his family. What was -umi1s excuse for not washing the young American5 -umi was Sa!ao1s mai! ser"ant# especially in charge of the chil!ren. She# li'e the other ser"ants# ha! greatly !isli'e! Sa!ao1s !ecision to ta'e care of the American sol!ier. She e2ually !isli'e! washing the man because he was her enemy an! she !i!n1t want to ta'e ris' by helping Sa!ao an! &ana# who she belie"e!# woul! be arreste! by the police. What were Sa!ao1s strange habits while performing surgery5 Sa!ao use! to tal' to the patients while operating them. When the patient crie! or groane! !uring the operation# he use! tal' to him# calling him his frien!. What was the most remar'able instruction of his American professor Sa!ao ha! ta'en into his heart5 Sa!ao1s anatomy professor use! to remin! his stu!ents that the biggest crime of a surgeon is his poor 'nowle!ge in human anatomy. f a surgeon operates a patient without perfect 'nowle!ge of the human bo!y# he woul! be 'illing the patient. &ow !i! the ser"ants react to Sa!ao1s act of ta'ing the American sol!ier into the house5 The ser"ants were from the beginning against Sa!ao1s i!ea of ta'ing the American sol!ier in for whate"er reason# to 'ill or to treat. They openly expresse! their !issatisfaction an! ma!e clear that Sa!ao shoul! not treat the American because Americans are Napan1s enemies. When they foun! that Sa!ao was not yiel!ing to their wishes# the ser"ants 2uitte! their ser"ice at Sa!ao1s house ami!st great pain of separation. Why !i! Sa!ao plot plans to 'ill the American5 Sa!ao was a 'in!/hearte! !octor who "alue! life an! consi!ere! sa"ing any life to be his prime concern. Though for this reason he a!mitte! the American in his home an! pro"i!e! him with all me!ical support# Sa!ao turne! out to be plotting plans to 'ill him because the American was perfectly cure! an! therefore the !octor/patient relation was snappe! an! he was the American1s enemy. Sa!ao was a perfect !octor# a pure patriot an! clearhea!e! human being. .xplain. Sa!ao1s life was a happy one. &e was one of the happiest men in Napan !uring the war. While most of the !octors were on boar! with the troupes# Sa!ao was allowe! to remain home with his

family. &e was rich an! en$oye! more liberty an! pri"ilege because he was the ol! 8eneral1s personal surgeon. But the entry of the American sol!ier was going to strip all this happiness off him. Sa!ao coul! easily ha"e ignore! the American or han!e! him o"er to the police or thrown him bac' to the sea. The !e!icate! !octor in him beha"e! li'e a sa"ior for the !ying man. n spite of the ser"ants1 protest# he too' the man in his house an! ga"e him all the me!ical ai!. &e continuously atten!e! to the man an! ma!e sure he was getting better. ,nce the American was perfectly out of !anger# the !octor in Sa!ao !ie! an! a perfect# patriotic Napanese too' birth. Su!!enly he became the enemy an! began to plot plans to 'ill American enemy. &e awaite! the pri"ate 'illers of the 8eneral e"ery night an! grew !isappointe! in the morning to see that the American was still ali"e. &is nights became sleepless. &a"ing passe! through this !isappointing time# Sa!ao finally shifte! to the next an! last of his person@ he once again wante! to rescue the American. This time it was not for the fun of exhibiting his surgical s'ills# nor to get ri! of his enemy. This time he !i! so because he reali%e! that the concept of .*.(was abstract. &e bro'e the barriers of narrow min!e!ness an! became a uni"ersal brother. Thus# Sa!ao was a perfect !octor# a perfect enemy an! a perfect human being. Di! Sa!ao show the e2ual !egree of honesty in rescuing the American at the en! of the story as in operating him5 8i"e instances. Sa!ao was "ery honest towar!s rescuing the American sol!ier. t was not for the sheer pleasure of showing his surgical s'ills to a small au!ience of his wife an! ser"ants that Sa!ao !i! it. Keeping all his fears an! anxieties# he cure! the American for humanitarian reasons. The same !egree of honesty was shown when he rescue! him# too. Sa!ao was not getting ri! of a menace. &e ma!e sure that the man really escape!. By pro"i!ing him with a boat# clothes an! foo!# his fa"orite torch light an! further instructions in case the foo! was o"er# Sa!ao sent the man into the sea. &e was restless for !ays concerning the safety of the man wan!ering in the !ar' sea an! got his peace of min! only after getting an assurance that the man was really safe. What !oes the ol! general mean by the American sentimentality an! the 8erman brutality5 What !i! he expect from combining both5 The 8eneral belie"e! that the Americans were highly emotional an! the 8ermans "ery brutal. Accor!ing to him# a perfect !octor shoul! ha"e both these 2ualities. The !octor shoul! lo"e the patient on one si!e an! be brutal towar!s his physical pains. By combining both these 2ualities# the 8eneral expecte! to ma'e a perfect !octor out of a man.

Nourney to the .n! of the .arth

Summary What is going to happen to our planet5 What will happen to this earth after another million years5 *o one can say but Antarctica can gi"e us some hints. The col!est place of the earth# Antarctica warns us to ta'e care of the earth so that it will ta'e care of us) -es# we the human beings ha"e in!ee! cause! a lot of harm to this earth. We multiplie! in the last DC;;; years of our existence an! brought e"ery species un!er our control an! !estroye! many of them for our water# for our foo!# for our shelter# for our fun. *ow stop an! listen to the warnings from Antarctica. t was once a !ry an! hot lan!mass. 4orget how it became col!. *ow the big thing is that it is going to become that same !ry# hot lan!mass again) f so# what will happen to the !ry regions of the earth5 Will they turn up to col! continents again5 f you !on1t belie"e these facts# come to Antarctica an! start !igging the miles/!eep ice/sheets. -ou will !isco"er layers after layers rich with the well preser"e! fossils of a lot of un'nown animals an! bir!s an! trees. Noin us# to the Nourney to the .n! of the .arth to see if the worl! is really $ourneying to its en!. What is BStu!ents on ce51 BStu!ents on ce1 is an e!ucational $ourney to Antarctica. t ta'es high school stu!ents to show them the horrifying impacts of human acti"ities in Antarctica so that the youngsters# the future policy ma'ers of the earth# will reali%e that the en! of the earth is 2uite near an! therefore something is to be !one to sa"e the planet.

Why !i! 8eoff 8reen !eci!e to ta'e high school stu!ents to Antarctica5 8eoff 8reen !i!n1t fin! any goo! in ta'ing curious celebrities to Antarctica until he thought of ta'ing high school stu!ents. &e belie"e! the young "ibrancy in them woul! easily un!erstan! the seriousness of the threat that poses the earth by "isiting Antarctica an! woul! act their bit to sa"e the planet from further !eterioration. Why is Stu!ents on ce a success5 When one stan!s in the mi!st of the cal"ing ice/sheets an! retreating glaciers an! melting ice/ bergs# he reali%es that the threats to the earth are real. t is !ifferent from tal'ing about Antarctica from the comfort %ones of our warm countries an! therefore being in Antarctica is a shoc'ing reali%ation. What !oes the parable of phytoplan'ton teach us5 Phytoplan'ton is a single/celle! grass that fee! the entire southern ocean1s marine life. These micro organisms re2uire a low !egree of temperature for their sur"i"al. But !ue to the o"erheating an! the !epletion of o%one layers# their existence is threatene!. The message for the humans is to ta'e care of the small things so that the bigger things will also fall in place. What beauty of balance !oes the author see in Antarctica an! in the warm countries5 While in Antarctica the author saw crab/eater seals ha"ing sun/bath on the ice/floes much li'e the stray !ogs sleep un!er the sha!e of trees in the warmer countries. While the polar animals prefer a bit of warmth# the tropical ones !esire a bit cool. The author belie"es that the earth has a balancing of climatic "ariations an! after millions of years the Polar >egions will once again become warmer an! the warmer will turn cooler. B n that short amount of time we ha"e manage! to create 2uite a ruc'us31 .xplain. ,># What is the human impact on Antarctica5 &umans came to the earth1s scene $ust twel"e thousan! years ago which is comparati"ely a secon! in the geological cloc'. -et the !estruction we ha"e create! on the planet is countless. We ha"e ma!e this planet almost a scorching !esert by way of !eforestation for our !e"elopmental wor's. All these conse2uences are affecting the Antarctic regions e"en though we ha"e not starte! any !estructi"e wor's there. &ow is Antarctica significant in climatic !ebates5 Antarctica is a continent that has a lan!mass with miles !eep ice# layers o"er layers. n each of those layers lie millions of years ol! carbon recor!s of the organisms that existe! since the beginning of the earth. While pon!ering o"er the issue of the future of the earth# these carbon recor!s will she! light on the past an! enable the scientist to co/relate the past# present an! future. What is the significance of the title# BNourney to the .n! of the .arth5

The title# BNourney to the .n! of the .arth#1 has more than one meaning. t !escribes an e!ucational $ourney to Antarctica un!erta'en by groups of high school stu!ents to learn more about the real impact of 8lobal Warming an! the future of the earth. The $ourney# being to the extreme south of the earth# is really towar!s the en! of it. Another meaning of this title is more significant as the warnings that Antarctica gi"es are shoc'ing an! much concerning the humanity an! the millions of other species on the earth. The changes ta'ing place in Antarctica are pointing a warning finger at the existence of the earth@ the earth is $ourneying to its en!) Why !oes the author consi!er his wal'ing on the Antarctic ocean to be one of his epiphanies5

n!igo
Share cropping system in Champaran Champaran is part of the state of Bihar. t was famous for its in!igo plantations owne! by the British lan!lor!s an! wor'e! by the n!ian peasants. The British force! the peasants to culti"ate in!igo in the DHS of their lan! an! submit the entire har"est to the lan!lor!s as their rent. 8oo! i!ea# was it not5 Poor n!ians# they ha! to obey the British because they were afrai! of the British. They hate! this agreement an! wante! to be free. Synthetic in!igo t was !uring this time that 8ermany !e"elope! synthetic in!igo an! the British 'new that the peasants woul! be free from the agreement an! that they woul! get no more income from them. 0an!lor!s1 tric'ery So the smart lan!lor!s free! them from the agreement by ma'ing them pay hea"y amount for that. (ost of the peasants were happy an! pai! an! got their free!om from the lan!lor!s. But soon the news of the 8erman in!igo reache! them an! they reali%e! that they were cheate!. n!ian lawyers fool the peasants The peasants went to the n!ian lawyers an! pai! them hea"ily to get bac' their money. The lawyers 'new that the peasants woul! ne"er get their money bac' from a court controlle! by the

British# yet they preten!e! to be helping them. Soon the peasants reali%e! that they nee!e! a stronger an! reliable help an! they turne! to n!ian *ational Congress. Accor!ingly# a peasant# >a$ Kumar Shu'la reache! 0uc'now where the Congress Committee was being hel! an! happene! to meet a young Congress member calle! (ohan!as Karamchan! 8an!hi. (r. 8an!hi$i hear! Shu'la1s story was impresse! but regrette! his inability to help the peasants of Champaran. &e trie! to escape Shu'la but Shu'la was not rea!y to aban!on his pursuit. 4inally 8an!hi$i ha! to comply. &e reache! Champaran an! learne! the situation. &e was mo"e! by the way the poor n!ian peasants ha! been exploite! an! foole! by the British lan!lor!s an! the n!ian lawyers. Who was >a$ Kumar Shu'la5 Why !i! he want 8an!hi$i in Champaran5 >a$ Kumar Shu'la was a peasant from Champaran. &e was a sharecropper un!er the British lan!lor!s there. The sharecropping system ha! become a big trouble for all the peasants in Champaran an! there was no one to help them. Shu'la hear! from someone that 8an!hi$i coul! sol"e their problems an! therefore wante! 8an!hi$i in Champaran. What ma!e 8an!hi$i accompany >a$ Kumar Shu'la to Champaran5 8an!hi$i ha! no plan to in"ol"e himself in any mass mo"ements. But when he hear! about the miseries of the Champaran peasants un!er the British lan!lor!s an! that the n!ian lawyers there !i!n1t !o anything honestly for the peasants an! ha"ing seen the !etermination an! tenacity of Shu'la# 8an!hi$i !eci!e! to accompany him to Champaran. &ow were 8an!hi$i an! >a$ Kumar Shu'la treate! by >a$en!ra Prasa!1s ser"ants5 Why5 >a$en!ra Prasa! was an influential lawyer in Patna. 8an!hi$i ha! ac2uaintances with him too. But when he reache! his home with >a$ Kumar Shu'la# he was not at home. &is ser"ants thought that 8an!hi$i was also an Buntouchable1 as the peasants were generally consi!ere! an! as'e! them to stay on the groun! an! refuse! to !rin' water from the well. Why !i! 8an!hi$i want to ma'e a fresh en2uiry into the sharecroppers+ problem5 >a$ Kumar Shu'la ha! gi"en 8an!hi$i an exact account of the nature of problems in Champaran. But 8an!hi$i# being a see'er of truth# wante! to gather all the facts regar!ing the sharecroppers1 problems beyon! what Shu'la ha! imparte! to him. What was extraor!inary about Professor (al'ani+s accommo!ating 8an!hi$i in his home5 Professor (al'ani was a British 8o"ernment professor at (u%%afarpur an! 8an!hi$i fighting against the same go"ernment for free!om an! home/rule. 8enerally no one harbore! the a!"ocates of home/rule for fear of the British an! therefore Professor (al'ani1s act was extraor!inary. &ow !i! the (u%%afarpur lawyers loo' at 8an!hi$i+s presence in Champaran5 What !i! 8an!hi$i blame them for5

The (u%%afarpur lawyers were of the opinion that the sharecropping issue woul! ne"er be sol"e!. The thought that this issue woul! be a long/term source of their income. So they con"ince! the poor# illiterate peasants that there woul! be $ustice for them. Therefore these lawyers were unhappy with 8an!hi$i1s arri"al there to sol"e the sharecroppers1 issue. What was the cause of the Champaran sharecroppers+ resentment5 The sharecropping system began a long time before 8an!hi$i was calle! to in"ol"e. The peasants were alrea!y struggling un!er this. What aggra"ate! the resentment was a new agreement the British lan!lor!s ha! ma!e the peasants to sign to pay a big amount to get free from the ol! agreement. The lan!lor!s !i! this not to alle"iate the peasant+s struggles but because they learnt that 8ermany ha! !e"elope! synthetic in!igo !ue to which the !eman! for natural in!igo woul! !ecline. Why !i! 8an!hi$i !iscourage the peasants an! the lawyers from going to the court of law5 When 8an!hi$i saw that the illiterate peasants still relie! on the n!ian lawyers who promise! $ustice for them# he 'new how foolish that was. Being himself a lawyer# 8an!hi$i saw that the poor n!ians woul! not get $ustice as long as the law# prosecutors# courts# $u!ge an! the accuse! being British. Why were the sharecroppers rea!y to sign the agreement to pay the money to get release! from the pre"ious agreement to plant in!igo5 The peasants ha! alrea!y been suffering !ue to the age ol! agreement ma!e by their forefathers. They coul! not !o any other wor' than the culti"ation of in!igo an! therefore remaine! poor. When they were tol! of the new agreement to pay a compensation to be release! from the pre"ious agreement# the peasants foun! it better. Why !i! the sharecroppers !eman! their money bac'5 The British lan!lor!s were "ery shrew! an! 'new how to exploit the poor# unlettere! n!ian peasants. When they hear! that the !eman! for natural in!igo woul! soon fall an! that the Champaran peasants woul! be free from the agreement# they exhorte!Jtoo' money from them before the peasants 'new the true story. But when the peasants 'new the truth they reali%e! that they were cheate! an! therefore wante! their money bac'. ,n what groun!s was 8an!hi$i calle! an outsi!er5 &ow !i! he react to that5 n!ia was not a fe!eral nation at the time when 8an!hi$i reache! Champaran. The country was scattere! into 'ingly an! princely states. 8an!hi$i belonge! to the West of n!ia while Champaran lay on the extreme .ast. Though 8an!hi$i consi!ere! n!ia as a whole# the British rule! it !i"i!e! an! therefore 8an!hi$i came from outsi!e Champaran# hence an outsi!er. 8an!hi$i felt angry to be consi!ere! an outsi!er an! he wante! to show the British who was outsi!er an! who was insi!er. Why was 8an!hi$i stoppe! on his way to the "illage where a peasant was maltreate!5

