Ch 1 The Last Lesson

Setting
The story ‘The Last Lesson’ is set in the days of the The story 'The Last Lesson' is set
in the days of Franco-Prussian War (1870-1871). The French districts of Alsace and
Lorraine went into Prussian hands. The new Prussian rulers discontinued the teaching
of French in the schools of these two districts.
Main Characters
* Franz A school student (He is a sensitive and honest school boy who accepts his fault
of ignoring his lessons.)
* M Hamel A teacher of French Language (He is a sincere and strict teacher of the
French language who is passionately patriotic. He emerges as an epitome of an ideal
teacher.)
Theme
* The need and longing to learn the mother tongue.
* One's love for one's mother tongue.
Summary of the Chapter
Franz is on his way to school fearing that he will be scolded by his teacher, M. Hamel
for not learning his French lesson on participles.
Franz notices an unusual quietness in the village and a crowd gathered at the bulletin
board where the news is usually posted.
Upon arriving at school, Franz is surprised to see the village elders sitting at the back
of the classroom and M. Hamel dressed in his best clothes.
M. Hamel announces that it is their last French lesson as an order has come from
Berlin that only German will be taught in schools henceforth.
Franz feels guilty and regrets not paying attention in his French classes because he
realises that he not know his own mother tongue. He suddenly develops a love and
respect for his language and his teacher.
M. Hamel is deeply moved and speaks about the importance of the French language
and how the pe of Alsace and Lorraine have taken it for granted.
M. Hamel encourages the villagers to hold on to their language and culture
emphasising that langua a key to their identity and freedom.
* The lesson is delivered with great emotion. M. Hamel writes 'Vive La France!' on the
blackboard sig the end of an era.
* The story ends on a serious note with Franz reflecting on the loss of his cultural
heritage and the significance of preserving one's language and identity.
Values imparted
* Patriotism and the importance of the mother tongue.
Ch2 Lost Spring
Setting
The story 'Lost Spring' by Anees Jung describes the pitiable condition of poor children
who have been forced to miss the joy of childhood due to the socio-economic
condition that prevails in this man-made world.
Main Characters
Saheb-e-Alam A ragpicker in the slums of Seemapuri
Mukesh Son of a bangle maker from Firozabad
Theme
The stories reflect themes of lost childhood, poverty, exploitation, and the yearning
for freedom.
Summary: Saheb's Story
* Saheb, a ragpicker in Seemapuri, Delhi, is from Dhaka, Bangladesh where his family
fled poverty and stormy weather.
He dreams of going to school but works to support his family earning a meagre
income. Despite his hard life, Saheb finds moments of joy and freedom while picking
rags.
* Migrants in Seemapuri live in abject poverty with no basic amenities. The area lacks
proper sewage, drainage and clean drinking water. Families rely on ragpicking for
survival passing down the profession to their children.Saheb starts working at a tea
stall losing his carefree childhood. Though he earns more, the job takes away his
freedom, symbolised by the steel canister he carries.
Summary: Mukesh's Story
Mukesh, a boy from Firozabad, works in the glass-blowing industry creating bangles.
His family has been involved in this hazardous profession for generations.
* Children work in dingy cells with furnaces and are exposed to harmful chemicals and
extreme heat. The industry exploits child labour paying minimal wages and
perpetuating the cycle of poverty.
Lack of schools and an oppressive caste system hinder children's access to education.
Families remain stuck in their traditional occupations due to societal and economic
pressures.
* Unlike others, Mukesh dreams of becoming a motor mechanic. He is determined to
break free from the shackles of his inherited profession; he also plans to learn driving.
Values Imparted
* The stories highlight the need for societal change and the importance of education
in breaking the cycle c poverty.

Ch3 Deep Water

Setting
In this story, Douglas talks about his fear of water and how he finally overcomes it
with strong will power, courage, hard work and firm determination.
Main Characters
William Douglas, the narrator of the story
Theme
Being victorious by facing one's fears.
Summary of the Chapter
The story opens with the narrator's childhood experience at a beach in California
where a wave knocked him down and instilled a fear of water in him.
At the age of ten or eleven, the narrator decided to overcome his fear and to learn to
swim at the YMСА pool. Initially, he felt confident in the shallow end.
