Memories

of
Childhood
Memories
of
Childhood
This chapter deals with the painful and emotional autobiographical
accounts of two women who had the courage to oppose
exploitation.
 The Cutting of My Long Hair (Zitkala-Sa / Gertrude Simmons Bonin)

Born and Raised in South Dakota

- Gertrude had a happy childhood living with her mother.

Visited by Quaker Missionaries

- Quaker missionaries visited her Yankton reservation.
- They lured children with captivating stories about the "Red Apple Country.“

Tempted by the Missionaries' Stories

- Despite her mother’s warnings, Gertrude was drawn to the idea of seeing the
apple orchards.
 The Cutting of My Long Hair (Zitkala-Sa / Gertrude Simmons Bonin)

Mother’s Reluctant Consent

- Gertrude’s mother eventually agreed to let her go.
- She believed her daughter needed an education, even though it would be a
tough transition.

Transition from Innocence to Experience

- Gertrude’s journey to the "Red Apple Country" marked the start of her
transformation and life-shaping experiences.
 Carlisle Indian Industrial School
Founding of the School
- Started by Henry Pratt in Pennsylvania.
- Native American kids were taken there, not by choice.

Goal of the School

- To make Native American children act and think like
people from the United States.
- Erase Native traditions and beliefs.

Tough Life at Carlisle

- Kids faced diseases, lack of food, and mistreatment.
- Many got sick and some died.
 Carlisle Indian Industrial School
Harsh Treatment by Teachers
- Teachers hit the kids and took away their clothes.
- Cut their hair and made them feel ashamed.
- Gave them new names and banned their native languages.
- Forced to speak English and spy on friends.

Military-Like Environment
- Strict rules and discipline.
- Life was similar to being in the military.

Training
- Boys and girls were taught to be soldiers, farm workers, and other labourers.
- Focus on making them forget their own culture and identity.
 Chapter Outline
Environment of the school
- Cold like the weather outside.
- A rigid and regimental discipline was imposed.
- The teacher seemed to be strict and emotionless.

Dress code of the children

- “Closely clinging dress” seemed immodest to Zitkala.
- Stiff shoes worn by the girls; produced annoying clatter.
- Small girls wore sleeved aprons and shingled hair.
 Chapter Outline
Eating by Formula
- There were bells at regular intervals to guide the students.
- The First bell was meant to draw the chair from under the table.
- Th second bell was sounded to make everyone sit.
- Everyone picked their knives and started eating at the third bell.

Shingling of hair
- Zitkala-Sa was warned that her hair were to be shingled.
- Among her people, Short hair was worn by mourners and shingled
hair by cowards.
- She refused to submit to the orders of the authorities.
- She resisted by kicking and scratching wildly.
- She was tied to a chair and her thick braid was cut off.
 Chapter Outline
Emotional breakdown
- She moaned for her mother in her anguish.
- No one came to comfort her.
- She felt helpless just like an animal is driven by a herder.
 Character Sketch
Courageous and Strong-Willed: Despite her young age, she resists
the oppressive system. She hides under a bed to avoid having her
hair cut, showing her courage.

Emotional and Sensitive: Zitkala-Sa is deeply affected by the

cultural violence she faces. The cutting of her hair leaves her feeling
humiliated and powerless.

Symbol of Cultural Pride: She represents the Native American

struggle to preserve their culture and identity in the face of forced
assimilation.
 We too are Human Beings (Bama) : Chapter outline
This part tells Bama’s experience of caste discrimination as a child in Tamil Nadu.
She observed an elderly man carrying food in a humiliating manner (holding the
packet by its string) to avoid "polluting" a higher caste person. When she narrated
the incident to her brother, he explained the caste discrimination system and
encouraged her to focus on education as a means to gain respect and equality.
Bama took his advice seriously, worked hard in her studies, and eventually
overcame the barriers of caste.

Key Focus: This story focuses on the evils of caste discrimination and the
empowerment through education.
 Character Sketch : Bama
Observant and Intelligent: Bama notices the injustices in
her surroundings, such as the discriminatory behaviour of
the upper castes.

Determined and Hardworking: Motivated by her brother’s

advice, Bama focuses on education to fight against caste
discrimination.

Empowered and Inspiring: Bama’s journey shows how she

rises above societal barriers through determination and
education, making her an inspiring figure.
 Theme
Social Discrimination and Injustice
Both narratives depict discrimination: Zitkala-Sa faces cultural suppression and forced
conformity to Western norms.
Bama experiences caste-based discrimination in Indian society.

Identity and Cultural Loss

Zitkala-Sa’s story highlights the trauma of losing one’s cultural identity. Cutting her hair
symbolizes how colonizers tried to erase Native American heritage.

Education as Empowerment
In Bama’s story, education is shown as a tool to challenge and overcome societal
discrimination.

Resilience and Resistance

Both protagonists resist the discrimination they face. Zitkala-Sa struggles against her
oppressors, while Bama uses education to fight back.
 Title
The title "Memories of Childhood" reflects the in-depth narratives of Zitkala Sa and
Bama, who use personal childhood experiences to expose systemic oppression.

Zitkala Sa's memory of losing her cultural identity through forcible hair cutting and
Bama's encounter with caste discrimination represent more than individual stories.
These memories are powerful testimonies that reveal the psychological impact of
social injustices, cultural suppression, and the struggle for human dignity.

By sharing their childhood experiences, both authors transform personal recollections

into collective narratives that challenge societal inequalities and inspire the resilience
of marginalized communities.
 On the
face of It
(By Susan Hill)
 Chapter Outline
"On the Face of It" by Susan Hill explores the unlikely friendship between Mr. Lamb, an
elderly man with a tin leg, and Derry, a young boy with acid burns on his face. Their
meeting in Mr. Lamb's garden leads to meaningful conversations about life, prejudice,
and self-acceptance.

The narrative begins when Derry, a 14-year-old boy with acid burns on his face, jumps
over the wall into Mr. Lamb's garden. Initially defensive and bitter, Derry meets the
elderly Mr. Lamb, who has a tin leg. Through their conversation, Mr. Lamb's
philosophical outlook and acceptance of life gradually influence Derry's perspective.
Despite his mother's warnings and society's prejudices, Derry returns to visit Mr. Lamb,
drawn by his wisdom and understanding. However, tragedy strikes when Derry finds
Mr. Lamb has fallen from his ladder while picking apples, ending their brief but
meaningful friendship.
 Theme

Sense of Alienation and Rejection

Both Mr. Lamb and Derry feel isolated due to their physical differences.
Example:
- Derry avoids people because he thinks everyone is disgusted by his burned face.
- Mr. Lamb, despite his welcoming nature, is lonely as people rarely visit him due to
his tin leg.
 Theme

Appearances Are Deceptive

Outward looks often lead to wrong judgments about people.
Example:
- Derry appears angry, defiant, and withdrawn, but deep inside, he craves acceptance and
love.
- Mr. Lamb seems strong and optimistic, but he hides his own loneliness and pain behind
his cheerful demeanour.
 Theme

Scars Do Not Define a Person

Physical handicaps or scars don’t determine a person’s worth.
Example:
- Mr. Lamb encourages Derry to stop focusing on his scar and instead see his abilities and
potential.
- He tells Derry that having a tin leg doesn’t make him any less human.
 Theme

Philosophy of Optimism
Embrace life with hope, not self-pity or bitterness.
Example:
- Mr. Lamb keeps his garden and doors open to welcome everyone.
- He teaches Derry to appreciate the beauty of life, like the buzzing bees or sunlight,
instead of focusing on his flaws.
- Derry, inspired by Mr. Lamb, decides to change his outlook and return to Mr. Lamb’s
garden.
 Theme

Tragic Lesson
Despite Mr. Lamb's optimism, his accidental death emphasizes the importance of acting on
lessons learned before it’s too late.
Example:
- Derry rushes back to the garden, only to find Mr. Lamb dead, leaving him with the
profound realization of living fully without regrets.
 Theme

Tragic Lesson
Despite Mr. Lamb's optimism, his accidental death emphasizes the importance of acting on
lessons learned before it’s too late.
Example:
- Derry rushes back to the garden, only to find Mr. Lamb dead, leaving him with the
profound realization of living fully without regrets.
 Character Sketch: Mr. Lamb
Diehard Optimist
- Ignores his handicap and focuses on earning goodwill.
- Keeps doors, windows, and garden gate open to reflect openness.

Advocate of Universal Brotherhood

- Believes in social welfare and helps others.
- Loves all creations of God: "There's nothing God made that doesn't interest me."
- Attracts people by making toffee, jelly, and planting crab apples.

Acceptance of Handicap
- Mature and accepts his tin leg without bitterness.
- Believes no one is perfect and considers himself as normal as others.
 Character Sketch: Mr. Lamb
Great Motivator
- Encourages Derry to see life differently.
- Teaches Derry to ignore negative remarks and focus on positivity.

