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.

                                                                            *********    

EVAN TRIES AN O- LEVEL

By Colin Dexter

1. What kind of a person was Evans?

-  a congenital kleptomaniac, not violent, clever, shrewd and manipulative jailbird.

-  had escaped thrice from the prison, earning the name ‘Evans the Break’.

-  a bit annoying but a charming rouge, good at imitations and stuff - a star at the Christmas concert.

2. What were the precautions taken for the smooth conduct of the examination?

-Governor deputed senior prison officer Jackson and Stephens especially for the exam duty

- the cell was thoroughly checked  for anything suspicious and sharp things like nail scissors, file and razor  which could facilitate escape were removed

 -  Microphone was fitted in the prison cell that the Governor would personally listen to

- Specially arranged invigilator – checked and pen knife taken away

3. Why was the ‘sigh of relief’ short lived after the examination?

-  relief short lived because when Stephens peeped in one last time after leaving the parson at the gate he was horrified.

-  saw a man with short hair; presumably McLeery in a pool of blood sprawled in Evan’s chair         

- assumed that Evans had escaped from the prison after injuring the invigilator.

-  raised an alarm - flurry of activity and panic followed.

4.What helped the prison officers track Evans?

The Governor, who knew a little the German language, was able to decode the information given in the correction slip. Index no. 313; Centre no. 271 made the six-figure reference 313/271 in Ordinance Survey map for Oxfordshire that led him to ‘Golden Lowen’-Golden Lion in Chipping Norton where Evans was staying.

Who, do you think, has the last laugh- The Governor or Evans? How?

- Evans has the last laugh in the story.

-The two persons, i.e. driver and the silent prison officer whom the Governor hands over Evans were accomplices of Evans.

-the Governor had cleverly traced Evans and nabbed the prisoner,

- became complacent in his self-congratulatory mood at having foiled the clever escape. Fails to check identity of officers who drive away Evans in the police van

- Evans escapes once again.

 How did McLeery want to help the police?

- The injured McLeery said that he knew where Evans was. He wanted to accompany the police in finding Evans –drive to Elsfield way

-He insisted that they did not have to call the ambulance as he was all right. He showed the photostated sheet pasted on the question paper to the Governor to impress upon him that Evans had befooled everybody.

What important clues were hidden in the German Question paper?

- a photocopied sheet was cleverly pasted on the last blank sheet of the German question paper

- had instructions written in German. It read: follow the plan. The vital point in time was three minutes before the end of the examination.

- He was not to hit the parson hard or overdo the Scots accent.

-He was to move the Headington round about and then make way to Newbury( given in coded language)

Where was the real McLeery?

- real Rev. McLeery was gagged and tied in his room since 8:15 am.

- two men visited McLeery in the morning.

- It was Evans accomplice who impersonated McLeery and came as the invigilator for the examination.

What was the significance of the two phone calls the Governor received after a quarter of an hour of the start of the examination?

 -first phone call was by the Assistant Secretary of the Examination Board  regarding a correction slip for the German paper that Evans was writing.

- The word ‘zum goldenen was to be used in place of ‘Goldene Lowen’

- second call came from the Magistrate’s Court. They needed a prison van and a couple of prison officers for a remand case.

- Both phone calls were hoax and part of escape plan.

 How did the prison machinery swing into action? What did they overlook?

Prison officers started shouting orders as soon as:

- discovered that Evans had escaped. Sirens were blown. Puzzled prisoners pushed their way along and doors were banged and bolted. Phones were ringing everywhere. Jackson and Stephens supported McLeery on either side and brought him to the prison yard. The identity of the injured ‘McLeery’ and his wound remained unchecked.

 What did the Governor think of Evans and his plan after ringing up Detective Chief Inspector Bell?

 The Governor admired clever Evans and his beautifully laid plan. He also commented on Evans’ carelessness in leaving behind the question paper. He said that all criminals got caught because they left important clues behind. He was sure that they would soon be able to catch Evans and put him in prison once again.

 What two purposes did the correction slip serve? Which of them did Evans consider more important? / Q. Why did Evans say, ‘correction slip killed two birds with a single stone?

The correction slip revealed the name of the hotel and its location. He had to go to ‘Golden Lion’. It also contained the exact time the exam started. For Evans, it was an important thing that the phone rang just before the exam finished. Thus he was able to get the prison officers out of the way for a couple of minutes.

 What did Evans’ own hair look like? What did he do with it to impersonate McLeery?

 Evans’ hair was long and wavy while McLeery had closely clipped hair. Jackson had removed Evans’ scissors, so he had to cut his hair off with a razor. After that he kept his head covered with a bobble hat to prevent it being noticed.