One day, a big, muscular boy threw him into the deep end of the pool as a joke.
The narrator panicked and felt himself drowning struggling to reach the surface but
failing multiple times.
Despite his efforts, he felt helpless and exhausted, ultimately losing consciousness.
He experienced a profound sense of terror and helplessness during the ordeal.
The experience left the narrator with a deep-seated fear of water affecting him
psychologically and physically.
* Determined to overcome his fear, the narrator hired a swimming instructor.
* The instructor used various methods to teach him how to swim and to build his
confidence in the water.
* The narrator practised diligently slowly gaining confidence and proficiency in
swimming.
Over time, he began to enjoy swimming and even ventured into open water.
The narrator eventually overcome his fear completely feeling a sense of victory and
freedom.
* He reflected on the importance of facing fears and the triumph of human will and
determination.
Values Imparted
The story concludes with a message of perseverance and the ability to overcome
personal challenges and tea through courage and consistent effort.
Chapter 4
THE RATTRAP
Setting
This story is set amidst the mines of Sweden, rich in iron ore. The narrative follows a
rattrap peddler as he falls into the 'rattrap' of the world and realises the truth of the
human condition.
Main Characters
The Rattrap Peddler A tramp with rattraps
Edla Willmansson Daughter of the Iron Mill owner
The Crofter A lonely old man
* Ironmaster The Iron Mill Owner and father of Edla
Theme
Human kindness
Trust vs. cynicism
Loneliness and companionship
Summary of the Chapter
* The story revolves around a poor, homeless peddler who sells rattraps and leads a
life of hardship wandering from place to place. He is also a petty thief who steals small
items to survive.
The peddler develops a cynical view of the world believing that the entire world is a
giant rattrap designed to ensnare people with material wealth and pleasures.
One evening, the peddler seeks shelter at a crofter's cottage. The crofter, a lonely old
man, welcomes him and offers him food and a place to stay.
The crofter shows the peddler thirty kronor he had earned selling his cow's milk.
The next morning, the peddler steals the crofter's money and escapes into the forest.
The peddler soon realises he is lost in the forest. He soon begins to see as a
metaphorical rattrap meant to trap him.
* The peddler seeks refuge at an iron mill where he is mistaken for an old
acquaintance by the ironmaster.
* The ironmaster invites him to his home thinking he is an old regimental comrade.
The ironmaster's daughter, Edla, convinces her father to let the peddler stay for
Christmas despite realising he is not who they thought he was.
Edla's kindness and hospitality have a profound impact on the peddler. He starts to
feel guilty for his actions and contemplates changing his ways.
On Christmas morning, the peddler leaves a package for Edla containing the stolen
money and a note explaining his transformation, and that he no longer wishes to be a
thief.
The note reveals his gratitude towards Edla for treating him with respect and dignity
which helped him see the error of his ways. The story ends with the peddler deciding
to reform his life.
Values Imparted
The transformation of the peddler highlights the themes of kindness, redemption and
the impact of compassion
Chapter 5 INDIGO
Setting
‘Indigo' is one of the many episodes of Gandhi's long political struggle. The chapter
describes the Champaran visit of Mahatma Gandhi's life which was undertaken
casually on the entreaty (request) of a poor peasant, Rajkumar Shukla, in the
expectation that it would last a few days, occupied almost a year of Gandhi's life.
Main Characters
Gandhiji A prominent political leader of India (The Father of the Nation)
Rajkumar Shukla A poor, emaciated (lean and thing but resolute peasant of
Champaran
Rajendra Prasad A lawyer who later became the First President of India
Sir Edward Gait The Lieutenant Governor
Theme
Effective leadership can solve any problem without harm
Summary of the Chapter
Gandhiji went to attend the Annual Convention of Indian National Congress at
Lucknow in December 1916. During the proceedings, a peasant from Champaran,
named Rajkumar Shukla asked him to visit Champaran.
Champaran peasants were sharecroppers. Shukla didn't leave Gandhiji until he
agreed to visit Champaran. He first took Gandhiji to the house of a lawyer named
Rajendra Prasad who later become the President of Indian National Congress and
India,
Rajendra Prasad was out of the town and his servant didn't allow Gandhiji to draw
water from the well thinking him to be an untouchable.