While in Champaran# 8an!hi$i hear! that a poor peasant of another "illage ha! been beaten by the lan!lor!s1 men. 8an!hi$i an! many of his followers went to see the situation. But 8an!hi$i was stoppe! by the police fearing that his presence along with many furious people an! the sight of the maltreate! peasant woul! cause a mutiny in Champaran. What !i! 8an!hi$i learn from the "oluntary support of the "illagers in Champaran5 8an!hi$i ha! ne"er foreseen the support he woul! ha"e got from the peasants of Champaran. &e was not sure of the unity among this people but when he saw the "oluntary support the une!ucate! peasants ga"e him 8an!hi$i learne! that what n!ia wante! was a strong lea!er an! that he coul! certainly win the battle of Champaran. &ow were the British authorities hel! helpless !uring 8an!hi$i+s trial5 The !ay when 8an!hi$i was trie! in the Tirhut court# thousan!s of "illagers surroun!e! the courthouse announcing support for their lea!er. With their limite! police force# the British authorities were helpless in front of the mob fury. They were force! to see' 8an!hi$i1s help to sa"e their face. Both 8an!hi$i an! the British authorities learnt lessons !uring his trial. What were the lessons5 Both 8an!hi$i an! the British authorities were not aware of the unity an! strength of the n!ian peasantry till they witnesse! it at the time of 8an!hi$i1s trial. 8an!hi$i learne! from this that a lea!er was what n!ia nee!e! while the British became aware of the real threats to their existence in n!ia. What were the two types of !uties 8an!hi$i brought to a conflict5 Being a lawyer himself 8an!hi$i ama%e! the lawyers an! $u!ge of the Tirhut Court with the accurate use of elo2uence an! law points. &e sai! that he was in"ol"e! in a conflict of !uties? one with the law of the court an! the other with his own conscience. &e sai! he ha! to stan! with his conscience because he belie"e! that ser"ing people was more important than ser"ing the law. &ow !i! 8an!hi$i ma'e the $u!ge grantJallow him bail5 The crafty British $u!ge wante! to postpone the trial so as to get 8an!hi$i without the co"er an! support of the peasants to put him behin! the bars. Sensing this# 8an!hi$i !eclare! that he was guilty an! re2ueste! the court to gran! him his punishment. at this point# the $u!ge was force! to announce the "er!ict an! release! 8an!hi$i on bail. What was the imme!iate reaction of the n!ian lawyers when 8an!hi$i sought their a!"ice5 8an!hi$i was release! on bail but was still in !anger of being caught an! trie! in secret. Knowing this 8an!hi$i sought the a!"ice of the n!ian lawyers. The lawyers were alrea!y !iscontent with him an! therefore sai! they woul! not min! if he went to prison. When !i! 8an!hi$i announce that +the battle of Champaran was won5+ What ma!e him say so5

The n!ian lawyers beha"e! in!ifferently with 8an!hi$i when he was release! on bail. But 8an!hi$i remin!e! them that they woul! lose support an! trust of the peasants if they !i!n1t help him. &e further explaine! that he was an outsi!er yet was going to $ail for the peasants. At this crucial point the lawyers !iscusse! among themsel"es an! announce! their support for 8an!hi$i. &a"ing secure! the support of the rich an! poor# the e!ucate! an! the une!ucate!# 8an!hi$i announce! that the battle of Champaran was won. +Ci"il !isobe!ience ha! triumphe!# the first time in mo!ern n!ia.+ Comment. 8an!hi$i began his Ci"il Disobe!ient (o"ement in Champaran by refusing to lea"e the place as or!ere! by the police authorities. &is arrest an! trial followe!. But finally the $u!iciary ha! to release 8an!hi$i an! !rop his case !ue to pressure from the peasants an! thus his Ci"il Disobe!ient (o"ement became successful in Champaran. Why was 8an!hi$i rea!y to accept a meager compensation of only CHS of the money from the lan!lor!s5 The Commission that was set up for sol"ing the Champaran issue finally agree! to pay CHS of the money as compensation to the peasants who ha! been foole! by the British lan!lor!s. 8an!hi$i# being the only representati"e of the peasants# agree! to this suggestion of the Commission. ."en though the amount was "ery less for the peasants# 8an!hi$i consi!ere! the agreement to be a mile stone as it was the first instance in the history of n!ian free!om struggle when the British were force! to obey the n!ians. 8an!hi$i foile! the Commission+s hi!!en plans to help the British lan!lor!s by his tactful reply. .xplain what were the Commission1s hi!!en plans. ."en though the Commission seeme! to be rea!y to sol"e the Champaran peasants# the British members of the commission ha! some hi!!en intention in min!. They were prepare! either to foil the Commission or to sa"e their money an! prestige. t was for this that they !isagree! to pay the H;S of the peasants1 money e"en though 8an!hi$i1s !eman! was more than $ust. 8an!hi$i outwitte! their hi!!en plans by unexpecte!ly accepting their meager compensation amount. &ow was the Champaran episo!e a turning point in 8an!hi$i+s life5 When 8an!hi$i un!ertoo' his mission in Champaran he was least certain about the cooperation an! unity of the people that woul! ha"e turne! out to be support for him. But the "oluntary support they ga"e him at his trial opene! his eyes an! 8an!hi$i place! himself the lea!er that the whole of n!ia nee!e! an! began his 4ree!om Struggle since then. Who was Charles 4reer An!rews5 Why !i! 8an!hi$i+s frien!s want him in Champaran5 Why was 8an!hi$i against this5 Charles 4reer An!rews was an .nglish man# a close follower of 8an!hi$i with similar i!eas of a pacifist. &e was a social wor'er in Champaran. When 8an!hi$i came to Champaran# An!rews was getting rea!y to go to his new !estination. 8an!hi$i1s frien!s thought of stopping An!rews in

Champaran for 8an!hi$i1s help. But 8an!hi$i rea! their min!s an! saw that they were !epen!ing on a foreigner for n!ia1s free!om. To show them the meaning of self reliance# 8an!hi$i refuse! to as' An!rews to stay with him. Who was Charles 4reer An!rews5 Why !i! 8an!hi$i+s frien!s want him in Champaran5 Why was 8an!hi$i against this5 Charles 4reer An!rews was an .nglish man# a close follower of 8an!hi$i with similar i!eas of a pacifist. &e was a social wor'er in Champaran. When 8an!hi$i came to Champaran# An!rews was getting rea!y to go to his new !estination. 8an!hi$i1s frien!s thought of stopping An!rews in Champaran for 8an!hi$i1s help. But 8an!hi$i rea! their min!s an! saw that they were !epen!ing on a foreigner for n!ia1s free!om. To show them the meaning of self reliance# 8an!hi$i refuse! to as' An!rews to stay with him.

>attrap
SR((A>Pe!!ler There was a poor man who went selling rattraps that he ma!e himself. &e ha! no family. &e was not e!ucate!. &e le! an in!ecent life. &e e"en stole to sur"i"e. A new i!ea) Thin'ing about the rattraps once he caught glimpse of a new philosophy? The whole worl! is a rattrap an! all the riches are the baits that attract the human rats into it. &e lo"e! this i!ea an! watche! the rich people getting into this rattrap of the worl!. 4irst trap This was what ha! happene! with him? ,ne e"ening he 'noc'e! at the !oor of a house an! the owner# an ol! man# welcome! him happily. The ol! man was once a crofter an! ha! no family. &e earne! his li"ing by selling his cow1s mil'. The pe!!ler an! the crofter spent that night li'e frien!s.

Secon! trap ,n the way he !eci!e! to ta'e the roa! through the forest to a"oi! police an! lost his way in the confusing forest. &e fell !own an! thought his en! ha! come. &e reali%e! he too was in a rattrap. While lying !own# the pe!!ler hear! the soun!s from an iron mill. &e got up with all his strength an! wal'e! to that !irection. &e reache! an iron mill an! too' shelter near the fire insi!e the mill an! soon fell asleep. Again Traps While the pe!!ler was sleeping the owner of the mill happene! to reach there. The ronmaster came close to him an! notice! his face an! su!!enly misun!erstoo! him to be his lost regimental frien! *ils ,lof# a captain in the army. The ronmaster wo'e him up an! as'e! him to come home with him. Though this misun!erstan!ing woul! ha"e helpe! the pe!!ler to get some money# he refuse! to go with the ronmaster out of fear an! suspicion. The ronmaster ga"e up an! went home an! sent his !aughter to persua!e the pe!!ler. The !aughter# .!la Willmansson# came to the mill an! with her innocent# lo"ing wor!s an! manner# too' the pe!!ler home. 4alse !entity *ext morning the pe!!ler was washe!# sha"e! an! !resse! an! brought to the presence of the ronmaster. To the ronmaster1s horror# he notice! that the pe!!ler was not his frien! an! he reali%e! his mista'e. &e as'e! the pe!!ler to get out of his home. But the ronmaster1s !aughter was a goo! person. She felt sympathy for the pe!!ler an! re2ueste! her father to allow him stay for Christmas that !ay. The ronmaster unwillingly complie! to his !aughter an! the pe!!ler was allowe! to stay for Christmas. The whole !ay an! night he ate an! slept. &e was ne"er before so much happy# so much at peace# so much fe!. &e felt important. &e !istinguishe! between the !irty life of a pe!!ler an! the !ecent life of a respecte! captain. &e wishe! to be a !ecent# respecte! man. Thief in the "illage) *ext morning the ronmaster an! his !aughter went to the church# lea"ing the pe!!ler at home with the ser"ants. n the church they hear! a ba! news from the crofter that a pe!!ler selling rattraps stole his har! earne! I; Cronors. 4ather an! !aughter imme!iately returne! from the church an! reache! home fearing that the pe!!ler woul! ha"e robbe! their house. Pe!!ler becomes captain They reache! home an! saw that the pe!!ler ha! gone. They were gi"en no shoc'. They were greatly surprise! to see that the pe!!ler ha! not ta'en anything from their home an! that he ha! left a rattrap as a gift for .!la an! the money he ha! stolen from the crofter an! a letter re"ealing his change. AR.ST ,*S A*D A*SW.>S Why ha! the pe!!ler to resort to petty thie"ery5

The rattrap seller li"e! mostly by selling rattraps that he himself ma!e. At times# when his business !i! not go well# he ha! to resort to petty thie"ery for sur"i"al. What was the new line of thought the pe!!ler once came across5 The pe!!ler was once thin'ing about the rattraps. Su!!enly he reali%e! that the whole worl! is a rattrap. The riches an! luxuries an! comforts are the baits. 0i'e rats people allow themsel"es to be tempte! by these baits an! get caught an! en! up life struggling to get out. &ow is the pe!!ler+s philosophy practical an! true in the mo!ern worl!5 The pe!!ler foun! that the whole worl! with its riches an! comforts alluring people is a rattrap. This is e"en to!ay a practical philosophy. The mo!ern worl! is full of alluring things# people# places an! opportunities e"erywhere. &umans ha"e an un2uenche! thirst for all these. nstincti"ely they !esire to achie"e them but turn out to be trappe! at the en!. A!!ictions are the best examples. Why was the pe!!ler happy to thin' of the worl! as a rattrap5 The pe!!ler was a struggling man an! was therefore gla! to see others getting into troubles. (oreo"er most people he met were heartless an! showe! him no generosity. &e wante! them to get into troubles in life so that they coul! un!erstan! the sufferings of the poor an! he coul! be happy to see them in troubles. Why was the pe!!ler welcome! by the crofter5 &ow !i! this ama%e the pe!!ler5 The Crofter was ol!# lonely an! was in nee! of someone to tal' to. This ama%e! the pe!!ler because it was not 2uite usual that anyone welcome! him so warmly an! fe! him so lo"ingly an! beha"e! with him so frien!ly. +The ol! man was $ust as generous with his confi!ences as with his porri!ge an! tobacco.+ .xplain. The way the pe!!ler was welcome! by the crofter was unusual. The crofter generously ser"e! him foo! an! let him stay with him. Besi!es he went to the extent of sharing his secrets with the pe!!ler an! showe! him his great treasure of an amount of thirty cronors. What was the extraor!inary +bossy+ of the Crofter5 The crofter was once able to support himself. But now he has become ol! an! coul! not !o labor as before. &e is now supporte! an! ta'en care of by his cow whom he consi!ers as his boss. What ma!e the Crofter show the pe!!ler his money pouch5 When the crofter tol! the pe!!ler that he ha! thirty cronors in possession# the latter seeme! to ha"e !isbelie"e! this. To pro"e himself true the crofter showe! him the entire amount of thirty cronors.