Faith in Individuality
- Appreciates oneness yet marvels at differences.
- Example: "Why is one green growing plant called a weed and another a flower?“

Love for Life

- Believes wasting life is the greatest tragedy.
- Teaches the value of living fully and purposefully.
 Character Sketch: Mr. Lamb
Epitome of Generosity
- Overlooks mockery (e.g., children calling him "Lamey Lamb").
- Demonstrates qualities of love, altruism, and resilience.

Impact on Derry
- Reforms Derry and inspires him to approach life with optimism.
- Teaches Derry the importance of inner strength over physical appearance.
 Character Sketch: Derry
Physical Appearance
- Fourteen-year-old boy with a disfigured face due to an acid burn.
- Very conscious of his ugliness and feels it is revolting to others.

Inferiority Complex
- Suffers from low self-esteem and shuns everyone.
- Avoids social interaction and isolates himself from society.

Negativity and Hatred

- Arrogant and hateful toward others.
- Bears a grudge against society for its pretensions, hypocrisy, and unkind remarks.
 Character Sketch: Derry
Suspicious and Distrustful
- Lacks trust in people and believes others only interact with him out of selfish motives.
- Feels no one genuinely cares for him.

Contrast with Mr. Lamb

- Derry’s negativity contrasts with Mr. Lamb’s generosity and positivity.
- Derry begins to trust Mr. Lamb because he is also handicapped.

Transformation by Mr. Lamb

- Mr. Lamb’s love, trust, and wisdom open Derry’s mind.
- He learns to value himself and look at life from a new perspective.
 Character Sketch: Derry
Change in Mindset
- Derry starts to shed his negativity and embraces optimism.
- Mr. Lamb’s influence prevents him from becoming a psychological wreck and helps him
move toward self-acceptance.
 Title
The title "On the Face of It" highlights the idea that things are not always as they seem. At
first glance, Mr. Lamb and Derry appear very different, but they share similar struggles of
loneliness and rejection. Mr. Lamb seems cheerful and welcoming, but deep inside, he is
extremely lonely. On the other hand, Derry seems angry and full of hatred, but deep down,
he longs for love and acceptance. The play shows how society often judges people based on
appearances, ignoring their inner qualities.

The title emphasizes the need to look beyond surface differences and recognize the inherent
sameness that connects all human beings. It also urges society to appreciate the uniqueness
of every individual and treat everyone with equality. As the play progresses, the characters’
perceptions of each other evolve, teaching us that true understanding comes from looking
beneath the surface.
 The Enemy
(BY Pearl s. Buck)
 Chapter Outline
Dr. Sadao, a skilled Japanese surgeon, lives on the Japanese coast with his wife, Hana. The
story takes place during World War II when Japan is at war with America. One night, Sadao
finds an injured American soldier washed ashore near his home. Despite being the enemy,
Sadao’s sense of duty as a doctor compels him to save the man’s life. Sadao performs
surgery and nurses the soldier, Tom, back to health with Hana’s reluctant help. However,
the couple feels anxious as they fear being labelled traitors. The servants in their house
disapprove of their actions and leave in protest. Sadao reports the situation to a Japanese
general, who promises to send assassins to kill the soldier. However, the assassins never
come. Eventually, Sadao helps Tom escape in a boat, risking his own safety but staying true
to his moral values.
 Theme
1. Humanity vs. Patriotism – Dr. Sadao, a Japanese doctor, is torn between his duty as a
citizen during wartime and his moral responsibility as a doctor to save an injured American
soldier.

2. Compassion and Ethics in Medicine – The story highlights the ethical duty of doctors to
save lives, regardless of nationality or personal beliefs.

3. Prejudice and Racial Discrimination – The war fosters hatred between nations, but Sadao’s
actions challenge the idea of seeing an enemy as merely a faceless opponent.

4. Conflict Between Duty and Conscience – Sadao struggles with his role as a loyal Japanese
citizen and his inner conscience, which tells him to help the wounded soldier.

5. Transformation of Character – Initially conflicted, Sadao ultimately makes a bold decision

to help the prisoner escape, showing his growth as a person.
 Theme
6. Loyalty vs. Individual Morality – The servants refuse to serve a man helping an enemy,
showing how societal conditioning influences individual choices.

7. Power of Kindness and Empathy – Despite the war, Sadao’s kindness towards the
American soldier proves that human connections can transcend political boundaries.
 Character Sketch: Dr. Sadao
A Dedicated Doctor – Dr. Sadao is committed to his profession, prioritizing his duty as a
doctor over his patriotic obligations. He saves the life of an enemy soldier despite knowing
the risks involved.

Ethical and Compassionate – His strong moral values and professional ethics prevent him
from letting the wounded American soldier die. He believes in saving lives, not taking
them.

Conflicted but Righteous – Initially, he considers turning the soldier over to the police but
struggles with his conscience. He cannot accept being responsible for a man’s death,
leading him to help the prisoner escape.

Risk-Taker – Sadao puts himself and his family in danger by sheltering the enemy soldier.
His actions defy societal norms and government rules, showing his bravery and humanity.
 Character Sketch: Dr. Sadao
Above Prejudices – Despite the ongoing war between America and Japan, he sees the
soldier as a human in need rather than just an enemy. His basic human values and
compassion transcend racial and national biases.

Emotionally Troubled – Even after informing the General about the soldier, he spends
sleepless nights, disturbed by the idea of waiting for someone’s death. This highlights his
internal struggle between duty and morality.

Resilient and Humane – He ultimately helps the soldier escape by providing him with a
boat, food, and clothing. This act proves that he is not a traitor but a man of integrity who
values human life above all else.
 Character Sketch: Hana
A Supportive Wife – Hana stands by Dr. Sadao in every situation, assisting him in saving the
American soldier despite the risks involved.

Efficient and Adaptable – When the servants leave, she seamlessly takes over their duties,
managing household tasks with grace and efficiency.

Calm and Composed – Despite the tension and anxiety of sheltering an enemy, she remains
composed and handles the situation with dignity.

Compassionate and Humane – She sees the wounded soldier as a human in need rather
than an enemy, showing kindness and empathy.

Courageous and Strong-Willed – She does not let fear overpower her moral values and actively
helps in treating the soldier.
 Character Sketch: Hana
Dignified and Responsible – Hana fulfills her role as a wife and the mistress of the house with
grace, ensuring everything is managed smoothly.

Instrumental in Saving the Soldier – Her cooperation and sympathy play a crucial role in
enabling Dr. Sadao to save the dying soldier.
 Character Sketch: old General
Self-Centered and Selfish – The General prioritizes his own health over national interests,
keeping Dr. Sadao in Japan instead of sending him to treat wounded soldiers at the front.

Influential and Powerful – He has the authority to send private assassins to kill the American
soldier but chooses not to for personal reasons.

Calculative and Cautious – He refrains from taking any action that could harm Dr. Sadao, as he
considers the doctor indispensable for his survival.

Neglectful of Duty – Despite being a military leader, he is more concerned about his personal
well-being than his responsibilities during the war.

Forgetful and Unreliable – He forgets to send the assassins he had promised, showing his lack
of seriousness regarding the situation.

Cowardly and Indifferent – His fear of death influences his decisions, making him indifferent to
patriotism and duty.
Journey to the end
of the earth
(Tishani doshi)
 Chapter Outline
The book "Journey to the End of the Earth" by Tishani Doshi tells a special story about a
trip to the coldest, driest, and most deserted continent, Antarctica. The author and a
group of high school students experienced the peaceful beauty of the white landscape.
The expedition allowed them to explore the mysteries of the present, past, and future.

The 'Students on Ice' program, led by Geoff Green from Canada, aimed to provide
education and opportunities for future leaders. The students gained a deep appreciation
for our planet Earth and learned about the geological and geographical history hidden in
Antarctica. Now is the time to reflect on the urgent issue of global warming and take
care of our Mother Earth.
 Chapter Outline
After the journey, the team of 52 members returned with many questions in their minds.
However, they found a simple solution: "Take care of the small things, and the big things
will fall into place."
 Writer’s feeling

Tishani Doshi was filled with relief and wonder when she set foot on the
Antarctic continent. Its vastness and immense wild landscape dazzled her
eyes. Its endless blue horizon and its isolation from the rest of the world
created a sense of wonder and mystery for him.

Purpose
Geoff Green started his Students on Ice programme to make youngsters
realise the gory reality of planet Earth and to provide them into thinking
about their planet earnestly.
 Author’s Travel

Her journey began 13.09 degrees north of the Equator in Madras, and
involved crossing nine time zones, six checkpoints, three bodies of water,
and at least as many ecospheres.
 Part of History
Before human evolution, Antarctica was part
of a huge tropical landmass called the
Gondwana land, which flourished 500 million
years ago.