As soon as Gandhiji reached Champaran, people went to see him. The lawyers told
Gandhij that they represented peasant’s groups in the court and also reported the size
of their fee. Gandhiji chided the lawyers for collecting such a big fee and told them it's
no use taking their cases to the low courts.
The chief commercial crop in Champaran was Indigo. The landlords compelled all
tenants to plant three twentieth or 15% of their holdings with indigo and surrender the
entire indigo harvest as rent.
* Meanwhile, Germany developed synthetic indigo. The landlords asked the peasants
to pay them compensation for being released from the 15% agreement. Later, when
the peasants came to know about the synthetic indigo, they wanted their money
back. Gandhiji reached Champaran at this stage.
Gandhiji got an official notice to quit Champaran. He signed a receipt for the order but
he disobeyed the order. In consequence, he got summons to appear in the court.
Gandhiji informed people all about it and the next morning all the people gathered in
the court premises. The officials felt powerless without Gandhiji's cooperation.
The Lt. Governor ordered the case to be dropped against him and it proved to be the
First Victory of Civil Disobedience Movement in Modern India.
* Gandhiji was summoned by Sir Edward Gait. They had four protracted meetings as a
result of which an enquiry commission was set up. The inquiry brought a crushing
mountain of evidence against the big planters. Gandhiji asked for a 50% refund but
the planters wanted to pay only 25%.
* Gandhiji agreed stating that the amount of refund was less important than the fact
that the landlords had been obliged to surrender part of the money and, with it, part
of their prestige.
Gandhiji appealed to the people to volunteer their services. Primary schools were
opened in six villages. Kasturba Bai taught the ashram rules on personal cleanliness
and community sanitation.
Health conditions were also miserable. Three medicines were available- castor oil,
quinine and sulphur ointment.
* Gandhi's politics was intertwined with the practical day to day problems of the
millions. His was not a loyalty to abstractions; his was the loyalty to living human
beings.
Values Imparted
The story "Indigo' highlights the unequal economic system that existed during
Colonial British Rule. It was the first instance of the unity of the Indian population that
fed the Civil Disobedience Movement
Chapter 6 POETS AND PANCAKES
Setting
Poet and Pancakes, an excerpt from the book 'My Years with Boss' brings to life the
Gemini Studios of Madras. It gives a panoramic view of the impact and affiliations of
those parts of Gemini Studios with regard to Independent India in its infancy,
communism and its counter productive anti-communism.
Main Characters
Asokamitran The narrator who worked at the Gemini Studios.
His job was to collect information from newspapers and magazines.
Subbu Clerk at Gemini Studios.
He was a genius at acting. writing and directing.
Legal Advisor The legal advisor worked in the Story Department He was a lawyer and
provided legal advice to the writers yet he was known as the illegal advisor.
Theme
Early days of Indian cinema. Casteism of early 20th century India.
Summary of the Chapter
Asokamitran describes his experiences at Gemini Studios, one of the most influential
film production companies in India during the 1940s and 1950s. Gemini Studios was
renowned for its films and its unique work environment.
The author worked in the story department contributing to script writing and other
literary tasks. The studio was a bustling place with various departments, each
contributing to the film-making process.
* Pancake was a type of make-up used extensively in the studio to give actors a
uniform appearance on screen. The make-up room was a lively place where actors and
actresses would prepare for their roles.
* The make-up men were from different parts of India and their interaction shows a
blend of various cultures and languages.
* The office had a vibrant atmosphere with frequent cultural events including poetry
readings and interactions with literary figures.
* Many poets and writers would visit the studio contributing to its rich cultural milieu.
* The visit of the British poet Stephen Spender is highlighted. His visit was somewhat
misunderstood due to the language barrier leading to humorous situations.
Asokamitran reflects on the quirky and sometimes absurd nature of the studio
environment.
* He provides keen insights into the personalities and interactions of the people
working there.
* The piece ends with the author reminiscing about his time at Gemini Studios.
He expresses a sense of nostalgia for the unique experiences and the eclectic mix of
people he encountered.
Values Imparted
Appreciation of art and the value of cultural diversity.