Why !i! the pe!!ler return to the Crofter+s house after half an hour5 ."en though the pe!!ler ha! been generously treate! by the crofter# the former was tempte! to steal his thirty cronors an! therefore he returne! to the Crofter+s house when he was away. What ma!e the pe!!ler ta'e the woo!lan! roa! to his !estination5 After stealing the crofter+s money# the pe!!ler began to feel insecure going the main roa! where he coul! be easily arreste! by the police. To a"oi! any ris' he too' the woo!lan! roa!. &a"ing ta'en the Crofter+s money as bait# the pe!!ler got trappe! into a rattrap. What is the irony in this5 The pe!!ler belie"e! his own philosophy that the whole worl! is a rattrap an! the attractions here are baits attracting people into its !ea!ly !oors. But by ta'ing the crofter+s money# the pe!!ler ha! forgotten his philosophy an! too' the bait an! allowe! himself to be caught. &ow !i! the hammer stro'es re'in!le the lost spirit in the pe!!ler5 ,r &ow !i! the soun!s from the iron mill encourage the pe!!ler5 &a"ing wan!ere! through the confusing forest an! fallen !own on the earth# the pe!!ler thought that his en! ha! approache!. But as his ears lay close to the earth# the pe!!ler hear! the regular thumping of hammer stro'es an! guesse! that was from an iron mill. &e !ragge! himself to the !irection of the soun!s hoping to get himself warme! from the chilling col! an! !ripping water an! fin! a way out of the forest. Why !i! the ronmaster in"ite the pe!!ler his home5 The ronmaster# the owner of the iron mill# was once in the army. &e ha! a close regimental frien! there. &is name was *ils ,lof 9on Stahle. After his retirement what the ronmaster last hear! of 9on Stahle was that he too ha! retire! from the force. The pe!!ler ha! the similar loo's of 9on Stahle an! the ronmaster too' him for his lost frien! therefore wante! him to come to him home. Why !i! the pe!!ler refuse to go with the ronmaster5 nitially the pe!!ler was gla! to be ac'nowle!ge! as the ronmaster1s frien!# the captain# with a hope that he coul! get some money from this confuse! gentleman. But when the ronmaster as'e! him to come home to his manor house# the pe!!ler refuse!# suspecting some cra%y intentions behin! the ronmaster1s in"itation. Why !i! the pe!!ler agree to go with .!la5 .!la Willmansson was the ronmaster1s !aughter. She was not pretty or attracti"e yet was compassionate. When she came an! as'e! the pe!!ler to come home# he agree! an! went with her because she seeme! frien!ly an! that booste! up the pe!!ler1s confi!ence. Besi!es# probably he !i!n1t want to be !isturbe! again. &ow were the ronmaster an! his !aughter !ifferent in their outloo'5

The ronmaster in"ite! the pe!!ler home for celebrating Christmas with his !aughter an! him because he thought the pe!!ler was his ol! frien! an! that they ha! none to celebrate Christmas with. The ronmaster was business min!e! an! it was not the genuine compassion that ma!e him treat the pe!!ler. But .!la was $ust the opposite. She was a fountain of true lo"e for others. She ha! the same compassion an! lo"e for the pe!!ler e"en after 'nowing that the man was not her father1s regimental frien!. Why !i! .!la interce!eJre2uest for the pe!!ler5 .!la Willmansson# the ronmaster1s !aughter# ha! a soft corner for the pe!!ler. She was sympathetic to him because she was so to all the poor an! suffering people. She ha! un!erstoo! the essential "alue of human beings# too. She interce!e! for the pe!!ler because she ha! wishe! his presence with her family as a Christmas frien!# not as his father1s ol! regimental frien!. She ha! belie"e! in the true Christian "alues such as charity an! bene"olence# which are in fact the spirit of Christmas. &ow !i! the pe!!ler celebrate his Christmas at the manor house5 t was the first Christmas the pe!!ler e"er celebrate! in his whole life so peacefully. The whole !ay an! throughout the Christmas night he was sleeping that was interrupte! only by the calls to eat at inter"als. What was .!la+s Christmas gift for the pe!!ler5 .!la Wilmansson !i!n+t gi"e anything apparently to the pe!!ler. She informe! him that her father+s fur coat that ha! been gi"en to him was not to be returne!. She tol! him that he woul! be welcome to the manor house on e"ery Christmas to spen! a peaceful Christmas. But the real Christmas gift that .!la ga"e the pe!!ler was the great transformation that ma!e him a new man. Why !i! .!la sit !e$ecte! when she returne! from the church5 .!la an! her father ha! left the pe!!ler home while they went to church for Christmas celebrations. But in the church the crofter whose money the pe!!ler ha! stolen earlier tol! e"eryone how an! by whom he ha! been robbe! by a man who sol! rattraps. >eali%ing that the same man was at her home an! that it was she who wante! him home an! that he woul! ha"e stolen e"erything# .!la felt !e$ecte!. &ow !i! the pe!!ler !are to consi!er himself as a captain5 &ow far is that apt5 A captain is far refine! than a pe!!ler. When the pe!!ler began to thin' an! beha"e !ifferent from his usual tramp way# he felt a nee! for change in his life. (oreo"er# the newly awa'ene! man in the pe!!ler coul! comman! the ol! man in him to change# as a captain comman!s. Do you thin' that the pe!!ler ha! really change!5 -es# the pe!!ler change! his ol! way of life after staying with .!la an! her father on a Christmas. &e !i! not ta'e anything from .!la1s house e"en though he was able to. Besi!es# he

returne! the I; cronors that he ha! stolen from the ol! crofter. (oreo"er# he calls himself Bcaptain1 in the letter for .!la. 4rom all these# we can conclu!e that the pe!!ler ha! change!.

Deep Water
Why was Douglas+ mother particular that he shoul! not go to the -a'ima ri"er5 &ow !i! she manage to 'eep the son away5 The -a'ima >i"er was treacherous. Drowning was common in it. By remin!ing him of each !rowning inci!ent# Douglas+ mother 'ept him away from the -a'ima >i"er. What ma!e the -(CA pool a safe place to learn swimming5 The -(CA pool at -a'ima was not so !eep. At the shallow area it was only three feet !eep an! at the !eepest en! it was nine. (oreo"er# the bottom of the pool was tile! the pool was tile! an! the water clear. What was the author+s early chil!hoo! fear of the water5 &ow !i! it affect him in the rest of his life5 The author an! his father once went the beach of California when the former was three or four. While playing in the surf of the sea# the author was 'noc'e! !own by the water an! was burie! un!er it. &is breath was gone an! a !eep fear !e"elope! in his min!. What was the misa!"enture that happene! while William Douglas was ma'ing his attempt to learn swimming in the -(CA pool5 Douglas was attempting to learn swimming in the -(CA pool. &e was sitting on the si!e of the pool waiting for other boys to come. Rnexpecte!ly a fat boy arri"e! there# an!# seeing Douglas sitting timi!ly# grabbe! him an! threw him onto the !eepest part of the pool an! left him to !rown. + was frightene!# but not yet frightene! out of my wits.+ What !oes this mean5 t was 2uite unexpecte! that Douglas was thrown into the !eepest part of the -(CA Pool. The fact that he !i!n1t 'now swimming increase! the ris' an! !anger. But Douglas was not rea!y to o"erta'en by the sheer fear of sin'ing. ,n the contrary he strengthene! his min! an! got rea!y to apply his wit to o"ercome the situation. What were Douglas+ plans when he went !own the water the first time5 Douglas was frightene! at being haule! into the !eep water but was strategic e"en at such a crucial stage. While sin'ing# he planne! to ma'e a leap once his feet touche! the tile! bottom of the water an! conse2uently reach the surface an! swim to the si!e an! escape. Douglas presents before us the true experience of !ying which is not frightening but peaceful. .xplain.

Douglas+ experience of !ying in the -(CA pool taught him an untol! mystery about !eath. &e says it is a peaceful experience to !ie. People generally thin' of !eath as a frightening experience. When all efforts to escape from !eath# one is left with no other choice than !ying# a sort of peace wraps him. t wipes out fear# it wipes out terror. There was no more panic. t is 2uiet an! peaceful. *othing to be afrai! of. ,ne feels it nice# to be !rowsy# to go to sleep# no nee! to $ump# too tire! to $ump. it is a feeling of being carrie! gently# to float along in space# ten!er arms aroun! us# ten!er arms li'e (other1s. 0o"e for water coul! ne"er !ie in Douglas. &ow !i! this statement come true to Douglas in the years that followe!5 Water was "ery cruel with Douglas since his chil!hoo!. ."en though he ha! been frightene! twice# Douglas+ lo"e for water was e"erlasting. After ha"ing un!ergone a fatal experience at the -(CA pool Douglas !i!n+t gi"e up his !esire to learn swimming. &e waite! for his time an! o"ercame the fear of water an! ma!e himself a goo! swimmer. This han!icap staye! with me as the years rolle! by. Which han!icap !oes the author refer to5 The fear of water that possesse! him first on the California Beach an! later at the -(CA Pool cripple! Douglas. This was an a!!itional han!icap for him other than his polio. &ow !i! Douglas !eci!e to o"ercome his fear of water5 After the misa!"enture at the -(CA Pool# Douglas foun! his fears for water assuming an alarming height. &e !eci!e! to o"ercome this fear by getting effecti"e training from a professional trainer. But was not finishe!. What was unfinishe! for Douglas5 At the en! of his rigorous training to swim# Douglas+ trainer informe! him that his $ob was complete!. -et Douglas was not entirely satisfie!. &e ha! his own fears an! anxieties regar!ing his swimming s'ills. &e wante! to o"ercome the last bit of fear from his min!. What !i! >oose"elt mean when he sai!# +All we ha"e to fear is fear itself5+ &ow !i! Douglas reali%e this in his own life5 Presi!ent >oose"elt belie"e! that it is fear all we ha"e to fear. People are afrai! of fear. ."en when the min! wills to !o certain acts# fear stops us from !oing that. n the case of Douglas# too# he ne"er feare! water. ,n the contrary he ha! great attachment to water. What he feare! was the fear for water.

0ost Spring Stolen Chil!hoo! >ag pic'ers an! chil!/wor'ers are common in n!ian cities. ."en though 0ost Spring portrays the sa! picture of the plight of the poor chil!ren of n!ia# Anees Nung is re"ealing another face of the n!ian society through Saheb an! (u'esh. Saheb Saheb was a rag pic'er from Seemapuri. &e is a rag pic'er because his family an! society belie"e that they are the pri"ilege! ones chosen to pic' the waste. Saheb has simple !reams. &e is curious about learning. &e belie"es the promises of the B 8 people. ,ne !ay su!!enly Saheb was foun! !oing another $ob that was out of his tra!ition. &a"ing aban!one! the rag pic'ing he a!opte! to carrying mil' to a shop that pai! him !ecently. Changes) (u'esh (u'esh is a bangle ma'er because his family# caste an! society strongly belie"e that they are the fortune ma'ers of the country. (u'esh is !etermine!. &e has a clear !ream. Nust one !ream. But he fin!s it har! to achie"e that. &is society belie"es that they are the chosen ones of

8o! to ma'e bangles? ma'e the fortune of the country. -et they are not fortunate. 4ortunately (u'esh realises this an! is rea!y to loo' for a change that woul! change the course of history. &e is !reaming of becoming a motor mechanic. *either is Saheb pri"ilege! nor is (u'esh fortunate. They will be# only when they brea' away from the stigma of religion an! caste an! many others. A change in the attitu!e of the poor people towar!s their wor' an! the choice they are suppose! to ma'e. Where is Saheb coming from5 Why !i! he ha"e to lea"e his country5 Saheb is a rag pic'er who li"es in Seemapuri on the Delhi/RP boar!er. &e came to Seemapuri from Bangla!esh with thousan!s of others force! by natural calamities there. Why !i! the author reali%e that her a!"ice was +hollow5+ ,n meeting Saheb the author a!"ise! him to go to school. But when she ga"e an afterthought the author reali%e! that the thought of going to school ha! ne"er occurre! to chil!ren li'e Saheb. 4or them rag pic'ing is more meaningful than schooling an! learning. Why was the author embarrasse! when Saheb as'e! her if her school was rea!y5 Seeing Saheb ruining his chil!hoo! pic'ing waste# the author once as'e! him if he woul! $oin her school if she starte! one. Saheb ga"e her a positi"e answer. Another !ay when the two met# Saheb as'e! her if her school was rea!y. The author su!!enly felt speechless as she ha! not meant to start a school as Saheb ha! expecte!. &ow !oes Anees Nung explain the o"er sensiti"ity of the poor rag pic'ers to the rich men+s promises5 Anees Nung strongly belie"es that the poor people are o"er sensiti"e to the promises of the rich. She ha! experience! this in the case of Saheb who belie"e! the fa'e promise of starting a school gi"en by her. Why shoul! there be a har! time for Saheb to belie"e the meaning of his name5 Saheb+s full name is Saheb/./Alam which means the 0or! of the Rni"erse. Being a poor rag pic'er# Saheb cannot belie"e that the 0or! of the Rni"erse is suppose! to be li'e him an! therefore he will struggle to belie"e the meaning of his name. &ow !oes the author reason the barefoot tra!ition of the rag pic'ers5 The rag pic'ers of Seemapuri are tra!itionally barefoote!. The author is !oubtful about the origin an! reasons behin! this tra!ition of the rag pic'ers. She belie"es that it is an excuse to explain their po"erty. But on the other si!e she sees the possibilities of the traces of an ancient tra!ition preser"e! by the poor rag pic'ers. What !oes the story the man from R!ipi tol! the author tell about the blin!ness to tra!itions an! religious stigma5

A man from R!ipi once tol! the author his own story when he was a boy an! his father a priest in the temple. As a young boy he woul! go to school past this ol! temple an! stop briefly to pray for a pair of shoes. Thirty years later when the author "isite! his town an! the temple# she saw a lot of mo!ern instances in the town an! lifestyle of the people. The author means to in!icate the timely changes e!ucation brings to people an! how the illiterate rag pic'ers remain unchange!# carrying the rotten tra!itions. &ow is Seemapuri both near an! far away from Delhi5 Seemapuri is a bac'war! area on the periphery of Delhi. 8eographically it is "ery close to Delhi whereas its tra!itions# stan!ar! of life an! people are far behin! the time. 4oo! is more important for sur"i"al than an i!entity. &ow is this statement true in the li"es of the Seemapurian rag pic'ers5 Thousan!s of rag pic'ers li"e in Seemapuri. They !o not ha"e any i!entity in their society or in the country. -et they are happy for the fact that here thsey !on+t nee! to star"e as it use! to be in Bangla!esh where they ha! come from. &ow !i! Seemapuri turn out to be a better place for the Bangla!eshis5 Seemapuri was a !eserte! area when the Bangla!eshis arri"e! here three !eca!es ago. They were force! to come here !ue to the natural !isasters in Bangla!esh. They lo"e! Seemapuri because they coul! sur"i"e here. They ha! foo! an! shelter here. &ow !o you un!erstan! rag pic'ing ha"ing the proportions of a fine art in Seemapuri5 0i'e any other art form# rag pic'ing possesses certain talents an! rules. ,ne nee!s gui!ance an! inborn talents to be a successful rag pic'er. &e shoul! 'now where to fin! garbage# what to ta'e# what to ignore# what time is best for it an! so on. n Seemapuri e"ery chil! is taught the essential art of rag pic'ing. + t seems that for chil!ren# garbage has a meaning !ifferent from what it means to their parents.+ .xplain. n Seemapuri sur"i"al means rag pic'ing. The el!ers ha"e ma!e it their profession for a fixe! wages whereas for the chil!ren rag pic'ing is a game of treasure/hunting. They wor' through the garbage with a hope that one !ay they woul! get a gol! coin or a rupee note from the garbage heap. Why is Saheb 'eenly watching the neighborhoo! tennis players5 Sometime Saheb can be foun! outsi!e the club watching people play tennis. &e is not intereste! in playing tennis. &e was content to watch the game from outsi!e. &e is more intereste! in using the swing. Whether Saheb li'es or not# he is altogether change! for all his prosperity. What is the change5 What !oes this change suggest5

Saheb was once a rag pic'er an! now wor's in a tea/shop# carrying mil' for a better# fixe! wages. Rnli'e the others in his family an! caste# Saheb+s willingness to opt another line of wor' other than the tra!itional way of following his lineage is a mar' of change in his life. &ow is (u'esh+s attitu!e !ifferent from that of Saheb# both two si!es of the same coin5 (u'esh an! Saheb belong to slums an! are force! to wor' as chil!ren. Saheb is cool an! lac' much !etermination in life. &e is less expressi"e. Changes happene! to him unexpecte!ly. (u'esh is !etermine! an! well planne!. &e is practical too. Rnli'e the rest of his people# (u'esh is rea!y to rebel with the social set up an! is optimistic about his bright future. What is the incongruity of (u'esh+s !reaming to be a motor mechanic5 (u'esh belongs to a bangle/ma'ing family in 4iro%aba!. &is people belie"e that they ha"e to 'eep up with the tra!itions an! that they ha"e to !o no other wor' other than bangle/ma'ing for the auspiciousness of marriage in the country. But (u'esh wishes to be a motor mechanic which is out of 2uestion in his tra!ition. &ow !oes the author narrate the chil! labor pre"ailing in 4iro%aba!5 Aroun! C;#;;; chil!ren are wor'ing in glass furnaces with high temperatures# in !ingy cells without air an! light. &ere they slog their !aylight hours# often losing the brightness of their eyes. Their eyes are more a!$uste! to the !ar' than to the light outsi!e. Due to this they often en! up losing their eyesight before they become a!ults. Karam an! 8o!/gi"en lineage amply tell the sa! picture of the stigma of religion that rules the poor people of n!ia5 .xplain. n!ia is still primiti"e in many spheres of life e"en in our time. A big ma$ority of n!ians in the "illages still belie"e the !i"ision of labor system that began centuries ago. When one is not !oing any better in life !ue to the unwillingness to a!opt another profession# they accept it as 8o!+s plan an! !o the same wor' as if it is a 8o! gi"en lineage. Which are the two hur!les that (u'esh has to brea' away for a better existence5 (u'esh has reali%e! that being a bangle ma'er will not alle"iate his po"erty an! therefore he wishes to become a motor mechanic to be successful in his life. But !oing any $ob other than bangle ma'ing is out of 2uestion in his society. &e has to first con"ince his family an! society of the nee! of un!erta'ing another profession. f the society lets him choose his way# (u'esh has to face an incon"incible group of mi!!lemen# politicians an! their watch!ogs# the police of 4iro%aba!# who are altogether the sole beneficiaries. Why is Saheb not his own master5 Saheb was his own master when he was a rag pic'er. &e was not accountable to anyone nor was he to wor' for someone. But now Saheb is wor'ing for a tea shop# ha"ing to carry mil' from a mil' booth. ."en though he is pai! >s.F;; an! all his meals# Saheb has lost his free!om to roam with his frien!s an! to be his own master.

