**Paragraph 1: Father’s Philosophy on Seeking Help**

In the first paragraph, Abdul Kalam questions his father about why he doesn’t share his profound
wisdom with those seeking help. His father responds with a deep insight, highlighting the natural human
tendency to seek companionship and assistance in times of trouble. He sees himself as a mediator,
helping people propitiate forces through prayers, but he cautions against this approach. Instead, he
emphasizes the importance of seeking fulfillment within oneself, distinguishing between a fear-driven
destiny and a vision that empowers self-discovery. This imparts a valuable perspective on self-reliance
and internal strength.

**Paragraph 2: Father’s Daily Routine and Devotion**

The second paragraph shifts to a vivid description of Abdul Kalam’s father’s daily routine, starting his day
at 4 a.m. with namaz. The father’s commitment to walking to a coconut grove, returning with coconuts
for breakfast, and maintaining this routine into his sixties speaks to a disciplined and dedicated life. From
my perspective, this reflects the importance of ritual, discipline, and a strong work ethic in shaping one’s
character and achieving goals.

**Paragraph 3: Emulating Father’s Approach to Science and Technology**

In this paragraph, Abdul Kalam expresses his lifelong effort to emulate his father’s approach to science
and technology. The notion of understanding fundamental truths from his father and believing in a
divine power aligns science and spirituality. The emphasis on this divine power lifting one from
confusion, misery, and failure resonates with the idea of a guiding force in life. This suggests an
integrated worldview that combines scientific inquiry with a spiritual understanding.

**Paragraph 4: Building the Wooden Sailboat**

The narrative then takes us back to Abdul Kalam’s childhood when his father built a wooden sailboat for
pilgrims. The story involves a cyclone that destroys the boat, revealing the uncontrollable power of the
sea. This experience serves as a revelation for young Abdul Kalam. From my perspective, this event may
have contributed to his later fascination with science, exploration, and understanding the forces of
nature.

**Paragraph 5: Spiritual Discussions with Ahmed Jallaluddin**

The fifth paragraph introduces Ahmed Jallaluddin, a friend and companion of Abdul Kalam, and their
spiritual discussions during long walks. The atmosphere of Rameswaram and the discussions near the
temple of Lord Shiva add a spiritual dimension to the narrative. Jallaluddin’s unique connection with God
is explored, and his encouragement for Abdul Kalam’s studies reflects a supportive friendship. This
segment presents the diverse influences and connections that shaped Abdul Kalam’s worldview.

**Paragraph 6: Jallaluddin’s Education and Worldview**

The final paragraph focuses on Jallaluddin’s education, his ability to write in English, and his role in the
community. Despite limited formal education, Jallaluddin’s broad knowledge and ability to connect with
the outside world set him apart. His encouragement of Abdul Kalam’s education and his exposure to a
broader world reveal a mentorship that goes beyond formal schooling. This suggests the impact of
diverse influences on Abdul Kalam’s intellectual and cultural development.

**Paragraph 7: Influence of Individuals and Limited Access to Books**

In this paragraph, Abdul Kalam reflects on the influence of two individuals during his boyhood: STR
Manickam, a former nationalist with a substantial personal library, and his first cousin, Samsuddin, who
distributed newspapers. Despite the scarcity of books in his humble environment, these individuals
encouraged Abdul Kalam to read. Manickam’s library becomes a valuable resource for the young boy,
showcasing the impact of intellectual mentors in shaping his early learning experiences.

**Paragraph 8: World War II and Abdul Kalam’s Economic Endeavors**

The eighth paragraph delves into Abdul Kalam’s experiences during World War II, marked by a sudden
demand for tamarind seeds in the market. The young Abdul Kalam collects and sells these seeds,
providing him with a sense of economic independence. The war’s impact is observed through stories
shared by Jallaluddin and traced in newspaper headlines. The suspension of train halts leads to a unique
opportunity for Abdul Kalam to catch and deliver newspapers, marking his first earning experience and
instilling a sense of pride.

**Paragraph 9: Inherited Characteristics and Influential Figures**

Abdul Kalam reflects on his inherited characteristics from his parents and the unique influence of
Jallaluddin and Samsuddin on his childhood. He attributes his subsequent creativity to the intuitive and
responsive wisdom of these unschooled figures. This emphasizes the profound impact that individuals,
beyond traditional educational settings, can have on shaping one’s character and fostering creativity.

**Paragraph 10: Social Stratification and Sivasubramanialyer’s Rebellion**

The tenth paragraph describes the highly stratified and rigid society of Rameswaram. Abdul Kalam’s
science teacher, Sivasubramanialyer, stands out as a rebel against social barriers. Despite being an
orthodox Brahmin with a conservative wife, he encourages Abdul Kalam’s education and integration into
diverse social circles. The anecdote about being invited to Sivasubramanialyer’s home for a meal reveals
the teacher’s determination to challenge societal norms and promote inclusivity.

**Paragraph 11: Sivasubramanialyer’s Gesture of Inclusivity**

The final paragraph continues the narrative of Sivasubramanialyer’s rebellious nature. Abdul Kalam is
invited for a meal, and despite Sivasubramanialyer’s wife’s initial hesitation due to religious differences,
the teacher personally serves Abdul Kalam. This gesture challenges societal norms, exemplifying the
teacher’s commitment to breaking down social barriers. It marks a poignant moment of inclusivity and
sets the stage for Abdul Kalam’s evolving worldview.

Overall, this section highlights the pivotal role of influential figures, economic experiences, and societal
challenges in shaping Abdul Kalam’s formative years, providing insights into his values, resilience, and
early exposure to diverse perspectives.