Chapter 7 THE INTERVIEW
Setting
The Interview by Christopher Sveute is an excerpt taken from his Penguin Book of
Interviews In this, he talks about various opinions of the celebrities regarding an
interview, its functions, methods and merits. It also consists of an excerpt from an
interview with the famous writer Umberto Eco.
Main Characters
Mukund Padmanabhan the interviewer
Umberto Eco a professor with formidable reputation as a scholar.
Theme
The lasting impression of interviews.
Difference between perceptions and reality.
Summary: Part-1
Interviews have become a common place of journalism, Opinions on the functions,
methods and merits of Interview vary considerably.
Some claim it to be the highest form, a source of truth and in its practice, an art.
Some despise the interview as an unwarranted intrusion into lives which diminishes
their personality.
Despite the drawbacks, an interview is a supremely serviceable medium of
communication. The most vivid impression of our contemporaries are the interviews,
Celebrities and their Opinions about Interviews
V.S. Naipaul feels that 'some people are wounded by interviews and lose a part of
themselves."
Lewis Carroll never consented to be interviewed for he believed it to be 'a just horror
of the interviewer
Rudyard Kipling considered it 'immoral, a crime, an assault that merits punishment.
H. G. Wells referred interviewing to be an 'ordeal'.
Saul Bellow describes it 'like thumbprints on his windpipe'.
Summary: Part-II
An extract from an interview of Umberto Eco interviewed by Mukund Padmanabhan.
Umberto Eco was a professor with a formidable reputation as a scholar for his ideas on
Semiotics, literary interpretation and medieval aesthetics before he turned into writing
literary fiction. He attained intellectual superstardom with his publication 'The Name
of the Rose'.
In the interview, Eco shares his idea of empty spaces in our lives just as they exist in
an atom which he calls 'Interstices’. He says that he makes use of these empty spaces
to work.
Eco's essays were scholarly and narrative. He likes to be identified more as a
university professor who writes novels.
Eco's 'The Name of the Rose' is a serious novel which delves into metaphysics,
theology and medieval history. He enjoyed a mass audience. It deals with the
medieval past. He feels that the novel wouldn't have been so well received had it
been written ten years earlier or later.
Despite the drawbacks, an interview is a supremely serviceable medium of
communication. The most vivid impression of our contemporaries are the interviews.
Values Imparted
The chapter tells us that an interview can make a lasting impression. Moreover, as per
an old saying, when we make perceptions about a particular person, the original
identity of their soul is taken away We learn how the most popular celebrities have
criticized interviews.
Chapter 8 GOING PLACES
Setting
The story revolves around a teenage girl Sophie, her family and friends She is a
daydreamer who is always lost in her dreams of becoming rich and sophisticated
though in reality she belongs to a working class family.
Main Characters
Sophie A school going teenager who is fantasist in nature
Jansie A friend and classmate of Sophie who is sensible and grounded in reality
Geoff An older brother of Sophie
Danny Casey A young fresh football player whom Sophie fantasises about
Theme
Summary of the Chapter
Sophie dreams to have her own boutique that will be the best in the city. She wishes
to buy it as soon as she gets money. She also says that she can become an actress if
she gets to run a boutique on the side. Since she has no experience and no money to
make her wish come true, it can be called a dream and not a plan.
Jansie is practical and knows that both she and Sophie are destined to work at the
biscuit factory. She advises Sophie to be sensible as she does not have the money or
experience to own a boutique. Jansie is very well aware of her financial background.
* Sophie and Jansie are extremely different. Sophie is on escapist and dreams big. She
wishes for things that are far away from her reach. Jansie is practical and knows her
stature. She is aware of her situation and that money and experience can take one a
long way.
Danny Casey is a young Irish football player who plays for United. He was skilled
enough to dodge the defenders easily and score goals. Sophie's father admired him
even though he was majorly into the old heroes. He also had 3 coloured photos of
Danny Casey on his bedroom wall.
Sophie's dreams and disappointments are all in her head. She worships heroes and
imagines meeting Casey. She turns out to be sad because of her fantasies. They are
far from reality.
The story uses a lot of metaphorical expressions.
Sophie never really met Danny Casey. She had only seen him from a distance that too
during the football matches.