&ow far is the change goo! for Saheb5 Saheb was once a carefree boy# with no responsibilities an! tensions# an! of course# no achie"ements in life. But now he is a responsible boy# earning more than anyone in his society !oes. While the others go on a la%y life# Saheb/e/Alam is rising to a prosperous life. Soon he will be rich an! lea!ing a !ifferent life an! a mo!el for the rest of him. n what sense is (u'esh1s father a failure5 (u'esh1s father was once a tailor before he became a bangle ma'er in 4iro%aba!. &e was a failure in his life as he coul! not teach his two sons nothing other than the art of bangle ma'ing. .xplain? Daring is not part of his growing up. (u'esh1s society !oes not !are to 2uestion the social e"ils that they suffer un!er the mi!!lemen an! politicians an! policemen. (ost people here belie"e that they are as'e! by go! to carry on this unprofitable profession of bangle ma'ing while some people blame their !estiny for their wretche!ness. So no one is allowe! to thin' !ifferently an! the 2uestion of how to o"ercome the curse of the mi!!lemen usually !oesn1t arise among them because if any one !are! to rise against them# they are suppresse!. What !o you mean by +stigma of caste5+ >eligion has the power to ma'e anyone anything. ,nce one got trappe! by any religion# he is no more rule! by reason@ superstitions start ruling them. &e fin!s reason for any senseless act of him in the mirage create! by the religion. This illusion is calle! stigma of religion. What is the "icious circle for the people of 4iro%aba!5 Why is it calle! so5 People of 4iro%aba! li"e in an illusionary worl!. Bangle ma'ers o"er generations# they belie"e that it is a go!/gi"en wor' that they are !oing an! feel prou! of being bangle ma'ers. n fact this superstition is a trap for them. They are in an inescapable whirlpool# surroun!e! by beliefs an! tra!itions. They !o not un!erstan! that the rich people an! the politicians want them belie"e such beliefs. Do you thin' (u'esh will reach his goal of becoming a motor mechanic5 8i"e reasons. -es# there are all the possibilities that (u'esh will one !ay become a motor mechanic. 4irst of all it is his uni2ue ambition in life that he shares with none else in his society. &e is aware of the hur!les he has to face. &is !ream is a "ery reasonable an! not far from his reach if he coul! o"erthrow the mi!!lemen or run away from them. f you ha"e another 2uestion or another answer# 'in!ly as' us or answer us !own there in the box. Auestions you can answer? &ow are politicians# agents# mi!!lemen an! policemen responsible for the misfortunes of the people of 4iro%aba!5 KC mar'sM

Before he is aware# he accepts its as naturally as his father ha! accepte!. .xplain. KC mar'sM n his small murmur there is an embarrassment that has not yet turne! into regret. What embarrassment is the author tal'ing about5 Why shoul! (u'esh regret it5 KC mar'sM Why !on+t the bangle ma'ers of 4iro%aba! organise wor'er+s unions an! cooperati"es5 KC mar'sM &ow !oes illiteracy an! ignorance play a cruel game in the li"es of the bangle ma'ers5 KC mar'sM

The 0ast 0esson Bac'groun! Two states of 4rance# Alsace an! 0orraine# were con2uere! by the Prussian troops in the beginning of the DFE; 4ranco/Prussian war. KThe war laste! for only one yearM The new go"ernment impose! rules an! bans on the 4rench people. The last of the bans was the ban on the learning an! teaching of 4rench. Ban an! its impact The news of the ban was !isplaye! on the bulletin boar! in front of the town hall. People crow!e! there to rea! the bulletin. They were "ery much shoc'e! an! sa!. They ha! to accept the ban un!er great resentment. They saw how much they ha! lo"e! their mother tongue. They saw how important their language was. They !i!n1t want to lose their language. They !iscusse! their fate# share! their bitterness an! felt helpless. 4ran%# the lea! character t was at this time 4ran% was rushing to his school. &e was a stu!ent of the elementary school in Alsace run by (ister &amel# the teacher who taught them 4rench. &e was# as usual# late. A blac'smith# (r. Watcher# saw him !ashing by. Watcher expresse! his anger an! helplessness at the ban on 4rench by as'ing 4ran% not to go in such a hurry as there was no more 4rench to be learnt. But 4ran% hurrie! on# because he !i!n1t un!erstan! what (r. Watcher mean.

4ran% reaching school ,nce outsi!e the school# 4ran% won!ere! at the silence aroun! the school. t was ne"er silent li'e this) Was it Sun!ay5 &e won!ere!. &e waite! for the noises from the school to get in without being notice! but there was not a soun!. 4inally he ha! to go in in front of all. To his ama%ement he was not punishe! for his late coming. (. &amel# the cran'y teacher# as'e! him to get in an! regrette! ha"ing begun the class without 4ran%. 4ran% too' his seat. The unusual classroom Among others 4ran% notice! that the classroom was full an! there were some ol! "illagers sitting in the bac' benches. (. &amel announce! that it was their last 4rench class as the Prussians ha! banne! 4rench in schools an! intro!uce! 8erman instea!. t was shoc'ing news for 4ran%. ,nly then he un!erstoo! why the people ha! been staring at the bulletin boar!. &e too felt his lo"e for 4rench returning. &e hate! the Prussians for e"ery reason. &e began to lo"e his teacher# classroom# boo's an! lessons. &e felt sorry for not learning his lessons# for postponing his stu!y an! for not reali%ing the greatness of his language. (. &amel1s speech 4ran% hear! his teacher praising 4rench# blaming 4rench parents for not sen!ing their chil!ren to school an! chil!ren for not atten!ing school. &e also blame! himself for not being a committe! teacher. (. &amel sai! that language is "ery important for a nation because the unity of a nation mostly !epen!e! on its language an! no aggression can ma'e such a unite! nation its sla"e. There was complete silence in the class. ."en the chil!ren ma!e a soun!. They were all sa!. 4ran% hear! pigeons cooing on the roof of the classroom an! won!ere! if the Prussians woun! impose a ban on their cooing/language the next !ay. &e hear! an ol! man# &auser# rea!ing lessons with the chil!ren. &e too was crying. The class is !ismisse!) t was noon. The Prussian sol!iers went marching by the school. Their soun!s frightene! e"eryone. f they notice! that a class was still progressing# they coul! ha"e arreste! (. &amel. But (. &amel showe! ama%ing patriotism. &e wante! to say# 60ong li"e 4rance7 but he coul! not. .ither he was o"erwhelme! by emotions or he was scare! of the Prussians. &e went to the blac' boar! an! wrote as big as he coul!? "i"a la 4rance) 0ong li"e# 4rance) n short The people of Alsace an! 0orraine ha! true lo"e for their nation an! their mother tongue# 4rench# but they were not 'een enough to learn it. They always put off learning for another !ay. Parents use! to sen! their chil!ren to mills an! fiel!s to ma'e more earning rather than en!ing them to learn. (. &amel+s school was rather a mess. The chil!ren use! to howl. The teacher was "ery cran'y yet there was no peace insi!e the classrooms. Due to the scarcity of teachers# all the stu!ents sat in a hall. The bac' benches were always empty.

,ne !ay Alsace was con2uere! by the Prussians. They impose! a ban on teaching 4rench in the schools of Alsace an! 0orraine besi!es intro!ucing their language 8erman as the official language. As per the ban all the 4rench teachers were to 2uit the territory in no time. The ban ga"e a hea"y impact on the people. The ban was a blot from the s'y. The people of Alsace for the first time reali%e! how much they ha! lo"e! their mother tongue. The last lesson turne! out to be a new lesson for young an! ol!. They learnt the importance# greatness an! sweetness of 4rench language. They wishe! if they coul! learn it in an hour. They reali%e! that the cause of their !efeat was their illiteracy. Why was 4ran% late for school that !ay5 4ran% was instincti"ely not intereste! in learning 4rench language. That !ay he ha! to learn the rules of Participles an! he was least prepare! for that an! was therefore afrai! of his teacher# (. &amel. (oreo"er# he was allure! by the attractions on the way to school. What attracte! 4ran% on his way to school5 4ran% was attracte! by the warm weather outsi!e. The bir!s that chirpe! at the e!ge of the forest an! the Prussian sol!iers who were !rilling also slowe! !own his interest to go to school. What !i! Watcher mean by saying 4ran% woul! get to his school in plenty of time5 Answer/D? Watcher# the blac'smith# meant it ironically. &e meant there was no more 4rench taught in the school as per the ban impose! by the Prussians an! it woul! ta'e a long time to get it bac' an! therefore there was no nee! to hurry to his school. Describe the atmosphere of the school on usual !ays. ,n usual !ays the school no longer loo'e! li'e a school. The noises insi!e the school coul! be hear! out in the street. Chil!ren were in a playful moo!# opening an! closing their !es's an! shouting their lessons in chorus. The teacher ha! to use his ruler to silence the class. &ow !i! the classroom loo' !ifferent that last !ay5 Whose presence was extraor!inary5 4or the first time in its existence# (. &amel+s classroom loo'e! li'e a classroom. There was a !eep silence in the class. *o one spo'e a wor!. All were sa!. Besi!es# the presence of the "illagers there was extraor!inary. Why was that class to be the 0ast Class5 Alsace was con2uere! by the Prussians an! as a result a new or!er came from Berlin to ban teaching of 4rench in the schools of Alsace. The or!er further sai! that all the 4rench teachers li'e (. &amel ha! to lea"e the territory within a !ay an! therefore that class was to be the last class. &ow ha! 4ran%+ boo's become +ol! frien!s for him5

4rien!s become sweeter when they !epart from us. With the ban on 4rench# his boo's were also going to separate from 4ran% an! therefore they seeme! to be ol! frien!s for him. 4ran% relate! the extraor!inary changes in the classroom to the ban on 4rench that ha! been publishe! on the bulletin boar!. &ow5 When 4ran% passe! the bulletin boar! at the Town &all# he !i!n+t 'now what was so curious about it. 0ater# when he reache! his school there were changes an! curiosity there too. 4inally when he was tol! of the ban on 4rench an! of (. &amel+s transfer# he connecte! the or!er on the bulletin boar! an! the extraor!inary changes in the classroom. What !i! (. &amel mean by# +An! now you see where we1"e come out)+ The people of Alsace were generally unwilling to learn their language. They left learning to another !ay an! !i! all except that. Su!!enly the ban on 4rench was impose! by the Prussians an! the people ha! no time left to learn their mother tongue. &ow !oes (. &amel blame the parents of his stu!ents5 The parents of his stu!ents were# in (. &amel+s opinion# gree!y for money. They consi!ere! learning less important than ma'ing a li"ing. They use! to sen! their chil!ren to wor' in the farms an! mills to earn an extra amount of money. &ow is a nation+s language important for its citi%ens beyon! the mere use for communication5 0anguage is primarily important for communication. Besi!es# it has the ama%ing power to bin! a nation together. ,nce a nation is thus unite! it can stan! against all foreign aggressions an! safeguar! its free!om. The !ea! reaction to the beetles that flew into the classroom clearly sai! the chil!ren+s resentment to the ban on 4rench. .xplain. n (. &amel+s school beetles use! to swarm in an! chil!ren use! to ta'e that for fun# too. But that !ay there was an ama%ing change in the usual reactions to the beetles. Due to the shoc' an! sa!ness cause! by the ban on 4rench e"en the little chil!ren too' no notice of the beetles. What changes ha! happene! in an! outsi!e the classroom !uring the forty years of (. &amel+s ser"ice5 &ow !o they spea' of his incompetence5 ( &amel was sent to teach the Alsace population. 4orty years passe! yet Alsace remaine! illiterate. ,nly the !es's an! benches ha! been worn smooth@ the walnut/trees in the gar!en were taller# an! the hop"ine that he ha! plante! himself twine! about the win!ows to the roof. -et there was no change or growth in the literacy an! e!ucation le"els of the people. &ow !oes the author present a nation+s lo"e for its lost free!om5 4or the people of Alsace being con2uere! by another country wasn1t a new experience. But they ha! ne"er foreseen that their free!om to learn their own language woul! be ta'en away from them one !ay. They ha! a teacher to teach them 4rench but they ne"er too' him seriously.

