Irony and Satire in ‘The Tiger King’

‘The Tiger King’ is replete with irony that reveals the follies of autocratic and willful rulers who flout all laws and bend them to suit their selfish interests.  The dramatic irony in the story is sharp when the Tiger King alone is unaware that his bullet had not killed the hundredth tiger. The other characters and the readers anticipate his doom as he celebrates his triumph over his destiny. We realize how misplaced the King’s pride at killing the first tiger was. The astrologers had prophesied, “You may kill ninety nine tigers like this, but your death will be brought on by the hundredth tiger.” The King wanted to prove the astrologer wrong and to save his life. Ironically, to avert death he actually invites it. The lofty titles used to introduce the Tiger King, suggesting an invincible ferocity are indeed ironic for he is finally killed by a cheap, crudely made wooden toy tiger which became the tool of Nature’s revenge. He had killed a hundred tigers in vain and must be punished for it. Irony is indeed sharp when the surgeons announce the operation successful and declare the king dead. 

Instances of satire

Satire employs irony, sarcasm, ridicule, etc. in exposing and criticising follies and vices in men. The story uses humour to criticize self-seeking Kings who willfully exploit both nature and their subjects for sefish interests.

·         When the Maharaja of Pratibandhpuram was told that he would be killed by a tiger, he could never imagine the twist in fate where a toy tiger could be fatal. Because of his conceit, he was unprepared for such surprises flung by life at him.

·         The grandeur associated with a king’s life proves a mockery. The news of the king’s ailment invited not one, but three surgeons. They got so tied up in technicalities that they declared the operation successful even though the king died.

·         The story also satirizes the corrupting influence of power. Just because the Tiger King had power, he felt he could browbeat his subjects and even defeat fate. He neglected his responsibility as a ruler.  He  neglected the welfare of his subjects, his family, increased and reduced taxes at will and sacked his officers. They feared him or else he would have learnt the truth.

·         When we see the king gloating over his bravery after killing the hundredth old, weak tiger, we notice that Kalki is satirizing the notions of cowardice and bravery. There is no heroism in fighting an unequal battle. The King’s cowardice was obvious when he justifies that one may kill even a cow in self defense.

·         Kalki is also criticizing the King’s men and subjects who pander to his whims out of fear or like the shopkeeper manipulate and fool him.

Light humour in the Tiger King

·         The instance of the Stuka bomber

·         The king’s offer of mouse hunt etc

·         The incoherent blabbering by the Dewan and the Chief Astrologer

·         The Dewan procuring an old tiger from people’s park and its stubborn refusal to get off the car and the description of its waiting in humble supplication to be shot.

·         The shopkeeper quoting three hundred rupees for a cheap two annas and a quarter  toy tiger

SHORT QUESTION & ANSWERS (pts.)

What happened when the tiger fell in a crumpled heap?

The maharaja was overcome with elation. He proclaimed that he had killed the 100th tiger and fulfilled the vow; he ordered the tiger to be brought to the capital in grand procession and walked away. 

What dangers did the tiger king face in his quest for killing the hundred tigers?

By refusing a British official to hunt in his kingdom he faced the danger of losing his throne;  fought tigers with his bare hands.

Mention any two unforeseen hurdles the tiger king encountered in the fulfilment of his mission. How did he overcome them?

The tiger population in Pratibandapuram had become extinct so he got married to the daughter of the neighboring kingdom with the largest tiger population;  his refusing permission to a high ranking British officer  to hunt tigers in Pratibandhpuram or even be photographed with a dead tiger  put his kingdom at stake, but he pacified the Durai by sending some fifty expensive diamond rings to his wife for which he emptied the royal treasury.

Why was the chief astrologer struck with wonder when he heard the royal infant speak?

 A ten day old infant could speak legibly; he even asked intelligent questions – therefore awestruck

What was ironical about the wooden tiger?

What he considered the most befitting gift for his son cost merely two annas and a quarter. Unlike the majestic tigers the king fought with his bare hands, it was a crude toy made by an unskilled craftsman, with tiny slivers sticking out of it A sliver from this wooden tiger pierced the King’s hand, which led to an infection that killed the king.

What was the prediction by the astrologers?

-grow up to be a great king- ’champion of champions’  but will one day die. When the ten day infant insisted on knowing the reason for his death they hesitatingly added that the prince would be killed by a tiger as he was born under the hour of the bull and the bull and tiger were enemies.

How did he acquire the name ’The Tiger King’?