The title 'Going Places' is suitable as the protagonist, Sophie, is a day dreamer and
goes to places solely in her mind. She practically started believing that Casey was a
part of her life even though it was all her imagination. The unknown always fascinated
her, the reason why she was attracted towards her elder brother's life.
Values Imparted
The whole story is about unrealistic dreams and how we love to indulge in them
knowing all the while that they have little possibility of coming true. The story seems
to hint at us that it is okay to dream but we should never Ignore reality for dreams.
Poem 1 MY MOTHER AT SIXTY-SIX
Theme
My Mother at Sixty-Six by Kamala Das brings out the reality of inescapable ageing,
decay and death through a simple incident
Central Idea
The poet is driving from her parent's home to Cochin airport by car, her mother by her
side- doze open mouthed, very pale, colourless and frail-like a dead body indicating
that her end was near. The poet looks at her and feels intense pain and agony to
realise that soon death will cast her m away from her. She tries to divert her mind by
looking outside at the young trees and happy children bursting out of their homes in a
playful mood (a contrasting image).
After the security check at the airport, she looked again at her mother's face pale and
cold. "Familiar ache-my childhood fear the poet has always had a very intimate and
close relations her mother and she has always felt the fear of being separated from
her mother, hence, it is f The poet reassures her mother that they will meet again.
Values Imparted
Aging is an important phase of human life. Relationships between people become
stronger at eve life and they can't bear separation due to ageing.
In this poem, the poet relates a personal experience. She brings out a common
paradox of human and portrays a sensational separation of a mother and a daughter.
Poem 2 KEEPING QUIET
Theme
In the war stricken world, the poet has emphasised the need to introspect and bring in
the spirit of brotherhood among the people of the world.
Central Idea
In this poem, the poet wants to make the readers understand the importance of work
and He requests us to keep quiet till he counts up to twelve for perfect introspection.
He requests us not to use any physical and mental languages for a while as they will
become a hurdle in keeping quiet.
When there is no rush, no movement and no noise of engines, the threat of sudden
strange all of us together into an exotic moment.
This will bring relief to the fishermen in cold sea and the salt gatherers will also be
able t their injured bleeding hands.
A good sense will also prevail on the war-mongers as they will understand the futility
of t When the environment is endangered, human-existence is threatened, the
survivor of the futility of war.
The poet urges us not to mistake inactivity with death. He clarifies that single-minded
in rat-race of self-centred goals leading to materialism is unwarranted.
* Keeping quiet and discharging our duties peacefully will evolve better understanding
in us.
The achievement of mental peace will lead us to introspection and mutual
understanding.
The absence of these two traits amounts to various conflicts in the world. With the
development of mutual understanding comes empathy and then our life becomes a
pleasant experience.
The poet says that, like the Earth, the potentials may not be exhibited all the time.
Finally, he declares his departure while persuading us to keep quiet.
Values Imparted
To promote the international brotherhood, peace and cooperation, we need to
introspect our act regards to the community
Poem 3 A THING OF BEAUTY
Theme
The theme of the poem rests in the opening line of the poem. A beautiful object is
treasured in our mind because it provides us eternal and everlasting joy. This
happiness never fades into nothingness but multiplies manifold whenever it flashes on
our mind.
Central Idea
* This poem is based on a Greek legend, the poem is an excerpt from Keats'
'Endymion"
According to the poet, a beautiful thing is a constant source of joy. Its loveliness never
ends but increases forever. It gives sweet dreams and peaceful sleep, fine breathing
and good health.
We are surrounded by jealousy and disappointment.
* The ignoble qualities make our life gloomy and miserable resulting in suffering and
pain.
* A thing of beauty removes the gloom (sadness) from our spirits. The sight of nature
such as clear streams of water, daffodils (a flower), musk-rose and forest thickets
make our lives sweet, soothing and happy.
This beauty is also experienced in the grandeur of the dooms that we have imagined
for our powerful dead forefathers - Doom-refers to the ruins of the great deeds of the
legendary heroes.
Lovelier than lovely tales, the incessant beauty of nature is pouring into us like an
immortal drink through an endless fountain from the heavens meaning that nature's
beauty acts as an elixir for humanity.