 How did the Governor of Oxford Prison locate the hiding place of Evans?

 The Governor told Evans that he had used the same method as Evans had done. The six figure reference 313/271 was formed by two hints- Index number 313 and centre number 271. If one takes an Ordinance Survey Map for Oxfords hire, this number lands are bang in the middle of Chipping Norton and hotel ‘Golden Lion’ there.

 What request did the Secretary of the Examination Board receive from the Governor of Oxford Prison?

The Governor of Oxford Prison’s request was to create an examination centre in the prison for one candidate named James Roderick Evans who wanted to appear in O Level German Examination to be held on June 8.

 What enquiry did the Secretary of the Examination Board make about Evans?

 The Secretary of the Examination wanted cursory details about the examinee regarding his nature. He wanted to know if Evans was a violent sort of a person. He was told that Evans was a kleptomaniac with no record of violence. He also inquired if there would be any trouble in keeping him incommunicado.

 Who met Evans on the eve of the examination? What does this brief interview reveal?

 -Mr. Jackson and Mr. Stephens visited Evans on the morning of the Examination to ensure that he did not have any weapon with him as Evans had escaped from prison thrice earlier.

-it revealed that Jackson despite his harsh stance had a soft corner for Evans and thus permitted him keep his bobble hat on for luck.

What puzzled Mr. Jackson about the contents in McLeery’s suitcase?

- Jackson saw a smallish semi-inflated rubber ring such as a young child might have to struggle into.

-On being questioned by Jackson, he replied that he suffered from piles and could not sit on a hard surface for long.

 Why did the Governor doubt the phone call from the Examination board for the correction in the paper? What did he do?

-  the Governor doubted the phone call from the Examination board for the correction in the paper because he thought it might be a fake call. He tried to verify it by calling the Examination Board from the other line . Since the number was busy he assumed the call was a genuine one.

-  applied the little German he had learnt and was convinced that it was about the agreement of adjectives.

-  the invigilator announcing the correction sounded genuine.

 How did Stephens keep an eye on Evans? What did he notice on looking through the peep-hole in Evans’ cell?

-  Stephens peeped after every one minute.

-              He found Evans sitting with his pen between his lips. He sat staring straight in front at the door as if waiting for some inspiration.

-              McLeery sat on his chair reading the ‘Church Times’. His right index finger was hooked beneath the narrow clerical collar. The fingers of the left hand were slowly stroking the short black board.

The scene never seemed to change

What request did Evans make about half an hour before the end of the examination? What did Stephens think about it?

-Evans requested to have a blanket put round his shoulders.

- A minute later, Stephens was surprised to see a grey blanket draped round Evans’ shoulders.

- At first –thought he would report the irregularity but then felt that Evans was perhaps feeling cold as the ‘D’ wing got no sunlight.

 How did Evans manage his final escape?

- Evans was nabbed at the hotel, handcuffed and made to sit in the prison van.

-The complacent Governor failed to verify the identity of the officer and driver.

- As the van turned on to the Oxford Road, the silent prison officer who was Evans’ accomplice unlocked the handcuffs. Evans had a good laugh as he instructed the  driver –his friend to go towards Newbury- he escaped the fourth time.

Character Sketch of Evans

1.            Evans, the charming rouge is cunning and shrewd - had earned the name ‘Evans the break’ for escaping from the jail thrice.

2.            A kleptomaniac by birth, he is not violent but an amusing fellow, good at imitations, and a star at the Christmas concert. Through his cheerful mannerisms he is able to win over and hoodwink the prison staff - fool the Governor into letting him take German lessons which he uses to master-mind his escape - coaxes Jackson to allow him to keep his bobble hat on for luck.

3.            - uses presence of mind to outwit and manipulate the officials. He complains about getting disturbed by Stephen’s presence in the cell and succeeds in getting him out, complains about the cold in the cell requesting for a blanket which he cleverly uses to change into the parson’s disguise. He spills pig’s blood over himself and through brilliant acting fools the officials into believing he is Mcleery, wounded by Evans.

4.            He stirs panic in the jail - offers to help them nab Evans - is so convincing that no one doubts his word - drives out of the jail with the police detectives.  He and his shrewd accomplices are innovative and meticulous in their planning. Even when he is taken aback to find the Governor in his hotel room, he retains his cool and thus he has the last laugh. He had foreseen this move and planned with his friends who came with the prison van. Thus, he escapes again.

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 150 word answers     

 Who, do you think, has the last laugh- The Governor or Evans?               

1. Evans, a shrewd jail bird, having escaped thrice earlier, knew the complacency and predictable moves of jail officials.