His whole life revolved round tigers- when the astrologers had predicted that he would be killed by a tiger, the ten-day old infant prince thundered, ’Let tigers beware’ . When he took over as the king he made it his mission to kill 100 tigers and challenge his destiny. He killed 70 tigers depleting all the tigers in Pratibandhpuram, killed the others in his father in law’s kingdom but was finally killed by a toy tiger.

The Enemy

 By Pearl S. Buck

‘The Enemy’, a story set in Japan at the time of Second World War raises high moral questions about ethics in the times of war. What is more important-a man’s primary responsibility as a human being or an overriding, irrational hatred of humans from enemy country?

Dr. Sadao Hoki, faced conflict of interests between loyalty to his country and devotion to his profession when an unconscious, dying American POW was washed ashore in front of his house.  Japan was at war with America and harbouring an enemy would be treason. His rational mind told him to throw the man back into the sea but his conscience and high medical ethics make him instinctively seek the man’s wound, staunch the bleeding, bring him into the house and operate on him. He leaves no stone unturned to nurse him back to health but he clearly intended to hand him over to the army once he was healed. As a Japanese Sadao had no desire to save an enemy’s life but as a doctor he ignores servants’ defiance and the risk to his reputation and family.

His upbringing had been staunchly Japanese but he had received medical education abroad and knew well the principles of humanitarianism. Though aware of Japanese brutality, he as a good patriot reported the matter to the General and accepted his suggestion of private assassins killing and disposing the enemy. But, when the General forgot, he helped the man to escape and thus saved his life again.    The story shows how ideals of humanity and innate goodness triumph over narrow patriotism.

_____________________

What was the general’s plan of relieving Sadao of his dilemma?

Send private assassins any night; asked him to leave the outer partition of the white man’s room open to the garden. They would make no noise; knew the trick of inward bleeding; would even dispose of the body.

What were the rumours about general Takima? On the other hand what did the newspapers say?

-Rumours about the suffering of prisoners of war; however newspapers reported that Japanese armies were welcomed gladly with cries of joy wherever they went.

Why were the servants critical of Sadao?

-Sadao too proud of his skill to save life that he saves any life; what will be the fate of the children if their father is condemned as a traitor; feared they would be cursed by gun and the sea for saving a man they had wounded

 How was the general in the palm of Sadao’s hand?

-had forgotten to send assassins to Sadao’s house. He was anxious not to give Sadao the impression that it was not a dereliction of duty or lack of patriotism on his part - just his absorption with his illness.

Why had Sadao not been sent with the troops?

He was perfecting a discovery that would render wounds entirely clean; the old general might need an operation anytime and he did not trust anybody else.

How did Sadao feel rewarded?

There was no prick of light in the dusk; the prisoner had escaped in a Korean fishing boat. Their own life could go back to normal

What did Sadao conclude after examining the wound of the unconscious soldier?

On the right side of his lower back, Sadao saw a gun wound; the flesh was blackened with gunpowder; blood flowed freshly at his touch. Sometime, not many days ago the man had been shot and had not been tended; the rock had struck the wound and reopened.

Why makes Hanna sympathetic to her husband in the face of open defiance from the domestic staff?

Hanna did not like Americans but she was a traditional Japanese wife who would always stand by her husband. She understood his duty as a doctor. An educated, tender hearted woman, she realised  that the enemy was just a wounded helpless young boy. Thus Yumi’s stubborn refusal to wash the man angered her and she faced servants open defiance with dignity and herself served the sick man.     

An Elementary School Classroom in a Slum

Stephen Spender

In "An Elementary School Classroom in a Slum” Spender questions the value of education imparted to slum children. The government is supposed to provide equal opportunity for education, but the classroom in the slum offers little hope for change or progress for the poor students.  This poem does not explicitly name any country, location, race, or citizenship, it responds to injustice in the global context.

The first stanza contains vivid descriptions of the slum children. They are 'far far' away metaphorically from the mainstream of life, freedom, adventure and a bold future ('gusty waves'). They are like 'rootless weeds' (insecure, unwanted, neglected) caught in the backwaters of life unlike the children from the privileged children who are vibrant and exuberant.

Their emaciated, undernourished bodies are in need of attention. They are pale and have unkempt hair. The tall girl seems hopeless, sick and tired,( weighed down by poverty and hopelessness) the thin, hungry looking boy looks like a rat, the 'stunted, unlucky heir / of twisted bones' has inherited his father's disease ( reciting- repeated generation after generation). A sweet young lad sits in the 'dim class' (- metaphor for their bleak lives) distracted and  dreams of escaping away from depressing environment.