Biological (flora and fauna), geological

(changing continents) and geographical
(climatic)changes occurred, and Antarctica
separated and moved away evolving into what
it is today.

A visit to Antarctica gave the writer a deeper

understanding of fold mountains, the earth’s
history, ecology, and environment.
 Part of History

The writer felt unsettled in two weeks’ time

not only because she came from a much
hotter place, but also because all features of
human civilization were absent from an
already desolate landscape.

The long summers, the silence is broken

occasionally by cracking ice sheets and
avalanches, the blue whales, and icebergs,
all contribute to an ecological implication
that the future for humans is not good. (The
prognosis isn’t good.)
 An amazing display of the food chain of the
Southern Ocean helps in the understanding
that further depletion of the ozone layer, Humans, who are known to
will set off a chain reaction that will affect have existed for a mere 12000
the global carbon cycle. The simple truth is, years, have caused tremendous
take care of the small things and the bigger impact, and played havoc with
ones will automatically be taken care of. nature.

The stark proof of global warming and Population explosion, putting a strain
environmental threats helps students on available resources, carbon
attain an understanding of Human Impact emissions, fossil fuels and global
ecosystems and biodiversity of our warming have all resulted in climatic
planet. and ecological imbalances that have
also affected Antarctica.
The ‘Students on Ice’ programme, an
initiative of Canadian adventure educator, Antarctica, though unpopulated, has been affected
Geoff Green takes students on expeditions and there are concerns for its half a million-year old
to Antarctica, to create awareness in them, carbon records trapped under its ice sheets.
the future policymakers.
 Before coming back home, the writer
got a chance to walk on the ocean at
65.55 degrees south. It made her
understand that she was walking on 180
meters of ocean water, full of diverse
and vibrant life.

Walk on the ocean

When she returned home, she thought about whether

Antarctica would ever become warm again. She also thought
about how much can change in a million years and realized
that each day makes a difference.
 Take care of the small things and the big things will take care of themselves.’

Antarctica is the best place to understand how taking care of small things will
automatically take care of big things. For example, the microscopic phytoplankton,
these grasses of the sea nourish and sustain the entire Southern Ocean's food chain.
These single-celled plants use the sun's energy to assimilate carbon and synthesize
organic compounds with the help of photosynthesis. Scientises warn that a further
depletion in the ozone layer will affect the activities of phytoplankton, as UV rays
might destroy them, which in turn will affect the lives of all the marine animals and
birds of the region and the global carbon cycle. So, if we take care that processes
carried over by these small grasses are carried out properly, the bigger animals and
birds will fall into the place on their own.
Antarctica is the place to go to understand the earth’s past, present and future?

Antarctica offers a glimpse into Earth's ancient history, revealing what the
planet might have looked like millions of years ago before the continents
separated. The movement and melting of ice masses also provide a stark
warning about our planet's future if human activities continue to disrupt
natural processes. Additionally, Antarctica's deep ice layers hold carbon
records dating back half a million years, serving as a crucial resource for
understanding Earth's past, present, and potential future. In essence,
Antarctica bridges our history, reflects our current state, and envisions what
lies ahead.
The TIGER KING
(KALKI)
 Theme
 The story centres around the king's arrogance and his belief that he can
control his destiny. His relentless pursuit of tigers is a futile attempt to defy
the prophecy.

 The king's eventual demise, ironically at the hands of a toy tiger, highlights
the limitations of human power and the inevitability of fate.

 The king's obsessive hunt disrupts the natural ecosystem by eliminating

tigers, a vital predator.

 The story serves as a cautionary tale about the consequences of human

interference in the delicate balance of nature.
 Theme

 The Blindness of Fear: The king's fear of the prophecy clouds his judgment
and leads him to make irrational decisions.

 The Abuse of Power: The king prioritizes his personal obsession over the
well-being of his kingdom.

 The Transience of Life and Power: The story reminds us that both life and
power are impermanent.
 The birth of the Maharaja Ten days old prince
of Pratibandapuram speaks
The prince wanted to know the
The Maharaja was given
manner of his death.
various titles and names.
Royal astrologer is very surprised to
hear a ten-day old prince speak. He
His name was shortened to
predicts that the prince was born
'The Tiger King’.
under the hour of the Bull, so death will
come from the Tiger, as both are
It was predicted that the
enemies.
young prince will be a great
This did not frighten the young prince
warrior. He will die one day.
and he uttered 'Let tigers beware’.
No one knows how much of this story
is true but some of it was definitely
believed by people.
 Grooming of the Crown
Maharaja kills his first tiger
Prince

Crown prince JungBahadur

He calls the astrologer to show his
had a totally English
feet.
upbringing.
Astrologer clarifies that killing one
At the age of twenty, he
tiger will not avert the danger.
became the Maharaja.
Everyone remembered the
Danger was from the hundredth
astrologer's prediction and
tiger.
the king also heard it.
The Maharaja decides to go on a
Maharaja decides to kill a
tiger-hunt.
tiger and kills the first tiger.
 Maharaja goes on tiger Maharaja on the verge of
killing mission Losing His Kingdom

Tiger-hunting is banned in the High ranking British officer visits

State except for the Maharaja. Pratibandapuram for tiger-hunting.
Maharaja denies permission. Officer gets very
Severe punishment and angry and danger looms over the State.
confiscation of property
threatened. Dewan persuades the Maharaja to allow the
officer to shoot a photograph with the tiger,
Maharaja postpones all the the tiger can be killed by the Maharaja
work of the State till 100 tigers Maharaja cannot give permission for this also,
are killed. because then other officers will also make
similar requests. Both the king and the dewan
Lot of tigers get killed and plan to bribe the officer's wife. They send 50
every time Maharaja is saved diamond rings.
despite dangers.
The officer is pleased and the kingdom is
saved.
 Mission tiger continues Hunt for the 100th tiger

In ten years, the Maharaja kills Single tiger remained to complete the tally of
70 tigers. Tiger population 100.
becomes extinct in the State.
One tiger is not found anywhere.
Maharaja decides to marry a
maiden from a state which has Maharaja sank in gloom.
maximum tiger population.
And Dewan finds a bride. A tiger is reportedly seen.

Marriage is solemnised. Maharaja cannot locate it and refuses to

leave the forest till the tiger is found.
Every time Maharaja visits his
father-in-law, he kills tigers. King is angry, he doubles the land tax and
many people lose jobs.
99 tigers are killed.
 Celebrations over the
The 100th tiger is found
death of the 100th tiger

Dewan finds one old and sick The hunters find to their surprise that tiger is
tiger in people's park. not dead.

Tiger is forcibly dragged and Bullet had missed him and he had only
presented before the king. fainted.

Dewan and his wife have to Frightened they kill the tiger themselves.•
struggle to drag the tiger. Dead tiger taken out in procession.

Maharaja shoots the tiger. Tomb is created over his body.

Birthday of the Maharaja’s
The death of the Maharaja
son

Third birthday of the prince is Maharaja plays with the crude toy.
due.
One of the slivers pierces his right hand.
Maharaja decides to give him
a gift. Infection spreads all over the arm,
becomes very swollen.
Finally selects a toy-tiger as a
gift. Famous surgeons operate.

Toy made by an unskilled Maharaja dies but operation declared

craftsman is very cheap. successful.