They use! to put off learning for another !ay but one !ay came without another !ay to follow. Their free!om to learn their own language ta'en away from them# the people of Alsace reali%e! its importance. ."eryone# young an! ol!# reflecte! the loss of something whose importance they reali%e! only when it was ta'en away from them. They wante! their free!om bac'. They wishe! to learn their language as intensely as their teacher wishe! to teach them in an hour1s time. The usually boisterous classroom became a peaceful place of learning. Some felt a su!!en lo"e for their boo's that were once bur!en for them while others wept with their boo's in han!. The teacher became emotional an! accepte! his failure in teaching the people an! his stu!ents stro"e to learn 4rench in an hour. They hate! the Prussians an! themsel"es for their lost free!om. &ow far is a language important for a nation+s free!om5 A nation that stan!s separate! cannot stan! against its enemy. 0anguage is one of the most powerful elements that boosts the unity of a nation. f a nation has a single language it is sai! to be unite! an! no aggression can con2uer it. &ow was the last class a new lesson for 4ran%5 4ran% was a typical chil! of Alsace. &e too# li'e the others# ha! put off learning for another !ay. To 4ran% learning 4rench was "ery !ifficult. &e lo"e! anything except his own language. But when he was tol! that there was no more chance to learn of his language# 4ran% felt guilty of not ha"ing ta'en 'een interest to learn it. t is ob"ious that 4ran% 'new no 4rench# if at all to rea! an! write. All of a su!!en his lo"e for learning his language grew strong in him. &e pai! his full attention to his master &amel. &e un!erstoo! e"ery rule of the grammar# e"ery sentence# "ery easy. The teacher no longer appeare! to him cran'y nor his terrible ruler any more terrori%ing. &e lo"e! to learn 4rench in an hour. &e felt "ery sorry for not learning. The last class was unforgettable for 4ran%. Assignments &ow !i! (. &amel beha"e in the last class5 KC mar'sM What hi!!en message !i! Watcher+s a!"ice to 4ran% contain5 LWhat woul! not ha"e gi"en to be able to say that !rea!ful rule for participle all through# "ery lou! an! clear# an! without one mista'e5L What !i! 4ran% mean by this5 KD mar'M What is the great trouble of Alsace# in ( &amel+s opinion5 KD mar'M L*ow those fellows out there will ha"e the right to say to you3L What will the fellows rightly say to the 4rench men5 ,> What was the $ustification of the Prussians for imposing 8erman on the Alsace population5 KC mar'sM Was ( &amel an efficient an! successful teacher in your opinion5 Support your answer. KD; mar'sM

The Tiger King

Summary When the prince of Pratiban!hapuram was $ust ten !ays ol! the astrologers pre!icte! that the prince woul! be 'ille! by a tiger because he was born at the hour of the bull star. When the prince grew up an! became the new 'ing he went on hunting tigers to 'ill the hun!re!th tiger that was belie"e! to be the 'ing1s 'iller. ,"ercoming all the hur!les that came in the 'ing1s hunting mission# ninety nine tigers were 'ille!. The hun!re!th tiger was not foun! anywhere. The 'ing became furious an! ma!. &e !ismisse! many of his ministers an! his people began to hate him. To put an en! to all this# the De"an# the prime minister of the 'ing# brought a "ery ol! tiger to the forest where the 'ing was hunting an! place! the tiger in front of the tiger. The 'ing shot the tiger an! went to the palace belie"ing that he ha! 'ille! the hun!re!th tiger# his enemy KBut the tiger was not in fact 'ille!@ it ha! fainte! at the soun! of the firing@ the bullet misse! the targetM. *ext !ay the 'ing an! his son were playing with a woo!en tiger when a sli"er pierce! his finger. Though the 'ing ignore! the woun!# soon it became critical an! some "ery famous surgeons were calle! to the palace. The surgeons operate! the 'ing an! !eclare! that the operation was successful but the 'ing ha! !ie!. AR.ST ,*S A*D A*SW>S What extraor!inary e"ent happene! when the Tiger King was merely ten !ays ol!5 When the tiger 'ing was only ten !ay ol! the astrologers ma!e an incoherent pre!iction that the chil! woul! grow up an! one !ay meet his !eath. While others hear! them sa!ly# the baby prince as'e! a "ery wise 2uestion as to what was new in such a pre!iction as it is a uni"ersal truth that e"eryone shoul! !ie.

What were the two hur!les that the mahara$a ha! to face !uring his tiger hunt5 The two hur!les that the mahara$a face! !uring his tiger hunt for ten years were the extinction of tiger population in his own country an! the arri"al of the British officer who wishe! to 'ill tigers. What was the rationale behin! the astrologer1s pre!iction that the tiger 'ing woul! be 'ille! by a tiger5 Accor!ing to the astrologers# the Tiger King was born at the hour of the bull/star. Anyone who is born at the time of the bull is 'ille! by tiger because tiger an! bull are enemies. Why !i! the Tiger King !eci!e to marry5 The Tiger King went on a tiger hunt to 'ill the hun!re!th tiger to remo"e his fear of !eath but the tiger population in his country went !ry. To hunt further tigers he marrie! a princess whose father1s forest ha! tigers in it. Why !i! the Tiger King exempt the hillsi!e "illagers from their taxes for three years5 During his tiger hunt# the Tiger King was left with $ust one tiger to be 'ille!. After his !esperate search for a single tiger there came news that there was a tiger in a "illage in his country. Please! to hear that# the 'ing announce! exemption of tax for that "illagers. Why !i! the De"an !eci!e to bring a tiger from the People1s Par'5 The hun!re!th tiger was not "ery easy to hunt !own. The 'ing became furious an! ma! an! !ismisse! many of the officers. Being a wise man# the !e"an 'new the country woul! pass into the han!s of n!ian *ational Congress an! that he too woul! lose his position# he !eci!e! to bring an ol! tiger from the People1s Par' in (a!ras. 6At another time he was in !anger of losing his throne7. &ow5 While the mahara$a went on 'illing tigers one after another an! thus reaching his tally of the hun!re!th tiger# an .nglish officer lan!e! Pratiban!apuram with an intention to hunt tiger. But the mahara$a was not happy with this an! !enie! permission for the officer which rouse! the latter1s ill will. The mahara$a was firm to his !ecision an! stoo! at ris' of losing his crown by not yiel!ing to an .nglish officer. What was the compromise the British officer was rea!y to ma'e with the 'ing5 Why !i! the 'ing refuse this5 The British officer was rea!y for a compromise when he hear! that the mahara$a was unwilling to let him hunt in his forest. The officer sent his messenger to the 'ing an! informe! him that he coul! ta'e the photograph after the tiger was 'ille! by the 'ing. ."en though this appeare! to be the best solution# the 'ing refuse! the suggestion fearing that soon other officers also woul! come to his forest with similar re2uests. &ow !i! the mahara$a get out of the clash with the British officer5

By !enying permission to the British officer to hunt tigers or at least to get photographe! with the carcass of the tiger 'ille! by the mahara$a# the 'ing aggra"ate! the fury of the officer. n or!er to pacify the officer an! thereby retain his throne# the mahara$a sent a gift of fifty !iamon! rings to the officer1s wife an! please! her an! got out of the spat. &ow !oes the mahara$a appear to be a satirical character5 The mahara$a of Pratiban!apuram !eser"es to be calle! a mahara$a in e"ery case. &e was strong enough to 'ill the wil! tigers with his bare han!s. &e was bra"e enough to thin' about 'illing not one# but hun!re! tigers. &e was bol! enough to stan! against a British officer by refusing him permission to hunt in his forest. &e was wise enough to please the officer by pleasing his wife an! was rich enough to sen! fifty !iamon! rings to the goo! la!y of the officer. &e was e"en cunning enough to arrange his marriage with a princess whose father1s forest ha! the maximum number of tigers. -et he appears to be the opposite of what he ha! !one an! what he was because this powerful 'ing was finally 'ille! by the sli"er of a worthless woo!en tiger) &is !eath brought him great shame. &is bol!ness# cunningness# strength an! bra"ery faile! miserably at the han!s of an insignificant woo!en tiger. &e can also be laughe! at for his blin!ly belie"ing the astrologers# for the !ereliction of !uty as a 'ing# for imposing tax on the "illagers out of rage# for forgetting the sanctity an! meaning of marriage an! for !ismissing his officers for no official reason.

8oing Places
Sophie Sophie belonge! to a poor family. She ha! a lot of unfulfille! !reams. She wante! to own a beauti2ue# she wante! to be an actress# she wante! to be a fashion !esigner an! much more. She longe! to be anything that was beyon! her reach. When she coul! not achie"e them she satisfie! herself by telling lies an! en$oying when people belie"e! her. Sophie tells a lie After an inter"al Sophie came with another sophisticate! lie? She met Danny Casey# a popular football player from relan! now a !istraction for the .nglish youth. As usual she ma!e her brother 8eoff belie"e this story by remin!ing him he was always the first one she tol! her secrets. The lie sprea!s 8eoff too' the story to their father an! then prou!ly to his frien!s. The story reache! many an! people starte! as'ing Sophie about her relations with their great hero# Casey. They were also tol! that Sophie was to meet Danny in a par' on a certain !ay. 0ie har!ens to truth Days passe! an! e"eryone forgot Sophie an! her Casey. By this time the effect of telling the lie continuously ma!e Sophie belie"e her own lie. She coul! not thin' of it in clear lights. n a way Sophie became the "ictim of her own repeate! lies. 9ictim of a lie

The !ay on which Sophie was to meet Casey arri"e!. Sophie foun! her wal'ing to the par' to meet Danny Casey. She sat there an! began waiting for Casey1s coming. (inutes tic'e! away an! Danny !elaye! his coming. Sophie1s excitement ga"e way to !oubts. She began to !oubt if he woul! really come or not. She grew sa! for his not coming. An! then# when she thought the other way# she reali%e! that it was all a lie. >eali%ation came to her. She saw how big a bur!en it was for her to put herself in such a situation. She rose an! wal'e! bac'. Do you thin' Sophie appears to be impractical5 .xplain with an example. Sophie was a !reamer at its chronic stage an! was therefore impractical in her beha"ior. She use! to $ump from one to another plan# all beyon! her reach. ,nce she tol! her frien! Nansie that she woul! start a bouti2ue. When Nansie commente! that it woul! not be possible for her# Sophie change! her plan an! 2uic'ly went on planning to be an actress# a manager or a fashion !esigner# all beyon! her reach. Why !i! Sophie# then# ma'e such big plans5 Sophie was poor an! was aware of that yet she was not able to accept the fact. Between facts an! !esires# she struggle! to buil! a !reamy worl! of hers where she ha! expensi"e frien!s an! sought/after bouti2ue. n this worl! she was a manager# an actress an! the centre of attraction. Thus# by creating this fairy worl!# Sophie ma!e her !reams ta'e wings an! fly. 8eoff was an entirely !ifferent character from Sophie. .xplain. 8eoff was Sophie1s el!er brother. &e was a "ery practical young man. &e !reame! to become a motor mechanic an! wor'e! har! for it an! became one. &e too' life with all its struggles an! con2uere! it as much as he coul!. But Sophie li"e! in her !reams an! foun! en$oyment an! reali%ation in !reams. She was ne"er rea!y to struggle. Why was Sophie $ealous of 8eoff5 Sophie was a nonstop spea'er. Whate"er she tal'e! was impracticality an! lie. But on the other si!e 8eoff was a silent young man. &is silence ga"e him a lustrous personality. Sophie always wante! to be able to hol! her tongue but was ne"er able to !o so an! this ma!e her $ealous of 8eoff1s silence. What was 8eoff1s un'nown worl! that Sophie belie"e! to ha"e existe!5 Di! this worl! really exist5 Sophie belie"e! that 8eoff ha! a worl! un'nown to her# that existe! in the city. n that worl! there were exotic an! interesting people. *o# this worl! !i! not really exist. +Sophie wishe! she coul! be a!mitte! more !eeply into her brother1s affections.+ What !oes she mean by her brother1s affections5 Sophie1s worl! was one of fantasy. &er brother 8eoff was a "ery practical young man with an urge to wor' har!. Rnli'e Sophie# he was "ery silent. Sophie belie"e! that 8eoff ha! a worl! of great frien!s an! lo"ers# un'nown to her. After thin'ing so o"er an! o"er# Sophie began to

belie"e that 8eoff1s worl! was real an! wante! to be consi!ere! "ery important among 8eoff1s frien!s. ."aluate Sophie from her feeling that the city expectantly awaite! her arri"al5 ."en though Sophie was a poor teenager# she ha! expensi"e !reams. She coul! not accept the fact that she was poor. She consi!ere! her to be a rich city girl. She consi!ere! herself to be "ery important for the city. She place! herself to be the centre of the city life. 4rom all this Sophie appears to be an impractical girl who li"e! in a worl! of !reams. What was Sophie+s latest lie5 Sophie was a habitual liar an! an en!less !reamer. She tol! lies in the best con"incing way. The latest of her lies was that she ha! an unexpecte! meeting with Danny Casey# the rish football player. She further tol! that the great hero was in lo"e with her an! that he ha! promise! an e"ening with her in a par'. Why !i! Sophie gi"e an extra importance to 8eoff by showing that she was +chastene! by his unawareness5+ ,ne of Sophie1s tric's while telling lies was to pass the lie first to 8eoff# her brother. 8eoff was a simpleton an! easily belie"e! her stories. When 8eoff as'e! her whether she ha! tol! their father about her meeting Danny Casey# Sophie expresse! her pain an! agitation at his forgetting that he was always the first one to whom she !isclose! her top secrets. n fact the purpose of ma'ing 8eoff feel that he was "ery important to Sophie was to ma'e him belie"e her by pleasing him. &ow was Danny Casey going to be a lot of !istractions for youngsters5 Danny Casey was a rising football pro!igy from relan!. &e ha! alrea!y become a sensation in .nglan! where he playe! for the Rnite! (anchester. People belie"e! that Danny woul! become a !istraction for the youngsters of the time if his popularity went on rising. What were Sophie+s expectation when she wal'e! to the par'5 Sophie expecte! that she woul! meet Danny Casey in the par'. She won!ere! about the thrill the moment she saw the great hero wal'ing to her. She was happy that she woul! get an autograph from Danny Casey an! that she woul! be able to con"ince e"eryone that she ha! not been a liar. Why !i! Sophie go to the par' to meet Danny Casey e"en though it was a lie5 A repeate! lie sometimes appears to be a truth# especially to the one who tol! it. After telling e"eryone about her meeting Danny Casey# Sophie too ha! a faint feeling that she ha! really met him. When that feeling grew up to a concrete belief# Sophie forgot that it was a lie an! therefore she went to the par' to meet Danny Casey.

n the secon! stage of Sophie+s mental transformation she starts !oubting Danny Casey. What ma'es her suspect him5 n the final stage of Sophie+s mental transformation we see a Sophie suspecting herself an! reali%ing the truth. .xplain. + can see the future an! how will ha"e to li"e with this bur!en.+ What bur!en is Sophie tal'ing about5 Sophie is tal'ing about her habit of telling lies an! her helplessness in 'eeping this bur!en !own for e"er.

nter"iew Do you li'e to be inter"iew!5 -ou cannot lo"e inter"iews when you are a celebrity# all the time surroun!e! by the inter"iewers an! camera flash# by unnecessary 2uestions an! seeing your answers twiste!# misinterprete! an! gossipe! in the me!ia3 Do celebrities li'e to be inter"iewe!5 Some celebrities ha"e expresse! their "iews about inter"iews. (ost of them con!emn being inter"iewe!. 9S *aipaul con!emns inter"iews because inter"iews are unnecessary intrusions into our personal life an! they hurt people. 0ewis Carroll ha! great fear for the inter"iewers. &e lo"e! to ha"e normal life an! therefore hate! being inter"iewe! because he belie"e! inter"iews gi"e a person too much importance in the society. >u!yar! Kippling ha! an e"en more con!emnatory attitu!e towar!s inter"iews. &e consi!ere! it to be a crime# an immoral acti"ity an! wante! the inter"iewer punishe! for stealing# assaulting an! attac'ing. &.8. Wells was a celebrity who consi!ere! inter"iew to be an or!eal while Soul Bellow felt he ha! been force! to spea' !uring the inter"iew. &e felt his win!pipe being thumbe! to spea'.