In the second stanza the poet moves to on to describe the classroom. The walls are 'sour cream' in colour - decaying, dull and neglected - a dull, depressing environment, where children feel despondent and their dreams turn sour. The walls are filled with 'donations', which seem to taunt the children because they have no connection with the beautiful, 'cloudless' landscapes, the world of learning and creativity represented by Shakespeare or the civilized domes of cities symbolizing culture and progress, so far removed from the squalor of their fog-covered slums. The Picture showing the natural beauty of Tyrolese valley is unimaginable for children living on slag heaps of industrial slums. The map of the world seems to be generously complimenting the outside world. The children, however, see the world through their windows, their personal experience, - unclear, narrow, heavy and oppressive. This is ironical. The repetition of the phrase 'far far'  highlights that there is a wide gulf between the lives of slum children who are confined to fog-covered lanes sealed in with a lead sky (literal-a polluted, smog covered sky; metaphoric- which does not open up opportunities, instead weighs down blocking escape from the slum), with no opportunity to escape and the rosy pictures on the wall showing a world of rivers, cloudless sky, ships, sun- filled lands and love.

In the third stanza the poet questions the value of the donated pictures on the walls which raise aspirations and hopes and ironically have a negative impact on the children. The children are now compared to rodents that live in a 'cramped hole'. In desperation they are lured into crime to reach a world far removed from their own lives. Thus, they move from 'fog to endless night' - a metaphor for their dismal prospects. Their immediate environment is now a slag heap in industrial cities and 'foggy slum'. They are frail and delicate, wear skins through which the bones jut out. Their spectacles with mended glass distort their view of the world. Their life is as cheap and shattered like broken pieces of cheap glass. There is no gentleness or softness in their young lives. The poet deliberately evokes hard, sharp images- bones, steel, glass, bottle bits and stones to conjure picture of hardships in their lives. The poet is angered by the situation and calls for a more truthful and realistic picture of the world for the children or else he states, the slum children are doomed.

The final stanza brings in hope. It is an appeal to the government and concerned authorities 'governor, inspector, visitor’ to change the lives of the children by becoming their 'map' or their guide and to make education meaningful and relevant to the slum children. They should help these children break out of the catacombs (burial chambers)of industrial towns that have crippled their minds, bodies and spirit. It is only then that the windows through which the slum children observe the world will open out to reveal the outside world in all its wondrous beauty. Their tongues will metaphorically 'run naked' into their books as they explore knowledge first hand. They will enjoy full freedom and a golden future- run freely amidst nature (green fields and run azure on golden sands), taste, explore and experience  knowledge from books and nature and be creators of history and not merely its victims.(The poem ends with a burst of colour and light - a sharp contrast to the bleak and dim atmosphere of the classroom. ) The poet says that such education will empower them; they too would have equal opportunity, be enlightened, speak the language of the sun and be writers of their own history..

An Elementary School Classroom in a Slum (poetic devices/figures of speech)

Metaphors

a)            Gusty waves - the privileged children are compared to gusty waves-energetic, exuberant and forward moving

b)            Future’s  painted with a fog

c)            Sealed in with a lead sky

d)            stars of words

e)            from fog to endless night

f)             wear skins peeped through by bones

g)            let their tongues /Run naked into books…

h)            whose language is the sun

Simile –

•             Like rootless weeds;

•             Like bottle bits on stones – (their lives are as shattered as broken bits of scattered glass smashed on stones;)

•             these Windows that shut upon their lives like catacombs;

Imagery – weighed down: burdened with the weight of poverty and hopelessness

Pun – reciting:

a)  literal- the boy is reciting the lesson. Figurative – he is more prominently reciting his father’s disease i.e. repeating his father’s disease of twisted bones and deformity which has been passed down through generations

b)  sour cream: literal - the neglected walls have turns a dirty yellow .Figurative -  a dismal place where all dreams turn sour

lead sky- literal- sky polluted with industrial fumes. Figurative: A sky that does not open opportunities but weighs down heavily blocking all escape from the slums.

Symbol-

a) Squirrel’s game - fun outdoors to escape the dull classroom

b) civilized dome riding all cities- cities that show civilizational progress  and marvelous architecture

(ALSO PERSONIFICATION – riding all cities)

c) Open-handed map- (a map drawn arbitrarily by the people in power and the privileged)

c.1) map with slums as big as doom- the grim reality of the lives of slum children

d) fog- bleak and unclear

e) ships and sun- adventure and  beautiful lands offering opportunity

f) slag heaps- industrial waste, toxic filth and squalor

g) windows –windows of the slum classroom do not open out to opportunities and the wide world. They show only fog covered slums where they are confined.