2. His plan began months earlier. His accomplice came as the German teacher to the prison. On his part, the Governor, determined not to be ‘just a good for giggles’ officer, went overboard in making arrangements for the German O-level examination Evans would appear for.

3. Officer  Jackson thoroughly searched the cell and cleared any object which could harm the invigilating parson, who was frisked, his briefcase examined and pen knife taken away. The cell was bugged with the Governor listening for anything amiss and Stephens kept a constant eye on Evans.

4.But they failed to see through the hoax phone calls -the  request for correction from the Examination board, that the rubber ring had pig’s blood,  the parson was wearing double set of clothes, beard , spectacles and that Evan’s bobble hat plus the request for a blanket were for Evans’ disguise. Stephen’s, without checking his identity or injury, at once believed that Evan’s had hit him and escaped. The governor too believed the parson’s word and sends him out with detectives to nab Evans.

5. However, on realizing the truth, he quickly traced Evans to the hotel -Golden Lion- by decoding the clues in the exam paper, but in his self-congratulatory mood failed to see that the driver and the silent prison officer were Evan’s accomplices. Thus, Evans escapes again and has the last laugh.

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 Prison authorities made many blunders that helped Evans to escape. Discuss.

 1. The Governor made a tactical error in allowing a veteran jail-breaker to attend classes. Also, they neglected verifying the identity of the German teacher and took his word that he was from the technical college. Evan’s was his only student and the two friends master-minded the escape meticulously.

3. On the Examination day, Jackson allowed Evans’ to keep his ‘bobble-hat’ on or else the plan would have fallen flat.

4. If Stephens had not been shifted out from the cell, the escape would not have been possible.

5. The governor and his officers could not see through the hoax phone calls. 

7. Stephen’s justifying Evan’s request for a blanket was a great error.

8 Jackson should have frisked and searched McLeery without hesitation and seen the rubber ring closely.

 9. The gullible prison staff believed that the injured man was McLeery, without checking his identity or the wound.

10. When Evans was arrested, the complacent Governor let the receptionist order the prison van and did not accompany the arrested Evans or check the identity of the silent police officer and driver who were Evans’ accomplices.

               

                                                                                                                                       

                       

     

Indigo

By Louis Fischer

Why do you think Gandhi considered the Champaran episode to be the turning point of his life?

150 word answer:

The Champaran episode became the turning point for Gandhiji for it showed him the way to free India from the British. Gandhiji had gone to Champaran at the persuasion of Rajkumar Shukla, a poor peasant, to look into the exploitation of the poor indigo sharecroppers by the British landlords. They were bound in an unfair long-term agreement and were being cheated for being released from it. Gandhiji realized that the law courts could not help peasants for they needed to be freed from fear first. He began investigations and defied British orders to leave Tirhut. It was his clear declaration that the British could not order him in his own country. On being summoned to the court, he telegraphed Rajendra Prasad to come with influential friends. The word spread. The next morning thousands of peasants gathered outside the court in Motihari to support their savior. The officials felt helpless and were compelled to seek his help. Thus, he established that the might of the British could be challenged.  Through his own example, he urged the lawyers to court arrest for the humanitarian cause. Civil disobedience triumphed for the first time and became the precursor of the freedom movement. He further won compensation for the peasants and made them realize they had rights and defenders. The battle of Champaran became a moral victory.  

Short answer: (40 words) What began as an attempt to fight injustice against poor helpless peasants in Champaran became Gandhi’s clear declaration that British couldn't order him, an Indian in his own country. It freed the oppressed peasants from fear of seeking their rights and established the power of civil disobedience as a means to gain freedom.

Gandhi’s loyalty was not to abstractions; it was a loyalty to living human beings. Discuss with reference to the lesson ‘Indigo’.

Points

- Champaran episode exemplifies Gandhi’s loyalty to human beings and not ideologies. His politics was entwined with practical day-to-day problems of the millions

-had gone there at the persistent plea of a peasant Rajkumar Shukla, not to defy the British but to alleviate the distress of indigo farming sharecroppers who were being cheated by them.

- he realized that courts could not bring justice to them as they were so crushed and fear–stricken.

-won them compensation - proved to them that they had rights and defenders, thus gave them courage to stand up for their rights.

- was not contented with political and economic victory. He immediately set about addressing the social and cultural backwardness in Champaran.

-under his leadership Mahadev Desai, Narhari Parikh, their wives and others including his son  volunteered for work-  opened primary schools in six villages, and his wife Kasturbai taught personal cleanliness and community sanitation. A volunteer doctor dispensed basic medicines.

- His mission was to mould a new free Indian who could stand on his own feet and free India. He discouraged them from using Charles Freer- an Englishman as a prop for their cause. Self-reliance, Indian independence and help to sharecroppers were all bound together.