Why !o or!inary people li'e to rea! inter"iews5 -et we cannot forget the benefits of an inter"iew. t is a me!ium that brings !own the great thoughts of the great people to the or!inary people an! ma'e them great)

An nter"iew with Rmberto .co &ere is a sample inter"iew. Rmberto .co is the celebrity being inter"iewe! by (u'un! from the &in!u newspaper. Rmberto .co is a professor at Bologna Rni"ersity# taly an! an expert in Semiotics# the stu!y of signs. .co1s boo's on any aca!emic sub$ect ha"e some narrati"eJstory style an! therefore they are not boring to the stu!ent. After writing so many boo's on Semiotics# .co turne! to writing no"els. &is *ame of the >ose became an international bestseller. &e explains his writing style# his secret of fin!ing time to write# the secret of the success of his no"els# his lo"e for Semiotics# etc. &ow !o you fin! time to write a number of boo's on "arious topics5 belie"e in the theory of nterstices# that is# there is a lot of empty spaces in e"ery atom an! if we can remo"e those empty spaces# the uni"erse will be as small as a fist of the han!. Similarly# a lot of waste! time is there in our routine. ma'e use of the empty spaces in my life. &ow !o you ma'e your aca!emic boo's extraor!inarily interesting5 (y narrati"e style. write my aca!emic boo'sJe!ucati"e boo's li'e stories full of characters an! inci!ents rather than theories. -ou !e!icate! your life for aca!emics# teaching an! Semiotics but you became popular as a no"elist with the publication of the *ame of the >ose. Does it bother you5 am !isappointe! on one si!e because Semiotics coul! not become a popular branch of stu!y. ,n the other si!e am happy that coul! be popular an!# to some extent# Semiotics as well because the content of my no"el is also semiotics. BThe *ame of the >ose#1 !eals with the aca!emic stuff. &ow !i! you ma'e it a success5 mixe! a !etecti"e yarn in the storyline. BThe *ame of the >ose1 was a success e"en in America where the theme was new. &ow was it possible5 A mystery. The fate of the no"el woul! ha"e been !ifferent if it were publishe! some years before or after. Auestions T Answers Why !o celebrities !espise inter"iews5 While common people are eager to rea! the inter"iews of the celebrities# the "ery celebrities ha"e an a"ersion to being inter"iewe!. (ost of them fin! inter"iews intru!ing into their personal li"es while some fear it# some loathe it# some consi!er it immoral an! assaulting. What is 9.S. *aipaul1s attitu!e towar!s inter"iew5 9S *aipaul feels that some people are woun!e! by inter"iews an! lose a part of themsel"es.

What were 0ewis Carroll1s fears regar!ing inter"iews5 0ewis Carroll says inter"iews bring unparallel heights to the person in the society an! that they will be regar!e! more than what they are an! conse2uently they will lose their frien!s an! !ear ones. What ma'e >u!yar! Kipling con!emn being inter"iewe!5 >u!yar! Kipling consi!ere! inter"iews to be immoral. &e sai! it is a crime# $ust as much of a crime as an offence against the person inter"iewe!# as an assault# an! $ust as much merits punishment. &e a!!s that it is cowar!ly an! "ile an! therefore no respectable man woul! as' it# much less gi"e it. What !oes Saul Bellow mean by saying that Binter"iews were thumbprints on his win!pipe51 Saul Bellow use! to allow to be inter"iewe! yet he use! to comment that he use! to ha"e great trouble to be inter"iewe! because it was an experience of his throat being thumbe! by his inter"iewers. &ow !oes inter"iew ser"e a noble purpose in the mo!ern worl!5 ."en though most celebrities con!emn inter"iews# it ser"es a noble purpose to the rest of the worl!. The great thoughts an! attitu!es of the celebrities reach the common people through the me!ium of inter"iew an! ma'e people1s life more meaningful an! enlightene!. What is the irony in .co1s statement# B am a professor who writes no"els on Sun!ays51 A no"elist can ne"er say that he 'eeps a !ay for writing no"els. Writers are always writers. -et Rmberto .co is an exception. Though he is a worl! famous no"elist# he primarily consi!ers himself as a professor an! an aca!emic writer an! har!ly get time for writing no"els except on Sun!ays. What is Semiotics5 &ow is .co 'nown in connection with Semiotics5 Semiotics is the stu!y of signs. .co is a professor of semiotics at the Bologna Rni"ersity# taly# an! writes aca!emic boo's on this sub$ect. What enable! .co to ac2uire the e2ui"alent of intellectual superstar!om5 Rmberto .co is famous for his boo's on semiotics an! popular for his no"el. Besi!es# he !eals with literary interpretation# me!ie"al aesthetics# literary fiction# aca!emic texts# essays# chil!ren1s boo's# newspaper articles# etc. This 2uality of being at the same time able to han!le such a wi!e range of sub$ects as a writer enable! him to ac2uire the e2ui"alent of intellectual superstar!om. .xplain .co1s theory of interstices. There is a lot of empty space between the nucleus an! electrons in each atom an! if that empty space is remo"e!# the uni"erse will be as small as a human fist. ."en though this is a bit of

exaggeration# .co wants to say that similar empty spaces are in our li"es too an! if we remo"e them we can fin! out a lot of time to !o more. &ow !oes Rmberto .co manage time to write a wi!e range of boo's in his limite! time5 Rmberto .co belie"es that there is a lot of empty space in e"eryone1s life. f we efficiently ma'e use of this waste! time# howe"er short they are# we can fin! a lot of time in our li"es. .co fin!s his time to write !uring such times. What is the mar'e! !eparture from a regular aca!emic style that is foun! in .co1s aca!emic boo's5 (ost of the aca!emic boo's are uninteresting an! !ry. But .co1s boo's on any serious aca!emic sub$ect is !ifferent because his boo's ha"e a story style where the stu!ent can fin! characters# inci!ents an! stories that teach the sub$ect of stu!y. What important lesson !i! .co learn while writing his !octoral !issertation5 &ow !i! it influence him in his writing aca!emic boo's an! later becoming a no"elist5 What ma'es .co i!entify himself with the aca!emic community e"en though he is better 'nown as a no"elist5 &ow !oes .co balance his botheration of being o"ersha!owe! by the fame of a no"elist5 What !o you un!erstan! about the *ame of the >ose5 Why were $ournalists an! publishers pu%%le! about the success of the *ame of the >ose before it really became success What personal theory ma!e .co to pen !own his successful no"el# The *ame of the >ose5 What was extraor!inary about the success of the *ame of the >ose in America5 Why !oes .co a!mit that the reason behin! the success of the *ame of the >ose was a Bmystery51 Why are inter"iews lo"e! by a great many common people5 nter"iews are lo"e! by the common people. They lo"e nter"iews because it is a me!ium of communication between the great people an! or!inary people. Some people ha"e great i!eas an! great li"es while the rest thin' or!inarily an! li"e an or!inary life. By rea!ing the inter"iews of the great people# the or!inary people are enlightene! an! inspire!. They too can li"e a great life.

Keeping Auiet The poet# Pablo *eru!a# a!"ises us to be silent for some time !uring our busy# frustrate!# insecure an! selfish life. &e promises us lasting peace of min! an! en!less happiness that we ha"e ne"er experience! in our li"es. Shut up) This is what he as's us to !o. Count as long as twel"e# stop tal'ing to others by wor!s or by signals of han!s# start tal'ing to one+s min!# search in the !epth of the min! the causes of sa!ness# reali%e that the solution for your sa!ness is not committing suici!e# there is a better way? accept that your ego is the cause of your sa!ness. Kill the ego# !ie with your ego an! wait for a new birth. Definitely you will li"e a new life without ego. Come bac' fresh to a worl! !e"oi! of wars of any 'in!# selfishness of any sort an! sa!ness of any !epth3 *ow we will count to twel"e an! we will all 'eep still. 4or once on the face of the .arth let1s not spea' in any language# 0et1s stop for one secon!# an! not mo"e our arms so much. What is the significance of +counting to twel"e5+ Twel"e is an exten!e! counting. While counting for a longer time one feels more relaxe! than counting for a short time such as one or three. As the counting is followe! by a relaxe! time of silent me!itation# one nee!s to 'eep his min! at ease by counting stea!ily for a longer time. Why !oes the poet as' his hearers to stop using any language5

0anguages help us to communicate with other people. As the poet wants this time of silence for tal'ing to oneself# not for tal'ing to other people# he !oesn+t want us to use any language. Why !oes the poet as' his hearers to ma'e no mo"ements of the arms5 0i'e any language# mo"ements of arms can also communicate with other people. The poet wants his hearers to stop all sorts of communication with others to achie"e a silent me!itation an! therefore he as's his hearers to stop any mo"ements of the arms. t woul! be an exotic moment without rush# without engines# We woul! all be together in a su!!en strangeness. &ow !oes the time of silent introspection become an exotic moment for us5 The result of a silent introspection of this 'in! guarantees a perfect peace of min!. When this peace is achie"e! through silence# the happiness it it pro"i!es is e2ual to no other happiness. t is exotic. Tail? This self/impose! silence will turn out to be unexplainably pleasant. -ou will experience the happiness you ha"e been after all these years. What !oes the poet mean by +rush5+ >ush means the rush that people ma'e to !efeat the others# to reach before the others reach an! the rush for achie"ements. What sort of +togetherness+ can we experience while 'eeping 2uiet5 By 'eeping 2uiet we are able to un!erstan! our true self an! its limitations. We reali%e how selfish we are an! wipe out our ego through me!itation. By eliminating a "ast worl! of ego we gi"e room for our brothers an! feel a new togetherness. What !oes the poet mean by the su!!en strangeness5 By eliminating one+s ego he fin!s room for all the rest of the people in the worl!. When one starts feeling this togetherness# this new relaion will be a new +strange+ experience. 4isherman in the col! sea woul! not harm whales An! the man gathering salt woul! loo' at his hurt han!s What !oes +fisherman+ symboli%e5 4isherman is a symbol to represent the mightyJrichJinfluencial people of the worl!. There are many in e"ery society who can rule the people an! ruin anything. But the poet re2uests them to stop their atrocities for a while an! thin' about themsel"es. Who are represente! by the salt gatherers5 Salt/gatherer is another symbol# representing all the poorJcrushe! people of the society. &is han!s are hurt an! woun!e! while collecting salt for ma'ing a li"ing.

What shoul! the salt/gatherer !o at the time of silence5 The salt/gatherer has to loo' at his miseries an! accept his state of being. A life that !oesn+t accept itself is always sa!. Those who prepare green wars# wars with gas# wars with fire# 9ictory with no sur"i"ors# woul! put on clean clothes An! wal' about with their brothers in the sha!e# !oing nothing.

What are green wars5 We use our !ea!ly weapons to 'ill the mother earth. We ha"e poisonous gases an! explosi"es to 'ill the earth. Why is "ictory without sur"i"ors5 Anyone can fight# 'ill an! !estroy. Anyone can !efeat an! be "ictorious. But no one can en$oy the "ictory of his wars. What !oes the poet want in the place of wars5 t is not war we want. We want peace. t is time to hate wars an! !estruction. t is time to wal' peacefully with e"eryone whom we call enemies. What want shoul! not be confuse! with total inacti"ity. 0ife is what it is about@ What confusion# !oes the poet fear# has been create! by him in his rea!ers+ min!5 ,r# What misun!erstan!ing !oes the poet want to clear5 The poet at this point fears that his rea!ers might ta'e him wrongly. &e ma'es it "ery clear that he is not tal'ing about inacti"ity but acti"ity. &e wants his listeners to 'eep silent an! inacti"e only for some time. .xplain# +life is what it is about.+ The poet remin!s us that life is meaningful only in acti"ity. 0ife is an ongoing process an! e"erything an! e"eryone shoul! be mo"ing at all time. want no truc' with !eath. f we were not single/min!e! about 'eeping our li"es mo"ing An! for once coul! !o nothing perhaps a huge silence might interrupt this sa!ness ,f ne"er un!erstan!ing oursel"es an! of threatening oursel"es with !eath3

What !oes Ltruc' with !eathL mean5 Why !oes the poet not want a truc' with !eath5 Truc' with !eath means an agreement with !eath. The poet belie"es that man has a ten!ency to get the help of !eath when he is surroun!e! by sa!ness an! !ullness. Poet !oesn+t want any agreement with !eath because he belie"es that introspection is the right way to get ri! of our sa!ness# not !eath. What happens when one is interrupte! by silence5 When one is interrupte! by silence# one gets time to introspect an! thus get time to 'ill his ego an! all the internal struggles cause! by selfishness. Which are the two prere2uisites for achie"ing the interruption of silence5 The first prere2uisite for achie"ing the interruption of silence is to 'eep our single/min!e!ness away while the other is to !o nothing for a while. When !o people threaten themsel"es with !eath5 People ten! to threaten themsel"es with the i!ea of committing suici!e when they fin! themsel"es surroun!e! with sa!ness an! inescapable !ullness of min!. Perhaps the earth can teach us As when e"erything seems !ea! an! later pro"es to be ali"e. What !oes the earth teach us about the significance of 'eeping silence5 The earth is full of examples that appro"e of the necessity to be silent. ."erything 'eeps silent for sometime in or!er to re$u"enate. Autumn !ying in or!er to come fresh in the Spring season an! see!s !ecaying to gi"e li"e to a new plant# are examples for this. *ow will count up to twel"e An! you 'eep 2uiet an! will go. The poet conclu!es here. &is instructions are complete!. *ow it is the time to put them in practice. &e is going to start counting for his listeners at the en! of what they are going to go silent an! still. An! you 'eep 2uiet an! will go. The process will begin soon. We will all 'eep silent as the poet has as'e! us to. We will introspect by !i"ing !eep into the abyss of our !ar' min!s an! fin! out great happiness that we ha"e ne"er experience! in our li"es. We will then accept our limitations li'e the salt/gatherer# we will then stop harming others# we will finally cease to be selfish. Thus we will start she!!ing our ego which is in other wor!s# our feeling of + .+ She!!ing of one+s .8, or + +ness+ is what the poet means by# + will 8o)+

A Thing of Beauty Summary A beautiful thing is happiness fore"er. Whate"er happens# we cannot hate a really beautiful thing. ."en when it fa!es# !ecays or !ies# we lo"e such things without any con!itions. t will ne"er be forgotten e"en after its !eath# a thousan! or two thousan!s later. When we li"e surroun!e! by beautiful people# places an! things# our min!s will be refreshe! an! will ha"e sweet !reams while sleeping. As a further result we will ha"e goo! health an! 2uiet breathing. A thing of beauty is a $oy for e"er ts lo"eliness increases# it will ne"er pass into nothingness@ But will 'eep a bower 2uiet for us# an! a sleep full of sweet !reams# An! health# an! 2uiet breathing. &ow is a thing of beauty a $oy fore"er5 A thing is sai! to be a +thing of beauty#+ because it is a source of $oy for e"er. When we thin' of it we shoul! be happy an! in its absence too# it shoul! fill our min!s with !i"ine memories of it. &ow !oes the lo"eliness of the beautiful thing increase5 A really beautiful thing gi"es us such a happiness that will 'eep on increasing e"ery !ay an! will continue to be !oing so for e"er contrary to the or!inary things that gi"e us happiness for some time an! then !isappears. &ow !oes a thing pass into +nothingness5+ A thing passes into nothingness when it !ies an! !isappears from our memories. Such a thing is not a thing of beauty.