Maharaja pays high price for it Hundredth tiger at last takes revenge as
predicted.
 The Tiger King as a satire
The purpose of this lesson is to ridicule, or express contempt or disgust at
the follies of man or some sections of society. Its aim is to correct the
malpractices by inspiring both indignation and laughter with a combination
of criticism and wit. Satire refers to the method of treatment rather than
content or form. The lesson 'Tiger King' is a satire levelled at the
eccentricity of the king who makes frantic efforts to kill hundred tigers for
no reason. The lesson ridicules and condemns the king's malicious
intentions.
 Social commentary
The author of "The Tiger King" subtly criticizes harming innocent animals
for human amusement. The tigers are presented as peaceful creatures,
emphasizing their lack of fault. The Maharaja's reason for hunting, based
on a self- defense saying, seems ridiculous when applied to unthreatening
tigers. The focus is on the Maharaja's will to fulfill a desire, not on any real
danger. By painting this picture, the author suggests such hunts are cruel
and fuelled by human selfishness, not necessity.
 Irony
The chapter The Tiger King is full of irony, which makes the story
interesting and thought-provoking. The biggest irony is that the king tries
very hard to avoid death, but in the end, he dies in the most unexpected
way. The astrologer predicts that a tiger will cause his death, so the king
starts killing tigers to prove the prophecy wrong. He successfully kills 99
tigers, believing he has escaped his fate. However, the 100th tiger, which
he thinks is dead, actually survives. Later, the king dies because of a small
wooden toy tiger, which injures his finger and leads to an infection. This
shows the irony of fate—despite all his efforts, he could not change what
was meant to happen.
 Character Sketch
The Tiger King functions as a rubber-stamp in his State. He has power, and
authority but none of it is directed towards the welfare of the state. He behaves
like a dictator and his ministers bow before him in mortal fear. They are forced to
become a party to his ruthless killing of tigers. He is moody, whimsical and goes to
extremes. When he is angry, taxes are doubled, punishments become severe and
when he is happy, there are processions, exemption of taxes etc. In fact, the entire
state machinery is misused and manipulated in his spree of killing tigers.
The Tiger King is crazy, eccentric and inhuman. He starts killing tigers, just to prove
the prediction wrong. Basically, he is very insecure and vulnerable and is really
afraid of death. So, he adopts a coward's method to kill tigers before any of them
could attack him. Killing for one's whims is the gravest of sins.
The THIRD LEVEL
(JACK FINNEY)
 Chapter Outline
- "The Third Level" is a story about a journey through the past, present, and future.
- Humans naturally think about what happened before, what's happening now,
and what might happen next.
- The past, present, and future are all connected in a strategic and natural way.
- Humans, being mortal, experience various aspects of life like love, profit, loss,
good, evil, and more.
- These life elements affect the human mind.
- Existential concerns act as a trigger, making the human mind move between
the past, present, and future.
- The harsh realities of life become overwhelming.
- The story is an exploration of the human mind caught in a timeless cycle.
 Charley’s description of Galesburg

Charley describes Galesburg as a quiet, simple and peaceful place with big old
frame houses, huge lawns and tremendous trees. The summer evenings were
rather long and people sat out on their lawns in a peaceful world, men
smoking cigars and women waving palm-leaf fans.
 Charley’s journey to the Third Level

One night Charley worked till late at the office. Then he was in
a hurry to get back to his apartment. So, he decided to take
the subway from Grand Central. He went down the steps and
came to the first level. Then he walked down to the second
level from where the suburban trains left. He ducked into an
arched doorway that headed to the subway. Then he got lost.
Knowing that he was going wrong he continued to walk
downward. The tunnel turned a sharp left and then taking a
short flight of stairs, he came out on the third level at the
Grand Central Station.
 Charley’s journey to the Third Level

Here he saw many unusual things. There were very few ticket
windows and train gates that were old-looking and made of
wood. Dim gaslights flickered and men wore derby hats and
four-button suits. It was a rather strange world of sideburns,
beards and fancy moustaches.
 Third Level as a medium of escape

The third level was Charley's refuge from a harsh reality. Modern life,
with its stress and fear, felt unbearable. The third level, a hallucination
of a peaceful past, offered a chance to escape. There, life was
simpler, like his grandfather's time. Even his stamp collecting, a smaller
escape, hinted at this yearning. The third level wasn't just a place, but
a mental journey away from the pressures of the present.
 Literal and metaphorical journey

In The Third Level by Jack Finney, Charley's literal journey to a

mysterious 'third level' at Grand Central Station—a portal to 1894—
symbolizes his yearning for escape from modern life's complexities.

Metaphorically, it reflects his deep longing for a simpler, reassuring

past, echoing a universal human desire to retreat to idealized times.
These journeys explore themes of escapism, and the quest for
happiness, emphasizing the human need for comfort and connection
in familiar, nostalgic settings.
 Sam’s Letter

The presence of Sam’s letter among Charley’s collection of first-day

covers was weird. The cover had a letter which was not blank,
whereas the first day covers included a blank page. Moreover, the
date mentioned on the letter 18 July,1894 added to the confusion as
neither Sam nor Charley existed at that time. Thus, all points direct
towards the conclusion that it was just a product of Charley’s
imagination.
 Character Sketch: Charley

Charley, the main character of the story, represents modern people

who feel stressed, insecure, and afraid. He wants to escape from the
problems of the real world and find peace in the past. His love for
stamp collection gives him happiness and keeps him busy in his free
time, but his psychiatrist friend believes it is just a way to avoid reality.
Charley dreams of living in his grandfather’s time, when life was simple
and peaceful. He wishes to go to Galesburg, Illinois, in 1894, a time
without wars and modern complications. He longs for a life free from
stress, noise, and materialism, where people lived happily with fewer
worries and more peace.
The LasT
Lesson
Alphonse Daudet
 Linguistic Chauvinism
Linguistic chauvinism refers to the belief that
one language or culture is superior to others,
often leading to the exclusion of other
languages and cultures.
 Chapter Outline
In The Last Lesson, a young boy in 19th-century France is forced to learn
German, as his region has been annexed by Prussia. His French teacher,
who is also being forced out, teaches the boy a final lesson about the
importance of his language and culture. It highlights the impact of
language, culture and education on individuals in times of conflict and
change. The last class taught by their beloved French teacher, M. Hamel,
is a poignant reminder of the power of knowledge and the importance of
preserving one's native language.
 Summary
The story is narrated by a French boy named Franz. He is not very
interested in studying and can be lazy at times. However, he enjoys
playing and is a sensitive person. He doesn’t like his teacher, M. Hamel,
and has no interest in learning French, which is taught at the school.
One day, an order arrives from Berlin mentioning that schools in the
region should teach German instead of French. It happens to be M.
Hamel’s last day as the French teacher after forty years of service. He is a
very patriotic person and feels nostalgic and sad about leaving.
 Summary

The village people respected M. Hamel so they attended his last lesson.
They regretted not learning their mother tongue, French, when they had
the chance as students. When Franz got to know that this was his final
French lesson, he was shocked. Surprisingly, he became interested in
learning it on the last day and paid careful attention, trying to learn as
much as he could.
 Summary

During the lesson, Franz started liking M. Hamel, and his hatred for the
teacher disappeared. He admired his hard work and dedication. Franz felt
sad and ashamed that he couldn't recite his lesson properly. M. Hamel
took responsibility for everyone's lack of enthusiasm to learn, including
his own. He praised the French language, saying it was the most logical
and beautiful language in the world.
 Themes
Importance of Language: Language connects people to their identity and
culture.

Loss and Regret: The story highlights the value of something when it's about
to be lost.

Power and Oppression: The Prussians use language control to suppress French
identity.

Patriotism and Unity: The villagers' presence in the class shows their love for
their language.
 Character Sketch: Franz
Franz is a young and carefree schoolboy who doesn’t like going to school. He
fears his strict French teacher and struggles with difficult grammar rules. He
prefers spending time outdoors, searching for bird’s eggs or watching the
drill. However, during M. Hamel’s last lesson, Franz realizes the importance
of his language and feels sad about losing it. He blames himself for not
valuing it earlier. Surprisingly, on the last day, Franz tries to understand
everything and finds M. Hamel kind and not strict as he used to think. But
he’s still unaware of the severity of the war and wonders if even the pigeons
will have to coo in German.
 Key Points
Description of the morning
It was a warm , bright day, birds were chirping and the Prussian
soldiers were drilling.

Townhall
The town hall was crowded as the bulletin board displayed the
order from Berlin that from today onwards German will be
taught in the school of Alsace instead of French language.
 Key Points
Wachter’s words
“Don’t go so fast bub, you’ll get to your school in plenty
of time.”
He tells Franz not to rush because, sadly, there’s no need to
hurry anymore. His words hint that French will no longer be
taught, so Franz now has plenty of time—but no lessons to
attend. This reflects the regret and sorrow of losing their
language and education under the new Prussian rule.
 Key Points
Difference between everyday situation vs that morning
Usually when school would begin, there was a great bustle, confusion
and constant commotion of students moving, talking and shouting. All
this was so loud that it could be heard out in the streets. The opening
and closing of desks, students repeating their lessons in unison on top
of their voices. To control the nuisance the teacher used to rap the
table with their rulers.
But that day, the school was quiet like a Sunday morning. Students
were sitting silently on their seats. The last benches were occupied by
the village men; old Hauser, the former postmaster and several others
besides.
 Key Points
M. Hamel’s behaviour and appearance

The teacher was wearing his special green coat, frilled shirt and a black
cap which he wore on special days like inspection and prize days. He
was very polite and calm to Franz and he did not even scold him for not
telling the rules of participles.
 Key Points
Language : A Key to Freedom
The language and culture of any country or region is unique in itself.
Language binds or unites people. It gives people a common platform to
share their views or thoughts, to raise objection and to find solution. If
our language is snatched away from us, then we lose our identity and
become lost. It acts as a binding force. It shows national identity and
true character of nation. M. Hamel also stresses on this aspect when
he says that language is the key to the prison of slavery. The French
people could have freed themselves from Prussians if they had learned
to read and write their own language.
 Key Points
“Will they make them sing in German, even the pigeons?”
Franz fears that German rule will take away everything French,
even their identity. He wonders if the Germans will have so much
control that even pigeons, who are free, would be forced to
"sing" in German. This shows his sadness and worry that Alsace
and Lorraine will completely lose their language and culture
under German rule.
 LosT
spring
Anees Jung
 Chapter Outline
This lesson is an excerpt from Anees Jung’s book titled “Lost Spring”

She is an Indian writer who meets Saheb and Mukesh providing

description of the boys’ life in poverty.