If the children are not allowed to break open out of these slums the windows will close on them burying them in endless misery, hopelessness and doom them to a death-like existence.

h) Green fields, gold sand - nature and golden opportunities;

white and green leaves -  first- hand knowledge from pages of books and nature

run azure- experience the rich colours of nature

i) sun – symbol of enlightenment ; of equal blessing/ equality

Repetition-

 Break O break open till they break the town

Far, far

A Thing of Beauty

A Thing of Beauty

By John Keats

1. It is an extract from Keats's epic poem - Endymion 

2. It is written in rhyming couplets.

3. It is a story about the relationship between a goddess and

     her human lover. It is based on the Greek myth of

     Endymion, the shepherd who falls in love with the

     moon goddess named Cynthia. It captures a poet’s search for ideal beauty. Keats drew inspiration from both nature and classics.

Theme

[1] what is beauty

[2] why should man search for it

[3] relationship between man and nature

[4] role of beauty found in stories and heroic tales of classical

      literature

Introduction: Keats believed that beauty is the moving spirit of art and life. Beautiful things leave an everlasting impression on the mind and are an eternal source of joy and sublimate the soul.

The poem:  A beautiful thing is a source of everlasting joy and happiness. Its value never diminishes and the joy it gives grows with the passage of time. Treasured in the mind, like a shady bower it protects us from the harshness of the world around. It comforts us, provides peace, tranquility and restores our health, sleep full of sweet dreams and our well-being. Nature is an everlasting source of beauty and joy. In the lap of nature we forget our cares, gloom and regain our happiness.

Therefore, on every morrow…earth – These lines point to the relationship between man and nature. The bond that man shares with nature is deep and pleasurable. Thus, every morning we weave a garland of flowers i.e. beautiful thoughts, memories and experiences drawn from beauteous forms of nature for they bind us to the earth, making our lives worthwhile.  Nature in some form or the other heals our fractured soul, lifts the pall of sadness and gloom caused by the selfish ways of the world, disappointments, dark choices, suffering and pain and makes way for happiness.  

Keats says that bounties of nature are an inexhaustible source of inspiration-the sun, the moon, trees young and old which provide shelter to everyone-even the simple sheep, the beautiful Daffodils in the green world, the clear stream that flows beneath tree covers keeping the water cool against the hot sun, the thick ferns and the spray of musk roses in the forest clearing that takes the beholder with surprise- all bring myriad joys and elevate our spirit.

And such too…brink - The poet also turns to the immortal tales of the mighty dead, the tales of classical heroes - their grandeur, nobility, sacrifices, courage and virtues which we have heard about or read, as an eternal source of inspiration. These have a sublimating effect on our minds and transform our lives with their beauty. We feel that we have partaken from the eternal fountain of heaven that grants immortality to whosoever drinks it.

The last lines- refer to both the sources of beauty- nature and classics.

KEEPING QUIET

KEEPING QUIET

Pablo Neruda

Theme: Neruda advocates introspection in moments of silence and stillness as an antidote to the destructive path mankind has taken in pursuit of material goals and progress. In these magical moments we would understand our true selves, our oneness with nature and humanity and thus work towards peace and harmony.

Text questions

1.    Keeping quiet and still to the count of twelve would help us put a brake on the rush and humdrum of life and allow us to introspect, relate to our inner self and understand our oneness with nature and mankind. In this silent moment there would be no conflict, violence or stress of mechanical and futile   activities. We would experience universal brotherhood. 

2.    Neruda does not want moments of stillness and quietude that he advocates to be confused with total inactivity, i.e. death or moral inertia.  Introspection involves moral and mental awakening. His ‘stillness’ means suspending futile movements, hostile and harmful activities and awakening the productive life forces that lie dormant within us.

3.    The ’sadness’ refers to the pain man experiences in his obsessive pursuit of power and material progress. These have made him hurt others and exploit nature, bringing misery and discord. This path is suicidal for man fails to understand himself and the need for coexistence with nature and humanity.

4.    Neruda uses the symbol of ‘earth’, the greatest creator, to show that there is life and productivity under apparent stillness. Beneath its seemingly inactive surface, it preserves and nurtures the seed that has dormant life. We too need to rejuvenate by keeping quiet and still and introspecting, thereby awakening productive forces within us to bring peace and harmony.