What is a bower5 &ow !oes the beautiful thing 'eep a bower 2uiet for us5 A bower is a sha!y place un!er the huge branches of trees. A bower is always restless an! noisy !ue to the win! that ma'es lea"es rustle an! bir!s to chirp. But there will be a su!!en silence an! stillness in a bower at the presence of a beautiful thing li'e a flower. &ow is the beautiful thing able to pro"i!e us with sweet !reams5 What else !oes the beautiful thing pro"i!e us with5 f we ha"e the sweet memories of a beautiful thing# it will pro"i!e us with sweet !reams in sleep. t also gi"es us health an! 2uiet breathing. Therefore# on e"ery morrow# are we wreathing a flowery ban! to bin! us to the earth. Spite of !espon!ence# of the inhuman !earth of noble natures# of the gloomy !ays# ,f all the unhealthy an! o"er !ar'ene! ways ma!e for our searching? -es# in spite of all# some shape of beauty mo"es away the pall from our !ar' spirits. .xplanation? magine that someone too' to the habit of ta'ing !rugs. t is sai! that one gets a pleasure by ta'ing !rugs. But soon he becomes an a!!ict to it an! won+t be able to pass a !ay without !rugs. The comfortable blan'et that he was co"ere! with the first time turns out to be a bur!en) &e wants to stop ta'ing !rugs but cannot. The comfort has now become a misery for his !ear ones an! for him. The +blan'et+ cannot be lifte! from him by any power. t is at this time a beautiful thing# such as a lo"ing smile# a lo"ing touch# a lo"ing care# etc.# comes for his help. What !oes the poet mean by +wreathing a flowery ban!5+ Wreathing a flowery ban! refers to arranging flowers in a beautiful or!er. &ere the poet refers to our habit of gathering all goo! hopes# !reams an! aspirations for beginning a more successful life each !ay. Why !o we nee! to +wreathe a flowery ban! e"ery morning5 Wreathing flowery ban! is symbolic of gathering all goo! hopes e"ery morning to begin a happy !ay. t is "ery necessary for all human beings to wreathe a flowery ban! e"ery morning to lo"e life in spite of all the sufferings an! pains of life aroun!. What is the +spite of !espon!ence5+ Spite of !espon!ence is a state of our min!s fille! with ill/will an! hatre! for others !ue to profoun! hopeless an! gloom. &ow !oes the +!earth of noble natures+ occur in our li"es5 With the passage of time we generally ignore the great "alues an! moralities taught by our ancestors. t happens !ue to our ten!ency to embar' the lighter ways an! easier rules in the society.

&ow !o !ays become +gloomy5+ Days become gloomy when hopelessness fills our li"es. Why !o people ta'e the +unhealthy an! o"er !ar'ene! ways for happiness5 Do they fin! happiness there5 .xplain. The pleasure that one gets from ba! means appears to be sweeter than those that come from goo! means. ."en though they fin! happiness there# such happiness will not last. After pro"i!ing a time of excitement an! pleasure# this sort of happiness turns sour an! misery. What is the +pall+ that co"ers our spirits5 &ow !oes it fall on our spirits5 The pall that co"ers our spirit is a blan'et of comfort that we get from wrong means. t falls on us when we allow oursel"es to en$oy e"il pleasures. What can remo"e the +pall+ from our !ar' spirits5+ &ow5 ,nly beautiful things can remo"e the pall from our !ar' spirits. What ma'es human beings lo"e life in spite of troubles an! or!eals5 The presence of beautiful things in the worl! gi"es human beings an urge to li"e longer. Such KasM the sun# the moon# trees ol! an! young# Sprouting a sha!y boon for simple sheep@ An! such are !affo!ils with the green worl! they li"e in@ an! the clear rills That for themsel"es a cooling co"ert ma'e against the hot season@ The mi! forest bra'e# rich with a sprin'ling of mus' rose blooms@ &ow are the sun an! moon beautiful things5 The sun an! moon are beautiful because they are source of life an! en!less $oy for e"eryone. &ow is +tree+ a perfect example for a beautiful thing in its greatness by pro"i!ing sha!e to the simple sheep5 The tree bears the heat of the sun to gi"e sha!e an! cool for anyone who see's sha!e an! rest un!er its branches. ts greatness is a !egree greater because it gi"es sha!e not only for the mighty ones# but also for the simplest of the animals such as sheep. &ow are the !affo!ils beautiful things5 Daffo!ils are beautiful for the charm an! fragrance that they sprea! in the gar!en where they li"e. What are clear rills5 What act of the rill ma'es it a beautiful thing5

Clear rills are beautiful# clean ri"ers. They flow through all 'in!s of lan!s# selflessly sharing their water with all the trees an! animals on their way# ma'ing them rich an! grow. &ow is the +mi! forest bra'e+ ma!e rich5 The mi! forest is ma!e rich with the fragrance of the mus' rose. What act of the +mus' rose+ ma'es it beautiful5 The mus' rose grows an! blooms along with ferns. The humility of the great mus' rose to grow with the !ull fern ma'es it beautiful. (oreo"er# it sprea!s its fragrance far away an! ma'es the nature more beautiful an! sweet. The mus' rose+ rea!iness to share its goo!ness with the rest of the worl! ma'es it rich. An! such too is the gran!eur of the !ooms We ha"e imagine! for the mighty !ea!@ All lo"ely tales that we ha"e hear! or rea!@ An en!less fountain of immortal !rin'# Pouring unto us from the hea"en1s brin'. What is the +gran!eur of the !ooms of the great people5+ &ow !oes the poet compare this +gran!eur+ with that of the beautiful things5 The greatness with which the great people !ie is the +gran!eur of the !ooms of the mighty !ea!.+ The poet compares this greatness with that of the beautiful things on account of the fact that the great people !ie for gi"ing happiness to the rest of the worl!. Who are the mighty !ea!5 Why are they calle! so5 &ow are they beautiful5 The mighty !ea! are the great people who ha"e sacrifice! their li"es for the humanity by struggling an! !ying for others. They are calle! so because they were selfless an! pro"i!e! happiness for the others. They were mighty because it is more !ifficult to !ie for others than li"ing for oneself. They are e2ually beautiful as they suffere! for other people li'e the !affo!ils an! trees# they pro"i!e! happiness to others li'e the clear rills an! they burnt for others li'e the sun. Which +tales+ !oes the poet here refer to5 Why are they lo"ely5 The poet refers to the really beautiful stories that we ha"e either hear! or rea!. These tales beautiful because they can lea"e an in!elible happiness in us an! each time we recall these stories# we feel bur!ens lifte!# min! refreshe! an! life mo"ing happily in spite of all !isturbances. &ow are the +lo"ely tales+ +fountain of immortal !rin'51

A fountain of immortal !rin' gi"es us immortality. Similarly# rea!ing an! listening to really beautiful tales fill our min!s with $oy beyon! !escription. A >oa!si!e Stan! By >obert 4rost The little ol! house was out with a little new she! n front at the e!ge of the roa! where the traffic spe!# A roa!si!e stan! that too pathetically ple!3 Why was the +little ol! house+ exten!e! towar!s the roa!5 The little ol! house# the roa!si!e stan!# existe! on the roa!si!e to ma'e a li"ing out of the city money. The owners of the roa!si!e stan! expecte! to attract the rich city men by exten!ing the stan! closer to the roa!. Which traffic is referre! to here5 Why are they +spee!ing5+ The traffic referre! to here is the cars an! other "ehicles of the rich people from an! to "arious cities. These rich city men are in great hurry to ma'e money by !oing business in the city. Why is the Stan!+s existence sai! to be +pathetic5+ The roa!si!e stan!+s sole expectation is the flow of city/money into their han!s. But their expectations are ne"er fulfille! as the rich men are not consi!erate about them an! hence a pathetic existence for the roa!si!e stan!. t woul! not be fair to say for a !ole of brea! But for some of the city money# the cash# whose flow supports The flower of cities from sin'ing an! withering faint3 Dole? Piece City money? Big amount of money Why is it unfair to say that these people are begging for a +!ole of brea!5+ ,ne may thin' that the poor people at the roa!si!e stan! are beggars. But they are not. Rnli'e the beggars# who beg uncon!itionally# shamelessly an! sometimes unreasonably# the people of the roa!si!e stan! ha"e something to sell# some information to share an! a noble reason behin! their begging. What !o the poor people really expect from the rich5 The poor people expect a small share of the money from the rich people. &ow !o the poor people loo' at the city money5

4or the poor people at the roa!si!e stan! money is "ery essential for growth an! sur"i"al. t boosts the growth of the city an! the city people. What is the flower of the cities5 &ow5 ProsperityJgrowth is the flower of the cities. As the flower is the crowning glory of a plant# growth becomes the flower of a city. The polishe! traffic passe! with a min! ahea! ,r# if e"er asi!e a moment# then out of sorts At ha"ing the lan!scape marre! with the artless paint ,f signs with S turne! wrong an! * turne! wrong3 What !o you mean by +polishe! traffic5 Polishe! traffic portrays the insensiti"e attitu!e an! gentlemanly appearances of the city/men. They appear to be +polishe!+ outsi!e but their min!s !o not un!erstan! the sufferings of the poor people. .xplain# +passe! with a min! ahea!.+ The city people who passe! by the roa!si!e stan! were self centere! an! their min!s were restless with gree! for money an! ambitions for great profits in their business. What are the usual complaints ma!e by the city men when they stop at the roa!si!e stan!5 The rich people to an! from the cities usually ha"e the same sets of complaints. &a"ing faile! to see the wretche!ness of the poor# they complain that the roa!si!e stan!# with its artless paint# ruine! the beauty of the nature. Another complaint is that the letters are wrongly written. &ow senseless !o the rich men+s complaints soun! to the poor people5 4or the poor people of the roa!si!e stan!# the rich men+s complaints# that the lan!scape is !estorte! with their poor sense of color# that they sell poor 2uality fruits an! that they ha"e a low literacy le"el# soun! to be chil!ish an! infuriating an! senseless. &ow !i! the poor people LmarL the lan!scape5 What !oes +of signs with S turne! wrong an! * turne! wrong+ con"ey5 ,ffere! for sale are wil! berries in woo!en 2uarts ,r croo' nec'e! gol!en s2uash with sil"er warts# ,r beauty rest in a mountain scene3 What articles are +offere! for sale+ at the stan!5

Wil! berries in woo!en containers# crooc'/nec'e! gol!en s2uash with sil"er warts an! paintings of mountain scenery are for sale at the roa!si!e stan!. What 2ualities of the +offere! articles+ ma'e them unfit for sale5 The articles for sale at the roa!si!e stan! are wil! an! therefore lac' the polishe! loo' of the similar articles a"ailable in the cities. (oreo"er these articles are not pac'age! properly an! they are far expensi"e than those in the cities. What !oes# +beauty rest in a mountain scene+ mean5 Beauty resting in a mountain scene is probably a scenic painting ma!e by the inhabitants of the roa!si!e stan! meant for selling to the rich people. -ou ha"e the money# but if you want to be mean Why# 'eep your money Kthis angrilyM an! go along. What !o the poor people of the roa!si!e stan! feel when the citymen !ecline from buying anything5 When the rich city men !ecline to buy articles from the roa!si!e stan!# the poor runners of the stan! feel !e$ecte! an! angry. They as' the city men to 'eep their money with them an! lea"e the roa!si!e stan! without further bargain or comments. &ow !o the rich people beha"e meanly in front of the roa!si!e stan!5 Do you $ustify the poor people+s growing angry with the rich people+s attitu!e5 .xplain your stan!. The hurt to the scenery woul!n1t be my complaint So much as the trusting sorrow of what is unsai!? Why is the poet+s complaint !ifferent from that of the rich city men5 The rich city men ha"e their hollow complaints that come out of their failure to un!erstan! the core le"el struggles of the poor. But the poet is concerne! for the poor an! therefore his complaints are rele"ant. What !o you mean by the trusting sorrow of the poor people5 The poor people are instincti"ely sensiti"e an! expectant to the promises of the rich an! the mighty. They belie"e their hollow promises an! wait for their reali%ation. But finally their hopes gi"e way to the miserable reali%ation that the promises ma!e by the rich are not meant to be fulfille!. What !o you un!erstan! when the poet says that the trusting sorrow of the poor people is +unsai!5+

The poor people place their trust in the fa'e promises of the rich people an! the ruling parties an! conse2uently become sorrowful. The poet complains that this sorrow of the poor people has not been brought to the serious concern of the concerne! authorities# me!ia an! the public. &ere# far from the city we ma'e our roa!si!e stan! An! as' for some city money to feel in han! To try it will KnotM ma'e our being expan!3 4eel in han!? (aterial possession of money in all sense Being? 0ife .xpan!? mpro"e What !o the people at the roa!si!e stan! expect from the rich5 What for5 The poor people at the roa!si!e stan! expect the generosity of the rich city people. They hope to alle"iate their po"erty by getting money from the city people. &ow is feeling in han! !ifferent from the false promises of the parties5 What is city money5 &ow is city money expecte! to help the poor people5 An! gi"e us the life of the mo"ing pictures1 promise That the party in power is sai! to be 'eeping from us. What are mo"ing pictures5 What 'in! of life is promise! by the +mo"ing pictures5 The mo"ies the poor people ha"e watche! are full of promises for them. n those mo"ies they saw people who $ourneye! from po"erty to prosperity. What !o +the parties in power+ +'eep from the poor people5 The go"ernments an! the corrupte! politicians 'eep the share an! the allotte! rights of the poor people away from them an! use that for their selfish moti"es. &ow are the rich politicians responsible for the misery of the poor people5 The rich an! corrupte! politicians 'eep the money assigne! by the go"ernment for the poor people in their own malicious han!s an! ma'e selfish use of them# thus !epri"ing the poor people of their rights# happiness an! all that they !eser"e. t is in the news that all these pitiful 'in Are to be bought out an! mercifully gathere! in To li"e in "illages# next to the theater an! the store#

Where they won1t ha"e to thin' for themsel"es anymore3 What is the goo! news for the poor people5 The me!ia 'eep on a!"ertising that the go"ernments are planning schemes for the welfare of the poor people. Do you thin' the +goo! news+ for the poor people+ e"er come true5 Why5 *o# the promises of the go"ernments for the poor people are not seriously meant an! therefore most of them remain $ust promises an! are forgotten. This happens because these promises are the election baits an! the bureaucratic tric' to exhort money in the name of the poor people. Who are the pitiful 'in5 Why are they calle! so5 What are the promises ma!e by the politicians5 While gree!y goo! !oers# beneficent beasts of prey# Swarm o"er their li"es# enforcing benefits That are calculate! to soothe them out of their wits3 Who are the gree!y goo! !oers5 What is the irony in the +gree!y goo!/!oers5+ The business class an! the political parties an! lea!ers are the gree!y goo!/!oers mentione! here. A gree!y person cannot be a goo! !oer. These goo! !oers inten! to ma'e money out of the poor people by appearing beneficent to them. What !oes +beneficent beast of prey+ imply5 Similar to +gree!y goo!/!oers#+ +the beneficent beasts of prey+ is also an in!ication to the gree!y people who ma'e money in the name of social an! political an! charitable wor's. &ow !o the rich +enforce benefits+ on the poor5 n business promises wrappe! up in glossy appearances ha"e great "alue. The rich business people con"ince the poor of the a!"antages of their new schemes an! promotions an! ma'e them buy their pro!ucts an! be their customers. What sort of calculation is ma!e to +soothe the wits of the poor5+ Does this calculation wor'5 &ow5 The business min!e! city people attract the poor people with their well/planne! promotional offers an! promises. These promises an! offers are such a way calculate! that the poor people cannot escape the traps of the rich. The business man+s calculations wor' well as there is a more efficient brain behin! all these promises. An! KbyM teaching them how to sleep# they sleep all !ay#