She narrates a true perspective of being an under privileged human,

based on her conversation with the boys.
 Summary
This lesson is an excerpt from Anees Jung’s book titled “Lost Spring”

She is an Indian writer who meets Saheb and Mukesh providing

description of the boys’ life in poverty.

She narrates a true perspective of being an under privileged human,

based on her conversation with the boys.
Saheb- The Ragpicker
The writer meets him every morning searching for
money or things in the garbage dumps.

He belongs to a refugee family from Bangladesh.

She advises him to go to school but Saheb
complains of absence of any school in his
neighbourhood.

Unknowingly, the writer raises Saheb’s hopes by

promising to open a school in his locality and
immediately realises how hollow her promise is.
Irony in Saheb’s name
Saheb’s full name is “Saheb-e-Alam” which means, “Lord of the Universe.” But
the boy spends his time “scrounging the garbage” with other ragpickers.

The extreme poverty of the boys is reflected in their going around barefoot-
none of them can afford shoes.

The writer comes to the sad conclusion that being ‘barefoot’ is now a tradition
followed by the extreme poor in India.
Story of a priest’s son
The author is reminded of a priest’s son in Udipi, who walked barefoot 30 years
ago.

The boy’s greatest prayer was to own a pair of shoes.

On his visit after 30 years, the author found that priest’s son now wore shoes-
but the ragpickers still remained shoeless in her neighbourhood.
 Seemapuri- the Ragpicker’s Colony
Seemapuri- a place where all Bangladeshis live since 1971. Their homes are structures
of mud, with tin roofs and tarpaulin. There is no sewage, drainage or running water
for the 10,000 ragpickers.

They have been living here for more than 30 years without an identity, without
permits, only ration cards that put their names on voter's lists.

Women in torn sarees, grateful for the ration cards which enable them to buy grain,
which they were deprived of in their own native country of green fields and rivers.

They and their children survive as ragpickers, hoping for a chance to find a rupee or a
coin in the garbage. Ragpicking is their daily bread, a roof over their heads.
 Saheb’s desire

For Saheb, like other children of ragpickers, garbage is "wrapped in wonder", where
he sometimes finds a rupee, or even a ten rupee note.

For the elders, ragpicking is a means of survival.

Saheb's desire is to play tennis in tennis shoes, to be able to afford them to enjoy life.

He gets tennis shoes which were cast off by a rich boy. One shoe has a hole in it, but
he is not bothered. But the author doubts, whether he will ever be able to play tennis.
 Saheb’s ventures into a new job

Later Saheb gets a job at a tea stall for Rs 800 per month.

The writer meets him fetching milk in a steel canister for his master.

Did not look happy-burdened and sad.

No more a free bird but a bonded labourer.

Mukesh- A child labourer

Mukesh is a child labourer in a glass factory in Firozabad and wants to drive a

car, be a motor mechanic.

His family is unaware that child labour is illegal and banned by the
Government.

- The working conditions at glass factory are horrible.

- 20,000 children work in high temperatures.
- dingy cells without air and light.
- children lose their eyesight at an early age.
Mukesh- A child labourer
The surroundings where Mukesh lives, have
- Choked, stinking lanes full of garbage.
- Homes that have crumbling walls, wobbly doors, no windows.
- All homes crowded with people and animals living together.

Mukesh's own home is a half-built shack with thatched roof and a wobbly
iron door.
- It is full of large aluminum platters and firewood store.
- Three generations live together-grandmother, father, elder brother and his
wife.
- Elder brother's wife-a young girl-who does all the household chores-looks
after the three men, covers her face before the elders.
Mukesh- A child labourer

Mukesh's father- the head of the family,

- never earned enough to renovate his house or provide education to his two
sons.
- the only art he knew was bangle-making which he handed over to his sons.

Mukesh's grandfather is blind, grandmother – a fatalist

- thinks that their poverty is the result of karma or destiny
- believes bangle making to be god given lineage
- has accepted her husband's blindness as their destiny.
The bangle makers are caught in a vicious circle. Poverty and lack of
education keeps them bound to making bangles. Their children follow the
same profession.

Eyes are more adjusted to darkness than light, they often end up losing their
eyesight before they become adults.

Savita an unmarried girl, makes colourful bangles, without knowing they are
the symbols of Indian women's "Suhaag". An old woman, sitting next to her,
still wears bangles but she is blind. She hasn't eaten one full meal in her
entire life. Her old husband has the only satisfaction of providing his family
with a house to live in.
 Young men lack zeal
The writer realises that life has stood still in Firozabad.

The young men lack initiative, ability to dream and are crushed by extreme
poverty.

They are trapped by sahukars, middlemen, the policemen, the keepers of

the law, the bureaucrats and politicians.

The children are caught between two worlds

(i) Poverty and stigma of caste and
(ii) Trapped by all the above, in a hopeless situation.
Burdened by the above two, courage to resist is lost, cannot dare to dream.
Mukesh- An aspirant Youngster

Only Mukesh is different.

He dares, aspires to become a motor mechanic.

His dreams are reasonable, attainable, he doesn't dream of flying an

aeroplane.

The writer comments ironically that "Few planes fly over Firozabad."
 Expressions in the text

“slog their daylight hours”

“roof over his head”

“perpetual state of poverty”

“Imposed the baggage on the child”

“‘Years of mind-numbing toil have killed all initiative and the ability to
dream”
Title

This title ‘Lost Spring’ has symbolic meaning. Spring is the

best season, best period of year; similarly, childhood is the
best period of life. So, here ‘Lost Spring’ means lost
childhood, the childhood which has been lost, which has
been snatched, exploited, curtailed and thrown into the
dungeons of poverty. ‘Stories of stolen childhood’ means
stories of the exploited childhood or stories of the children
who were exploited and were deprived of their childhood.
 Deep
WaTer
William O. Douglas
 Chapter Outline

The chapter is taken from ‘Of Men and Mountains’ by William O.

Douglas. It reveals how as a young boy William Douglas nearly
drowned in a swimming pool.

In this chapter, he talks about his fear of water and thereafter, how he
finally overcame it.
 Theme
Conquering fear and self doubt
The central theme of "Deep Water" is conquering fear and self-doubt. The
narrator, William Douglas, suffers with a lifelong fear of water. Through
determination and perseverance, he overcomes this fear and learns to swim.
This highlights the importance of believing in our ability to succeed.

Importance of determination and willpower

Determination and willpower are crucial for overcoming challenges. Despite
setbacks and a near-drowning experience, Douglas doesn't give up. His
unwavering faith is essential in his journey to conquer his fear. The chapter
emphasizes the power of will in achieving goals.
 Theme
Facing challenges and overcoming limitations

The importance of facing challenges and overcoming limitations is a

key theme. His fear restricts him from enjoying water-based activities.
By confronting his fear, he breaks free from this limitation and expands
his horizons. This theme encourages us to challenge ourselves and
push beyond perceived boundaries.
Background:

 Decision to learn swimming at YMCA in Yakima at age 10

or 11.

 YMCA pool described as safe, but fear rooted in early

experiences with waves in California.

“The Yakima River was treacherous”

Fearful Incidents:

 Early Childhood Trauma: Waves at the beach in California

knocked him down when he was three or four years old, instilling
fear.

 YMCA Bullying Incident: Thrown into the deep end by a bully,

near drowning experience intensified fear.

“I had an aversion to the water….”

“Father laughed, but there was terror in my heart……..”
“……in came a big bruiser of a boy, probably eighteen years old.”
“He was a beautiful physical specimen, with legs and arms that showed
rippling muscles..”
“Those nine feet were more like ninety….”
Impact of Fear:

 Fear affected social outings with friends, paralyzed legs, and

caused icy horror during excursions to various places.

Overcoming Fear:

 Decision in October to conquer fear by learning to swim from

an instructor.
 Rigorous practice, five days a week, one hour each day, with a
belt and attached rope for support.
 Initial fear reoccurred when the instructor relaxed his hold on
the rope.
Learning Process:

 Gradual progression: exhaling underwater, raising nose to

inhale, kicking with legs.
 Initial struggle with leg coordination, but gradual
improvement.
 Approval from the instructor in April after successfully
swimming the length of the pool.
Personal Challenges:

 Doubts lingered about facing fear when alone in the pool.