Huge silence-: in those moments when the entire mankind will be still and keep quiet there will be a huge silence that will bind us in a harmonious coexistence. There will be no differences and conflicts that divide humanity.

Poetic devices : Euphemism -What I want should not be confused with total inactivity…no truck with death- is a softer way of expressing intolerance of death and killer forces. It is a strong anti-war statement. Metaphor-‘put on clean clothes’- cleanse one’s heart, soul and mind. Introspection in silence would bring about a transformation and change man’s violent and exploitative attitude. It would help him to understand that wars are destructive and lead only to destruction and not victory. It would urge people to awaken their conscience and their productive forces to promote universal brotherhood and peace. Symbol: Earth as a life force which teaches us that silence is productive.

What change will keeping quiet bring in the people who wage wars?

  People who wage wars will make a fresh start. They will metaphorically change their blood stained clothes, that is, cleanse their mind of all hatred and anger, live as brothers and not as enemies, protecting and walking with them in shade - in peace and harmony. 

 What lesson will the Earth teach us? How will it teach that lesson? (pts.)

The lesson- productivity is best nurtured in silence. The biggest creator, the earth, is silent and productive, unlike man who is destructive and restless. How- by keeping quiet and still for some time, and introspect. Just as earth though apparently still, nurtures life within the dormant seed, we can awaken the productive forces within our beings.

What will the huge silence interrupt?

   A huge silence will interrupt the cycle of mindless destruction and mechanical pursuit of power and material wealth.

  What are we single-minded about and what are its consequences?

 In pursuit of money, ambition and success our lives have become hectic, mechanized and monotonous. We fail to introspect and connect with our inner self as well as threaten ourselves with our destructive activities.

What is the exotic moment that the poet talks about? Why will it appear strange?

-       a moment of quietude and stillness, without rush, without the din of machines, when people will have the time to introspect. It will appear strange as man has never known such a rare tranquil moment which will make him understand universal brotherhood.

VALUE BASED QUESTIONS (FLAMINGO)

5 marks

There is no format for answering value based questions. Word limit- 100 words:

1.       “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison’. Because of the global exposure provided by the internet, the youth today are easily influenced by western culture and lifestyles. Write a note on the need to feel proud of our culture and traditions as we carve a niche for ourselves on the world map.

-          Influence of western education because of globalization and internet

-          Youth are most easily influenced

-          As our culture is changing because of a rising class of urban educated youth, there is need to redefine our identity as an Indian

-          The new Indian identity implies a blend of modernity with tradition, a pride in our culture and values like respect for elders, humility, peaceful coexistence, communal harmony and spiritual harmony.

2.       “M Hamel stood up, very pale, in his chair. I never saw him look so tall”.

  “A teacher affects eternity; he can never tell where his influence stops”.  Having a role model in our life is of great significance as it provides a direction and urgency to our goals. Write a note on how teachers can play an important role in guiding us and empowering us.

-          Teachers impart knowledge

-          They teach by example- worthy of being emulated

-          They impart moral values like discipline, punctuality, honesty, politeness, respect for elders, etc.

-          They help us develop self- esteem, confidence and faith in our capabilities

3.       “Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the saar”! Education plays an imperative role in breaking down barriers of poverty, ignorance and social prejudice. Write a note on the importance of education in our lives.

-          They equip us for jobs that are better paid, more stable and more skill based, thus ensuring us a better lifestyle.

-          It broadens our mind, breaks down barriers of superstition and narrow thinking; makes us aware about social and health issues.  

-          Teaches us about the importance of each person as a social being and inculcates values like communal harmony, patriotism, social service and peaceful coexistence.

4.       “That’s why they left, looking for gold in the big city, where he now lives.” Migration to urban centres have not only made cities overcrowded but have also led to the formation of slums and worsened the law and order situation in cities. Write a note on how there is a need to change the mind-set of the people and those in power to be sensitive to the problem of migration.

-          People in small towns and villages are lured by the glamour, wealth and better opportunities in the big cities as they migrate in large numbers

-          Led to a lot of problems, especially overcrowding and an increase in crime rate in the big cities

-          The authorities need to be more sensitive to their dreams and desires for a better life and improve infrastructure in these places and the people should be content with a simple and uncomplicated life.

5.       ‘All we have to fear is fear itself’. Have you ever had a fear that has affected you adversely or prevented you from living life to the fullest? What will you do to overcome that fear?

-          Talk about your experience of fear (fear of heights/ dark/ water/ insects/ closed spaces, etc.)

-          How you overcame it by confronting it (briefly).