Destroy their sleeping at night the ancient way3 Who teach the poor people to sleep5 &ow5 The rich people through their alluring promises of peace of min! an! prosperity in life teach the poor people sleep. Are the poor able to sleep5 Why5 Who are really able to sleep5 The poor people are unable to sleep as promise! by the rich as the promises were not meant to be. ,n the contrary the rich people are able to sleep peacefully with the satisfaction of ma'ing themsel"es richer by exploiting the poor. &ow !o the influential rich !estroy the sleep of the poor5 &ow is this !one in the ancient times5 The influential rich people gi"e the poor great promises an! exploit them to ma'e profit out of them. This !estroys the sleep of the poor people. This metho! of the rich an! mighty is as ol! as the human ci"ili%ations. Sometimes feel myself can har!ly bear The thought of so much chil!ish longing in "ain# The sa!ness that lur's near the open win!ow there# That waits all !ay in almost open prayer3 What is the chil!ish longing5 Why is it in "ain5 The poor people+s uncertain an! futile expectation for the city money is the chil!ish longing. t is in "ain as the rich city people !o not ha"e the generosity to help them. ,>? Chil!ren long to achie"e things beyon! their reach@ but ne"er get them. The poor people1s expectation that the rich people woul! gi"e them money is their chil!ish longing. it is in "ain because the har!/hearte! rich people ne"er gi"e them a penny. Why can+t the poet bear the chil!ish longing of the poor people5 The poet is a true humanitarian who is genuinely concerne! for the poor people+s misfortunes. &e wants a solution for their po"erty. But seeing how chil!ish their longings are# the poet feels it unbearable. What sa!ness remains at the win!ow of the roa!si!e stan!5 There is a sa!ness of helplessness# of unfulfille! promises an! of being foole! by the parties in power remaining near the roa!si!e stan!. What is the prayer of the open win!ow5

The open win!ow is praying for a generous tra"eler stopping at the stan! to buy something an! paying a generous amount to alle"iate the !istress of the poor people. Why is the Bopen win!ow1 sai! to be in Bopen prayer1 for the city people1s generosity5 The open win!ow of the roa!si!e stan! has ac2uire! the attitu!e of poor people of the roa!si!e stan!. Nust li'e the people# the win!ow also expects the city/men to stop their cars to help the poor people. 4or the s2ueal of bra'es# the soun! of a stopping car ,f all the thousan! selfish cars that pass Nust one to in2uire what a farmer1s prices are3 &ow !o the poor people react to the s2ueal of bra'e in front of the roa!si!e stan!5 At the soun! of the s2ueal of bra'es# the soun! of a stopping car# the poor people at the stan! feel their spirits cheere! at the possible arri"al of a customer to buy their things. Why are the cars calle! +selfish cars5 The cars are selfish because the people who tra"el in them are self centere!. What !o you un!erstan! by +farmer+s prices5+ Who want to 'now that5 Possibly why5 4armer+s prices refer to the wages for which the farmer coul! be hire! to wor' in the city. 4armer+s prices can also refer to the prices of the berries# s2uash an! paintings !isplaye! at the roa!si!e stan! for sale. What ma'e you thin' that the city men stoppe! at the roa!si!e stan! to hire farmers to wor' in the city an! that farmer+s price refers to the per hea! wages to be pai! to a farmer for wor'ing in the city5 An! one !i! stop# but only to plow up grass n using the yar! to bac' an! turn aroun!@ An! another to as' the way to where it was boun!@ An! another to as'# 6coul! you sell a gallon of gas57 &ow !o the city men plow up grass in the yar! of the roa!si!e stan!5 The insensiti"e an! selfish city men !ri"e their cars into the yar! of the roa!si!e stan! to bac' an! turn it aroun!# lea"ing a huge clou! of grass plowe! up. What is the most 2ueer !eman! of the rich man at the roa!si!e stan!5 &ow is it 2ueer5

The insensiti"e city man !eman!s a gallon of gas at the roa!si!e stan!. This is 2ueer because the city man is not aware of the fact that the poor man cannot pro"i!e him with expensi"e items such as gas. Why are the poor people angry with the city men when they as' for gas5 The roa!si!e stan! has the store of wil! berries# s2uash an! paintings which are ne"er bought buy the city men. ,n the contrary the city men re2uire a gallon of gas an! the roa!si!e stan! !oes not ha"e it for sale. This helplessness ma'e the poor people angry. They coul!n1t Kthis crosslyM# they ha! none# !i!n1t it see5 *o in country# money# the country scale of gain# The re2uisite lift of sprint# has ne"er been foun!3 Why !o the people at the roa!si!e stan! tal' Bcrossly1 with the rich people5 The poor people sometimes become angry with the rich people. The latter refuse to buy the wil! berries at the stan! at a price !eman!e! by the owners of the stan!. They in!ulge in bargain an! blame the berries an! s2uash. But the poor# who 'now the rich people are so mean# grow angry at their unwillingness to help them by parting with a little amount of their money. &ow is money important for the "illage people5 The "illage people thin' that money is important for growth in the "illage. They hope to ma'e impro"ements in their wretche! state of life. What are the two significant roles of money in the li"es of the poor people5 (oney is the measuring ro!e of growth for the "illage people. They estimate their economic growth by means of the small amount of money at han!. Similarly# money is necessary for a "illager to feel confi!ent. &e feels a Blift of spirit1 with money in reach. &ow !oes money become the +re2uisite lift of spirit for the country men5 (oney is the most important re2uirement for man in the mo!ern worl!. f one has money at han! then he feels confi!ent an! a feeling of his spirit being lifte!. Why is money ne"er foun! in the "illages5 t is a common truth that countrysi!e is bac'war! an! therefore it remains poor an! penniless. (oreo"er the country fol's are easy targets of the politicians an! business/men an! therefore they are easily cheate! an! loote!. Besi!es# if these poor people are gi"en money then they will migrate to prosperous cities or ma'e a city in the place of their "illage. ,r# so# the "oice of the country seems to complain. can1t help owning the great relief it woul! be

To put these people at one stro'e out of their pain3 What is the "oice of the country5 The "oice of the country is that the rich people ha"e no concern for them# an! that they are being exploite!# cheate! an! gi"en false promises by the parties in power# an! that there is no en! for their miseries. Why can+t the poet help +own+ the relief of helping the poor out of their po"erty at one stro'e5 The poet wants to see that the poor people are gi"en some 'in! of help an! support by the rich people but he 'nows that this woul! not happen. When he fails to see this# he allows himself to !ream that these poor people ha"e been helpe! by some supernatural powers to alle"iate their miseries. What 'in! of a relief !oes the poet !ream for the poor people5 The poet !reams of a supernatural help for the poor people# a touch of magic or the li'e# so that the poor people will be re!eeme! from their state of po"erty an! misery. Why !oes the poet see' an unrealistic solution for the poor people1s !istress e"en though he himself blame! them earlier for their +chil!ish longing in "ain5+ The poet# unli'e the gree!y goo!/!oers# genuinely wishes to get the poor people out of their pain# po"erty an! en!less miseries but he is sa! an! helpless to see that there is no one to help them come out of their po"erty. This helplessness !ri"es the poet to see' an unrealistic solution for the poor people1s misery. An! then next !ay as come bac' into the sane# won!er how shoul! li'e you to come to me An! offer to put me out of my pain. What !oes the poet see when he comes bac' into his senses5 The poet sees the city cars still passing without feelings# the helplessness of the poor people an! the en!less misery of the people at the roa!si!e stan!. What !oes the poet want his rea!ers !o for him5 The poet is greatly !istresse! that the poor people are not helpe! by the go"ernment an! rich people. &e finally resorts to some hea"enly help for the poor by which their po"erty woul! be remo"e!. But soon he reali%es how chil!ish his !reams are seeing that the poor ha"en1t impro"e!. At this point the poet wants his rea!ers to promise him to help the poor. What is the poet+s pain5

The poet1s pain is that the poor people are still waiting for the rich people1s generosity an! that the rich people ne"er help the poor people. &e is also sa! that his insane !reams of the poor people helpe! by a stro'e were only !reams. &ow can his rea!ers remo"e the poet+s pain5 The rea!ers can get the poet out of his pain by offering to help the poor people.

Aunt Nennifer1s Tigers Summary an! Theme A!rienne >ich wrote poem to liberate American women from male !omination. Aunt Nennifer 'nitte! tigers on her can"as. >ich face! !ifficulties# criticisms# rebu'es an! pain for writing poems meant to liberate women while Aunt ha! to struggle a lot to 'nit her tigers. >ich+s struggles were !ue to the fact that she was a woman# wife an! therefore meant to be sla"es while Aunt+s Auestions an! Answers Aunt Nennifer1s tigers prance across a screen# bright topa% !eni%ens of a worl! of green# They !o not fear the men beneath the tree@ they pace in slee' chi"alric certainty Why are the tigers calle! +Aunt Nennifer+s tigers5+ The tigers are 'nitte! by Aunt Nennifer. She 'nits them for the reali%ation of her !reams. Where !o the tigers prance5 The tigers prance in a wil! green forest that is !rawn on a panel or can"as. What is topa%5 &ow is it !escripti"e to the tiger5 Topa% is a 'in! of yellow stone. The yellow color signifies the bright yellow fur of the tiger. The feminine beauty of the tiger is well represente! by the ornate topa% color an! the blac' stripes running through it.

&ow are Aunt Nennifer an! her tigers the in!icators of the poet+s own life5 A!rienne >ich+s life an! poems were !e!icate! to the free!om of the suppresse! American women. Aunt Nennifer is no one else than A!rienne >ich while her tigers are the new generation of American women. Who are they in these lines5 They are the tigers of Aunt Nennifer on the panels. Why !on+t they fear men beneath the tree5 Aunt Nennifer+s tigers are fearless an! confi!ent. They ha"e chi"alrous 2ualities an! therefore they !o not fear men. .xplain# Bslee' chi"alric certainty.1 What ma'es the tigers pace in slee' chi"alric certainty5 Slee'# chi"alric an! certainty are the three 2ualities of the tigers 'nitte! by Aunt Nennifer. Slee' in!icates the smoothness of their fur while chi"alric an! certainty are fearlessness an! confi!ence respecti"ely. As the tigers ha"e o"ercome the fear of men beneath the tree# they pace in slee' chi"alric certainty. What !o you mean by the certainty that the tigers possess5 The tigers use! to fear the men. But once they were ma!e by Aunt Nennifer# they learnt courage. n their new birth these tigers feel at ease an! confi!ent. *ow they !o not ha"e to run away from anyone. They mo"e slowly. They run ferociously. Aunt Nennifer1s fingers fluttering through her wool 4in! e"en the i"ory nee!le har! to pull. The massi"e weight of Rncle1s we!!ing ban! Sits hea"ily upon Aunt Nennifer1s han!. Why !o Aunt+s fingers flutter5 Aunt Nennifer is the "ictim of male !omination. She lo"es to 'nit tigers for the reali%ation of her !reams. While she !oes so she fin!s it !ifficult to pull her light i"ory nee!le !ue to the weight of the marriage ring that her husban! put in her finger years ago. &ow !oes the poet use +wool+ an! +i"ory nee!le+ to re"eal the weightlessnessJease of Aunt+s 'nitting wor'5 Wool an! i"ory nee!le are "ery light to carry. They are so light that one !oesn+t notice their weight. The poet inten!s to create an atmosphere of complete weightlessness an! ease through these ob$ects use! for 'nitting. Why is the Rncle+s we!!ing ban! massi"ely hea"y to Aunt Nennifer5

n fact a we!!ing ban! is "ery light# but for Aunt Nennifer it a sign of her husban!+s !ominance o"er her. t has become a bur!en for her that limits her free!om as a social being. Why is the term +sits+ use! instea! of +remains5+ Sits here refers to !omination o"er someone+s free!om. 4or Aunt Nennifer her husban!+s we!!ing ring was no sign of lo"e or care. 4or her it was a sign of suppression an! bur!en. &ow !oes the poet !raw the picture of male !omination through +Rncle+s we!!ing ban!5+ Rncle+s we!!ing ban! for Aunt Nennifer was ne"er a representation of lo"e or matrimony. The ban! symboli%e! bon!age for her. 0i'e a rope bin!s one# the we!!ing ban! boun! her. When Aunt is !ea!# her terrifie! han!s will lie Still ringe! with or!eals she was mastere! by. The tigers in the panel that she ma!e will go on Prancing# prou! an! unafrai!. What will happen to Aunt Nennifer when she is !ea!5 When she !ies she will herself ha"e no free!om e"en in her gra"e. Why are Aunt+s han!s terrifie!5 Aunt Nennifer+s !ream/wor' was to 'nit tigers in her panels. While she !i! this she was stoppe!# threatene! an! bur!ene! by her husban!. This fear of her husban! later left her han! terrifie!. Which were the or!eals Aunt was a master of5 Aunt Nennifer+s life was a life of submission# sla"ery an! sufferings in a male !ominate! society. She wante! to 'nit tigers for herself but the we!!ing ban! that her husban! ha! put in her finger stoo! a stumbling bloc' in her life. By sitting on her finger# the we!!ing ban! ma!e her suffer a lot of pain while 'nitting tigers. By bearing these sufferings she became a master of sufferings. Will Aunt ha"e free!om after her !eath5 Why5 *o# Aunt Nennifer will ha"e no free!om e"en after her !eath. As a tra!ition she will ha"e to wear her matrimonial ring e"en in her gra"e. This ring bore the mar' of her sla"ery un!er man# her husban!. &ow will male !omination follow Aunt beyon! her life5 (ale !omination use! to haunt Aunt Nennifer throughout her life. When she wore her husban!+s we!!ing ban! on the !ay of marriage she became a sla"e of the male+s power. 0ater on# e"en after her !eath# Aunt1s name will be engra"e! on her tombstone un!er her husban!1s name# but she will not ha"e an i!entity of her own.

What will happen to Aunt Nennifer+s tigers after her !eath5 Aunt Nennifer1s tigers will sur"i"e prou!ly an! bra"ely e"en after their creator+s !eath. &ow can the tigers remain prou! an! unafrai! e"en after the !eath of their creator5 Aunt Nennifer was the creator of the tigers in the panel. ."en after her !eath these tigers will li"e prou! an! unafrai! with the cherishe! feelings that they are no more the sla"es of men. They feel prou! of their newly achie"e! free status in the society an! of their great liberator# Aunt Nennifer. &ow !o these lines she! light on the success of A!rienne >ich in her attempts to liberate the female species of America5 Aunt Nennifer is the poetic representation of A!rienne >ich. Aunt left a floc' of tigers on her panel to prance unafrai!. Similarly !i! the poet !o by strengthening# empowering an! awa'ening a new generation of American women to stan! confi!ent on their feet. Aunt1s tigers an! the new American women are the same. Bring out the symbolic representation of the poet A!rienne >ich# her wor's# struggles# her success in freeing women through the image of Aunt Nennifer. Aunt Nennifer is a parallel character who represents the poet A!rienne >ich# her attempts to liberate the women fol' from male !omination# her struggles an! or!eals# an! finally# her "ictory. 0i'e Aunt Nennifer who 'nitte! tigers with wool an! nee!le# A!rienne >ich 'nitte! a new America inhabite! by bra"e women. &owe"er# while 'nitting her tigers# Aunt Nennifer ha! to face !ifficulties because she wore a hea"y we!!ing ban! impose! upon her by her husban!. Similar was >ich+s experience. She too ha! to face harsh attac's from her society for writing poems against the existing male !omination. Aunt Nennifer ne"er ha! a time free from or!eals. She was constantly haunte! by her fear of the we!!ing ban!. Similarly !i! >ich ha"e to li"e till her !eath. Rnfortunately the male rule! her e"en after her !eath as she still ha! to bear her hushan!+s name e"en in her gra"e. The two women ha! similar life an! !eath an! pains an! failure at !eath but what they left behin! them was a bra"e generation. Aunt Nennifer left behin! her a number of fearless tigers while >ich ha! new generation of bra"e women to succee! her. &ow are tigers symbolic of women5 Tiger is a feminine symbol. The bright yellow color of topa% an! the !ar' lines that a!orn their slee' fur gi"e tigers beauty rather than gran!eur or might. (oreo"er# their submissi"e yet fearless attitu!e# e"en in front of their enemy# gi"es them the female maturity.