 Tested himself by swimming longer distances and

overcoming the fear gradually.
Triumphs Beyond the Pool:

 Travelled to Wentworth in New Hampshire, swam across a

lake, and camped in high meadows.

 Conquered fear by swimming across Warm Lake and realized

he had overcome his lifelong fear.
Perspectives Gained:

 Insights into the nature of terror and conquering it.

 Realization that peace lies in overcoming the fear of death.

 Experienced both the feeling of dying and the terror fear of

death produces.
Conclusion:

 Triumph over fear brought a sense of absolute freedom and

release.

 Author encourages understanding from those who have

conquered terror.

 Douglas's story serves as a beacon of hope, illustrating that

with resilience and a strong will, one can triumph over even
the most paralyzing fears.
Character Sketch

William Douglas was a determined and courageous individual who

overcame his deep fear of water through perseverance. His fear began
in childhood due to two traumatic incidents—first, when waves knocked
him down at the beach, and second, when a boy pushed him into a
swimming pool. This fear haunted him for years, but Douglas refused to
let it control his life. With strong willpower, he took professional
swimming lessons and practiced regularly. His determination helped
him regain confidence and face water without fear. Even after learning
to swim, he tested himself in lakes and rivers, proving his bravery. His
journey teaches that persistence and courage can help overcome even
the greatest fears, making him an inspiring figure.
 Important Points
 Getting rid of fear is an extremely difficult task.
The chapter "Deep Water" portrays the narrator's ongoing struggle with a
deep rooted fear of water. Despite his sincere attempts to confront this
fear, it persists, impacting his daily life and causing anxiety. This serves as
a poignant reminder of how challenging it can be to overcome profound
fears, highlighting the arduous nature of eliminating fear from one's life.
 The importance of overcoming fear.

We all know what it's like to be afraid. Fear is our body's natural response to
a perceived threat or danger.

However, William O. Douglas' narrative in "Deep Water" serves as a powerful

testament to the transformative potential of overcoming fear.

It was later in life that he could overcome fear. To do this, there is a need to
devise a plan and work through it.
William Douglas did that by not giving up on swimming.

These were difficult steps indeed but to overcome fear one requires
determination and persistence.

Once we learn to overcome our fears, only then will we be able to make the
best out of what is available to us.
 Important Points

 Seemingly small everyday wins are actually the greatest learnings of

life

"Deep Water" shows the narrator's meaningful progress through small

everyday triumphs, like conquering his fear and diving into the pool.

These victories hold great significance in his life, representing personal

growth and imparting valuable lessons on confronting fears and
pushing boundaries.
 Important Points

 Roosevelt’s observation, “All we have to fear is fear itself.”

The saying, "All we have to fear is fear itself," from American President
Franklin D. Roosevelt, is really true.

Fear can stop us from doing things and can slow down our progress.

William Douglas was afraid of drowning, so he didn't want to go near water

or do water activities.

But when he faced his fear with the help of an instructor, he succeeded.
We can see many examples around us where fear stops individuals and
communities from growing.
 The
raTTrap
Selma Lagerlöf
 Summary
Once, there was a poor man ( a peddler) who made rat traps . He struggled to
make a living, so he sometimes had to steal and beg for food. This made him look
unkempt and hungry all the time.

One day, this man had a realization. He thought that life was like a big rat trap,
and the things that tempted people into this trap were money, happiness, and
comfort.

While selling rat traps, he met an old man who was a crofter. He asked the old
man for a place to stay, not expecting a positive response. Surprisingly, the old
man offered him shelter, food, and even some of his tobacco. They spent time
together, and the old man shared that he used to work on a farm but was now
dependent on his cow for a living.
 Summary
The next morning, the poor man stole the money the old man had shown
him and ran away. As he fled, he got lost in the forest, which made him
realize that he, too, had fallen into the rat trap he had described.

He stumbled upon an ironworks and asked if he could stay there. The

blacksmith allowed him to stay for the night. Later, the owner of the
ironworks mistook him for an old friend and invited him to his home. The
peddler played along, hoping to get money but resisted to accompany him.

The owner's daughter Edla finally convinced the poor man to come to their
house. While on the way, he regretted stealing the money from the old
man and falling deeper into the rat trap.
 Summary
The owner soon realized that the peddler was not his old friend. However,
his daughter insisted on letting him stay for Christmas Eve. The poor man
didn't do much that day except eat and sleep. On Christmas Eve, they gave
him new clothes and offered him a place to stay.

While they were at church on Christmas Day, they heard a story about a
rat trap peddler who had robbed a crofter. The daughter worried as she
had helped a thief, and the owner feared theft at home.
 Summary

When they returned, the poor man was gone, and nothing was stolen.
Instead, they found a letter and a gift from him. In the letter, he explained
that because they treated him well, he felt he had to act like a captain. He
returned the stolen money and left a rat trap as a gift, referring to himself
as the rat who had avoided the world's rat trap because of Edla’s kindness.
 Theme
Transformation through kindness: The main theme is how compassion and
dignity can transform a person. Edla's genuine kindness changes the peddler from
a thief to an honest man.

The world as a rattrap: The peddler's philosophy that the world is like a rattrap,
with temptations that trap people, is a central metaphor.

Appearances vs reality: People are not always what they seem. The peddler,
despite being a thief, has goodness within him that emerges when treated with
respect.

The power of trust and compassion: Edla's trust and kindness in the peddler, even
after learning he's not a captain, brings out his better nature.
 Character Sketch: Peddler
The peddler is a homeless wanderer, who has a philosophical bent of mind.
Treated rudely, he has become pessimistic and develops a negative bent of mind.
When warmth and hospitality is extended to him, he reciprocates ungratefully
but he is conscious of the wrong. He never likes his evil ways but life had treated
him unfairly. The dormant goodness within him, needed to be awakened and this
was done by Edla. He is a man of great self-respect and wishes to quit the
ironmaster's house, the moment he finds himself unwelcome. When he is treated
as a ragamuffin he behaves thus and when he is treated as a Captain, he rises to
the dignity of behaving like Captain Von Stahle. By returning the stolen money to
Edla, he is already on the path towards reformation.
 Character Sketch: Edla
Edla is more dignified and more mature than her father, despite her years.
She is a great judge of human psychology and the moment she chances
upon the peddler, she knew that he had committed some crime. She is
the epitome of Christmas virtue of charity and compassion and like an
angel transforms a tramp into a Captain. She not only intercedes on his
behalf but also lets him enjoy a day of peace that had been denied to him.
The coincidence of Christmas, a festival of goodwill and sharing, acts as a
fuel to ignite the fire of goodness in the rattrap seller.
 Character Sketch: Ironmaster
He is rude, hasty in judgement and very temperamental by nature. He is a
total contrast to his daughter Edla and comes across as very immature. He
first invites the peddler, then gets after him to accept his invitation and
when he discovers that the peddler is not his friend, he orders him to
leave. He is not a good judge of human nature and has no qualities of
being a true Christian. The moment the ironmaster discovers that the
peddler is a thief, he is very worried about his valuables. The ironmaster is
least interested in being kind and compassionate.
 TITLE JUSTIFICATION
The title The Rattrap is justified because the story revolves around the
idea that the world is like a rattrap. The peddler believes that just like a
rat is tempted by cheese and gets trapped, people are tempted by
material things like money and luxury, which trap them in life's struggles.
The story shows how the peddler himself falls into this trap but later gets
a chance to change. The title is symbolic of human greed, temptation, and
redemption, making it very suitable for the story.
inDigo
Louis Fischer
 Champaran Sharecroppers
Rajkumar Shukla meets Gandhiji at
Annual Convention of Indian National
Congress in Lucknow in 1916.