-          Values (courage, determination)  

6.       Most human beings are prone to fall into the trap of material benefits, living as we do in a consumerist society.  Have you ever been tempted by expensive things that your friends bring to school? What kind of evils can stealing lead us to and how can we redeem ourselves from dishonest ways?

-          Evils- guilt, shame, fear of being caught, low self esteem

-          Acceptance of fault, feel the need to change, Courage to confess

-          Values (strength of character, moral uprightness)

 

7.       Have you ever heard or known of an incident where a good deed or an act of kindness has changed a person’s view of the world? Do you feel that one’s act of goodness can bring about a corresponding change in another person? Discuss.

-          Give an example of helping someone without expecting anything in return

-          Values- selflessness, empathy, sensitivity

8.       In ‘The Interview’ Umberto Eco confesses that he has been able to achieve so much because he works in ‘empty spaces’ which he calls interstices. Discuss about the value of time as an essential attribute to success.

-          Punctuality

-           setting time bound targets

-          Keeping to the targets using discipline as an essential value

-          Use quotations (a stitch in time saves nine, time and tide wait for no one)

9.       In ‘Indigo’ the author quotes Gandhi’s words,” …Where the peasants are so fear stricken law courts are useless. The real relief for them is to be free from fear.” Douglas quotes Roosevelt,” All we have to fear is fear itself.” In the light of the above discuss ‘courage and determination’ as values which are necessary to stand up for one’s beliefs and fulfil one’s mission.

-          Fear comes in the way of standing up for what we believe in and fulfilling our targets

-          Courage gives us strength, boosts self- esteem

-          Perseverance to overcome obstacles and roadblocks

10.    The lesson ‘Indigo’ records how Gandhi showed patriotism as not merely proclaiming love for the nation in slogans and songs; it entails respect for the values and laws of a nation and above all love for its people. Express your views regarding the need for inculcating patriotism in youth today.

-          Courage to follow the path of truth

-           listening to the voice of conscience

-           putting service before self

11.    Abdul Kalam urges children to dream big. Mukesh in ‘Lost Spring’ dreamt of becoming a motor mechanic, for which he was willing to face opposition and walk miles every day. Sophie too had big dreams but is snubbed by her father for forgetting the reality of their lives. We need to differentiate between dreams that become a praiseworthy reality and fantasies which make us idle dreamers. Do dreams need the strength of values to be meaningful? Discuss.

-          Difference between dreams with goals and fantasies (dreams can be a stepping stone to success. Fantasies lead to embarrassment, disappointment, self- delusion.

-          Values - Grit and determination, hardwork, perseverance, passion and belief in the goal/dream.

12.    Rajendra Prasad reports about how Gandhi opposed their wish to use Charles Freer Andrews as a prop to win their battle against the British and advised them to believe in their cause. .. “Gandhi in this way taught us a lesson in self- reliance.” India today needs people who can inspire and lead. Who, according to you is a true leader in today’s times? Why?

-          for example - Abdul Kalam (progressive visionary, humanitarian, empathetic, humility)

-          Narayan Murthy-  (built business on ethical principles, humility, commitment to uplift society)

-          Amir Khan (using films as a strong  medium to inculcate social and cultural values, sensitizing the masses to stand up for human values, to initiate change, be leaders and path-breakers; Satyamev Jayate

13.     I went to the pool when no one else was there…in came a big bruiser of a boy…he yelled, “Hi,skinny, how’d you like to be ducked?” Later, the boy said, “But I was only fooling.”

The youth today is characterized by a total absence of concern for others. They also act without thinking how their deeds may have long lasting effect. Write a note in about 100 words- to be published in a youth magazine on the need for inculcating regard for fellow beings.

-          Seeking fun at the expense of others is reckless, rude and hurtful (physical and emotional)

-          Ragging and bullying in school leads to extreme fear, poor self-esteem, helplessness

-           Need to respect fellow beings- their individuality, space and dignity.

-           Take responsibility for one’s  behaviour and actions

-          Need to bond with others

14.   Little children selling books, toys and knick-knacks at the traffic signals are a common sight. They are victims of child labour and yet people roll up their windows to shut them out. Write a note on the callousness of society and authorities to this widely prevalent social evil.

-          Like rootless weeds, unwanted

-          Abject poverty, school dropouts, migrants, soft targets for petty crimes

-          Need to build awareness of their rights, keep promises made to them, serious implementation of schemes for children and Right to free and compulsory education, reach out through NGOs, sponsor a child, each one teach one, etc.

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