Shukla tells Gandhiji about the

Poor peasants are beaten
plight of poor peasants, at the
and tortured for not obeying
hands of the British landlord.
landlord.
c

Shukla’s tenacity, persistence,

Germany develops synthetic resolve and determination
Indigo and British landlords impresses Gandhiji
demand compensation for freeing
the peasants from 15%
arrangement. Large Indian estates were owned
by the Britishers who forced the
Indian tenants to grow Indigo on
15% of land.
Gandhiji reaches Champaran
Gandhiji accompanies Shukla to Rajendra Prasad’s home
-is treated like a poor yeoman
Agrees to 25% of refund by -not allowed to drink water from the well, made to sit on ground
British landlords who are forced -not able to meet R. Prasad
to give up money and prestige
as well. Leaves for Muzzaffarpur to gather more
information about indigo peasants’ case.
Receives a letter from Magistrate that Lawyers brief Gandhiji and are chided
the case is being dropped- Civil by him for collecting big fees
disobedience had triumphed, Gandhiji
is appointed as representative of the Gandhiji reaches Champaran and
peasants in the Commission for Indigo meets Secretary of the British Landlords
planters injustice. Association but gets no information and
is called an outsider.
Reaches Motihari, gets a notice to
leave Champaran, disobeys the order.
During Court trial calls it “Conflict of Proceeds to visit British official Commissioner of
duties” but he is compelled towards the Tirhut division. He is bullied and asked to leave
“the voice of conscience”. the district
 Champaran : a turning point

Aims to improve social and

cultural status of Champaran

Shows Gandhiji’s foresight-

beyond political and Takes initiatives in improving health
economic solutions services by involving volunteers

Teaches villagers about cleanliness,

Doesn’t ask Charles Freer Andrews to hygiene, to be self-reliant and
stay with him as a lesson for others to independent
be self-reliant and have courage

Shows the fear stricken peasants that they are

free and strong enough to win battles and protest
against injustice
Rajkumar Shukla

Raj Kumar Shukla was a poor farmer in his mid-30s who had
problems with British landlords. Even though he couldn't read
or write, he was determined to stand up against the unfairness
of the British landlords. He was not easily discouraged and had
a strong will. He didn't use many words, but his actions and
tone showed how sincere and determined he was. To get help
from Gandhiji in fighting against the British landlords, he went
to meet him. He stayed with Gandhiji until he got a time when
he could visit Champaran. In the Champaran episode, Raj
Kumar Shukla played a big role.
 Gandhiji

Gandhi believed in austerity and led a simple life. When he arrived in

Champaran, he was mistaken for a peasant because of his simple
appearance. Gandhi was a man of action and did not make hollow
promises. He led by example. The success of the Champaran movement
was proof of his resolute spirit and dedication towards a cause dear to his
heart. Gandhi also believed in the spirit of service. Apart from his stint in
South Africa, and his fight against the unjust farming system in
Champaran, Gandhi also worked towards improving the quality of life in
the villages by opening schools and spreading awareness about
personal hygiene. He also asked the lawyers not to charge high fees from
the sharecroppers out of this spirit of service.
 poeTs &
panCaKes
Asokamitran
SUMMARY

This lesson provides a glimpse into the working of the GEMINI STUDIOS, which comprises
a family of 600 individuals, among other aspects. Founder -S.S. Vasan
(The Boss); set up in
1940.
PANCAKE - Brand name of the make-up material generally used at Gemini Studios.

Make up department -Robert Clive’s stables → Make-up Room resembled a hair-cutting

salon — incandescent lights illuminating around half a dozen large mirrors.

Nationally Integrated

Initially led by a Bengali, followed by a Maharashtrian, and supported by a team consisting of

a Dharwar Kannadiga, an Andhra representative, an Indian Christian from Madras, an Anglo-
Burmese, and the customary local Tamils.
SUMMARY
Renowned for their skill, all makeup artists have the ability to transform an ordinary-
looking individual into a striking crimson-hued figure through the application of thick
coats of makeup.
Strict Hierarchy maintained

Chief Make-up Man → chief actors & actresses

Senior Assistant → ‘second’ hero & heroine
Junior Assistant → main comedian
Office boy → the crowd

An office boy in his early 40s---- had joined Gemini Studios with
aspirations of ascending to stardom as an actor, achieving recognition as
a top screenwriter, directing films, and contributing his lyrical talents
(was also a bit of poet)
SUMMARY

Asokamitran’s Duty

His duty involved sitting in a cubicle and task primarily revolved around
cutting out newspaper clippings. The clippings covered a wide variety of
subjects. After cutting them out, he meticulously stored them in files.
Notably, many of these clippings were handwritten.
Most people thought he did nothing, so they used to barge in and give
him extended lecture.
 SUMMARY
Office Boy blamed Kothamangalam Subbu for all his failures, ignominy & neglect.
Kothamangalam Subbu
- No. 2 at Gemini Studios, faced uncertainty due to the absence of firmly established film-producing
companies when he joined.
- Maintained a cheerful demeanour (behaviour) even after being associated with a flop film.
- Always ensured work for everyone, adept (good) at facilitating collaborative efforts.
- Relied on guidance, tailor-made for the film industry, and found inspiration when directed.
- Made film-making seem effortless and was consistently prepared with solutions.
- Excellently portrayed subsidiary roles, overshadowing his separate identity as a poet.
- Successfully composed story poems with a folk-refrain, including "Thillana Mohanambal,"
depicting Devadasis of the early 20th century.
- Despite charitable tendencies, he was improvident and had many enemies.
- Reasons for animosity included closeness to the Boss, perceived as sycophantic, and a person who
used to express positivity about everything.
SUMMARY
Legal Advisor

- Associated with Subbu and other writers / poets in the Story Department.
- Played a role in restricting the career of a promising actress.
- Distinguished from others: while all members wore khadi dhoti and slightly oversized white khadi
shirts, he opted for pants, tie, and a coat resembling chainmail.
- Stood out as a man of cold logic among dreamers, maintaining a neutral stance in the assembly of
Gandhiites and Khadi enthusiasts.
- Involved in the production of a flop film.
- Lost his job when the Story Department was closed down.
Favourite haunt of poets
Excellent mess,
Gemini Studios supplying
coffee during
Prohibition
S.D.S Yogiyar Krishna Sastry Harindranath
Sangu
Chattopadhyay
Subramanyam
SUMMARY
Communism

Property is publicly owned, and individuals work for the common benefit.
Communist Countries: Former USSR, China, Mongolia, North Koream, Vietnam and Cuba
Communist States within Countries: West Bengal and Kerala
Gemini staff’s aversion to Communism
Common belief among the staff.
Perception of communists as godless individuals.
View of communists lacking filial or conjugal love.
Belief that communists have no compunction about harming family members, including parents
and children.

FRANK BUCHMAN’S MORAL RE-ARMAMENT ARMY visited Madras in 1952 — Gemini Studios
hosts, 200 members of all hues and sizes of 20 nationalities-- Jotham Valley and The Forgotten
Factor — the two plays presented in a most professional manner→ their message: plain, simple
homilies → sets & costumes first-rate. Later revealed that MRA was a kind of countermovement to
international Communism
SUMMARY
Stephen Spender’s Visit: Unexplained Mystery

• Attendees had no clue about his identity—whether poet or editor.

• Lack of understanding regarding the purpose of his visit and the topic of discussion.
• Shared insights into the thrills and travails of an English poet, but details remained elusive.
• His accent posed a challenge, Creating problem of comprehension among the audience.
• Overall, the visit of Stephen Spender remained an unexplained mystery for those present.
Ashokamitran’s perspective on writing

• Writing is not for the intelligent but for those who are patient and hardworking.
• Emphasis on the need for a writer to be unburdened by feelings and rejection.
• Ability to produce lengthy prose and send it to the editor with a stamped return envelope.

• The Hindu advertised a short story contest by The Encounter, a British publication.
• Writers at Gemini Studios unfamiliar with The Encounter.
• Asokamitran made a visit to the British Council Library for information on The Encounter.
• Simple entrance without restricting signboards.
SUMMARY
Discovery of The Encounter and Stephen Spender

• Numerous copies of The Encounter at the library.

• Recognition of the editor's name, Stephen Spender, as a bell ringing in Asokamitran's heart.
• Sense of finding a long-lost brother and excitement in submitting an entry.
Ashokamitran: After leaving Gemini Studios
• Limited finances after leaving Gemini Studios.
• Attracted to discounted goods, found books on the footpath priced at 50 paisa.
• Purchased "The God That Failed" featuring essays by notable writers, including Stephen Spender.

• Stephen Spender's name becoming important due to his visit to Gemini Studios.
• Belief that the boss at Gemini Studios may not be concerned with Spender's poetry.
 The
inTervieW
Christopher Silvester
 Chapter Outline

"The Interview" by Christopher Silvester is an excerpt extracted from

his Penguin Book of Interviews. Within its pages, Silvester delves into
the diverse perspectives of celebrities on the subject of interviews,
exploring their views on the functions, methods, and merits of this
form of communication. The text also includes an excerpt from an
interview with the writer Umberto Eco.
 Reason behind hatred
Most of the celebrity writers shun interviews as they feel that
interviews leave a negative effect on their personalities. They consider
them as an encroachment on their privacy.

They despise the interview as an unwarranted intrusion into their

lives. They feel that it somehow diminishes them, just as in some
primitive cultures it is believed that “if one takes a photographic
portrait of somebody then one is stealing that person’s soul.”
 Reason behind hatred
V.S Naipaul feels that “some people are wounded by interviews and
lose a part of themselves”.

Lewis Carroll says that he has “just horror for the interviewer” and he
never consented to be interviewed.

Rudyard Kipling expressed an even more condemnatory attitude

towards the interviewer. His wife reports her husband as saying that
he considered an interview as a crime and immoral and thus it merits
punishment.
 Positive views on Interview
Some people make quite extravagant claims of an interview, being in
its highest form- a source of truth, and in its practice- an art. An
interview is also considered as a supremely serviceable medium of
communication.

Denis Brian says that the most vivid impressions of our

contemporaries are got through interviews. He feels that the
interviewer holds a position of unprecedented power and influence.
 Celebrity writers who did not
walk the talk
H.G Wells

Rudyard Kipling

Saul Bellow
Umberto Eco’s perception on Interviews

Umberto Eco seems to kind of enjoy giving interviews considering the

spirited manner in which he answers the questions put forth to him by
the interviewer, Mukund Padmanabhan. Eco readily and truthfully
answers all the questions in the most humble and sincere manner,
delving into details, thus revealing the fact that he actually does not
mind sharing his experiences with others. At no point does he display
any kind of rush to wind up the interview. In fact, he explicitly answers
all the questions that Padmanabhan asks him giving the interviewer a
feeling of warmth and being welcome.
 The name of the Rose
Umberto Eco wrote around forty non fictions and he himself says, “he
became a novelist by accident.” He is not even very sure about any
one single reason for the huge success of his novel “The name of the
Rose” and feels perhaps the timing of the novel’s publication was the
most important factor of its success.
The fact that at one level it appears to be a detective yarn but also
delves into metaphysics , theology and medieval history also adds to
its appeal. Though the novel is quite a heavy reading experience, it
attracted a mass audience and made Eco popular more as a novelist
rather than an academic scholar.
 Eco’s concept of Interstices
Umberto Eco refers to the empty spaces in our lives as interstices. He
works in these empty spaces. He says that when Mukund was coming
to his place and while he was in the elevator, for him that period of
waiting was an interstice, an empty space during which he had already
written an article.
 Eco’s Writing Style
Umberto Eco’s writing style is personal, informal and playful. He fills
his research stories with all the trials and errors so that even his
research work has the uniqueness of creative writing and reading. It is
not only informative but also interesting.
 going
pLaCes
A.R Barton
Dreams of Sophie and Jansie
1) Sophie and Jansie were friends and classmates.
2) Sophie always dreamed big-of opening a boutique, of being a manager or
of being an actress.
3) Jansie tried to restrain Sophie by telling her that this was not possible
without money.
4) Jansie knew that Sophie's dreams were unreal. They were earmarked for
biscuit factory.
A view of Sophie’s family
1) Sophie lived with her family in a cramped small place, which was shabby with
dirty windows, cluttered dirty vessels and linen piled up in the corner.
2) Sophie's father was fat, shabby and clumsy.
3) He laughed at Sophie's stories of money.
4) Younger brother Derek also poked fun at her.
Sophie’s Dear Brother Geoff
1) Geoff was an apprentice mechanic and a school dropout.
2) He travelled far for work.
3) He was most reserved and never confided in anyone.
4) He was lost in his world about which no one knew though Sophie was most keen.

Reaching to an Exotic World Beyond Reach

1) Sophie dreamt of travelling to an exotic world with Geoff.
2) She imagined riding behind Geoff.
3) Geoff would be wearing new shining black leather dress and Sophie
would be wearing a yellow dress with a cape.
4) The world would applaud them.
 Craze for Danny Casey
1) Sophie told Geoff that she had run into Danny Casey, the football prodigy
(genius).
2) Geoff didn't believe her but kept quiet.
3) Sophie narrated the exact circumstances when she was near a clothes' show-
room and Danny stood next to her.
4) She explained that Casey was handsome with green eyes.

The news of Danny Casey Spreads in the Family

1) Father disbelieved Sophie.
2) Casey is believed to be very talented, young and the best player in the
Irish team.
3) Father warned Sophie that she was creating trouble for herself by
weaving such wild stories.
Sophie tries to convince Geoff regarding her meeting with Danny Casey
1) Geoff was also crazy about Danny and there were posters of the Irish
team in his room.
2) Geoff tried to dissuade Sophie from getting crazy over Danny as he might
have many girl friends.
3) Sophie felt bad that she could not get Danny's autograph as she did not
have a pen.
4) Geoff was very handsome but he never took good care of himself.
Ireland’s Famous Match Draws Sophie’s Family
1) Going to watch Ireland's match is like a pilgrimage.
2) Sophie, her father and Derek sat down near the goal.
3) 'United' won the match and Danny had scored the second goal.
4) The family was ecstatic and Sophie's father went to the pub to celebrate.
 Jansie knows the truth of Danny Casey
1) Jansie confronts Sophie regarding Danny.
2) Geoff had told Frank of Sophie's secret.
3) Sophie pretended that it was a well-kept secret.
4) She breathed easy to know that Geoff had at least not told Jansie that
Danny had invited her for a date.
5) Sophie gave the excuse that she had not told Jansie because she did not
wish to have long rows of people outside her house.
6) Nevertheless, Jansie promised to keep Sophie's secret
Sophie’s Date with Danny Casey
1) Sophie waited for Danny at her favourite spot.
2) This place is far and isolated from the rest of city, along a canal.
3) A perfect place was it for lovers to meet.
4) She imagined him coming out of the shadows and imagined her excitement.
5) She struggled between her dreams and the reality.
6) She tried to weigh the prospect of Danny's coming or not. She is afraid that her family
would make fun of her, anticipated Geoff's disappointed face and her father's disbelief.
Sophie again imagines meeting Danny Casey

1) While coming back home, she again imagined meeting Danny.

2) She and her family were praising Danny and told him that they were Danny's
great fans.
3) She imagined asking for his autograph again.
4) She felt him very near her and could even see the freckles on his nose, gaps
between his teeth.
5) She remained lost in her memories.
6) For the first time, she saw Danny in person when he played the match and scored
a brilliant goal.
 Theme

The story Going Places by A.R. Barton explores the theme of fantasy
versus reality, particularly during adolescence. It highlights how
teenagers often daydream about a glamorous future, escaping from
their ordinary lives into a world of imagination. The protagonist,
Sophie, is a young girl from a lower-middle-class family who dreams of
opening a grand boutique, despite having no financial means to
achieve it.
 Theme
Another important theme is hero worship, as Sophie idolizes Danny
Casey, a famous young footballer, and convinces herself that she has
met him. This reflects how teenagers often develop unrealistic
attachments to celebrities, blurring the line between fiction and
reality.

The story also touches on social class and aspirations, showing how
people from humble backgrounds often yearn for a better life.
Sophie’s dreams contrast with her family’s practical outlook, especially
her brother Geoff, who understands the limitations of their social
status.
 Title
‘Going Places’ is symbolic of taking a flight into the world of fantasy.
The title refers to the exotic journey into the dream world and back.
Going to different places far and quick is only possible in dreams.
Sophie's dream world is a figment of her imagination, a creation of her
mind that sharply contrasts her real world. In the dream world, she is
part of a glamorous world, where one rides on horses, wearing flowing
garments, much to the applause of the people. Sophie's real world
was too shabby, too harsh so she weaves fantasies that soothe her
mind. The only problem was that she forgot the real world and never
accepted it.
She fixes a date with Danny Casey and actually waits for him to come,
when she never met him actually. So, the title refers to Sophie's exotic
journeys to her world of fantasy, that defied the four walls of her
house and her meeting with Danny Casey was her wishful thinking.
 Character Sketch: Sophie
Sophie is a dreamer caught in the harsh reality of her working-class
life. Despite her humble surroundings, she possesses a vibrant
imagination and an unwavering determination to break free from the
confines of her social status. From her aspirations of owning a
boutique to her chance encounter with Danny Casey, Sophie yearns for
a life beyond the ordinary. She is portrayed as a young woman with a
rebellious spirit, willing to defy societal expectations and her family's
limitations.
 Character Sketch: Sophie
Sophie's conversations with her friend Jansie and brother Geoff
highlight her resilience and desire for something more. Her
interactions with Danny Casey reflect her innocence, naivety, and
longing for connection and recognition. Sophie's introspective nature
characterises her as she contemplates her future and grapples with the
scepticism of those around her. Despite facing doubts and setbacks,
she maintains a sense of hope and optimism, holding on to her dreams
as a source of solace and inspiration.
 Character Sketch: Jansie
Jansie is pragmatic and grounded, starkly different from her dreamy
and ambitious friend Sophie. She exhibits a sense of practicality and
realism in contrast to Sophie's lofty aspirations. Jansie's doubts about
Sophie's plans reflect her understanding of their socioeconomic reality,
where dreams often collide with the harshness of everyday life. She is
depicted as a loyal friend, often trying to bring Sophie back to earth
when her dreams seem too far-fetched. Despite her doubts, Jansie
genuinely cares for Sophie's future, advising her to consider more
realistic options given their circumstances. She is observant, noting the
challenges Sophie might face in achieving her ambitions and offering
sensible advice.
Thank You!