Values Imparted
Keats, an ardent lover of nature, in his poem refers to the powers of nature. He urges
mankind to realise these powers and make his life enjoyable and worth living. He tells
us how a thing of beauty provides perennial joy to us.
Poem 4 A ROADSIDE STAND
Theme
The theme of the poem is the upliftment of the poor rural folk.
Central Idea
* The rural folk have erected a roadside stand by adding a shed to an old house by the
side of the road. They sell berries, squash, etc.
* The 'polished city people feel irritated at the shabby stand which is clumsily painted
and the signs turned in the wrong direction.
The roadside people have self-respect; their aim is not to beg but to earn some cash
to improve their living standard.
The rural folk are promised a better life by re-locating them near cities and
rehabilitating them.
But, the 'greedy good doers' and 'beneficent beasts of prey (politicians, etc.) exploit
and cheat these honest, hardworking rural people.
The stand owners suffer a 'childish longing', le, a desire that city people would stop
and purchase a few items; thus, helping them to earn hard cash.
But, this longing is 'vain' (useless) as the car owners stop only to enquire about fuel
where the road was leading to and for taking a U-turn.
The poet feels the pain and disappointment of the people at roadside stand.
Values Imparted
There is a universal appeal to the rich and the government for the upliftment of the
poor rural folk. The poor mat folk can make progress only when the rich do not exploit
them. The government and the big money magnets should take the responsibility to
improve the condition of the poor. Instead of promises, grass root action abosad be
taken the right direction for their betterment. Let their hopes not shatter in this
materialistic and dazzling world.
Poem 5 AUNT JENNIFER'S TIGERS
Theme
The poem explores themes of female oppression, the contrast between fantasy and
reality, and the enduring nature of art and imagination despite personal struggles.
Central Idea
The poem begins by describing Aunt Jennifer's tigers. They are depicted as bold,
bright and fearless, and roaming freely in the green world.
Aunt Jennifer creates these tigers through her needlework.
Her hands are described as 'fluttering' through the wool suggesting a sense of frailty
or nervousness.
The tigers symbolise power, confidence and independence. In contrast, Aunt Jennifer
is portrayed as oppressed and constrained by her circumstances.
The poem alludes to the weight of the 'massive' wedding band on Aunt Jennifer's
hand.
This imagery suggests that marriage has been a source of burden and subjugation for
her.
Aunt Jennifer's struggles and fears are highlighted reflecting the oppression she faces
in her life.
The poem shifts to a futuristic perspective where Aunt Jennifer has passed away,
Despite her death, her hands are still 'ringed with ordeals' indicating that the
struggles and oppression have left a lasting impact.
The tigers that Aunt Jennifer created continue to prance proudly and freely,
undisturbed by the oppression that plagued her.
This symbolises that while Aunt Jennifer's life was marked by constraints, her art and
imagination remain free and enduring.
Values Imparted
'Aunt Jennifer's Tigers' is a statement of conflict in women specifically between the
impulse to freedom and imagination. Aunt Jennifer wants a life that she embroiders on
the panel. She wants a colourful vibrant life which every woman should have the
power to create.
Chapter I THE THIRD LEVEL
Setting
The Third Level by Jack Finney is an interesting story that is set after the world wars.
Consequently, life was full of fear, insecurity, war and worry This story talks about the
figments of imaginations that can be used to escape from reality
Main Characters
Charley The protagonist who finds the third level
Louisa Charley's wife who worries about his mental health
Sam Weiner Charley's psychiatrist friend
Theme
The story dwells on the theme of escapism not only as a psychological refuge from the
grim realities of the present day world but also as a desire to stay with the past or to
keep the past alive in the complexities of the present.
Summary of the Chapter
* Charley, the protagonist, wants to escape from the harsh realities of the modem
world and imagines t world of the 19th century where the people were living peaceful
lives and they had ample time for themselves.
* Grand Central Station of New York has two levels. But Charley, a thirty-one-year-old
resident of New York, talks about a third level. He believes in the existence of this
hypothetical third level and claims to have been there.
* Charley visits a psychiatrist friend to talk about this problem. The psychiatrist calls it
a 'waking dream wish fulfilment and rationalises Charley's experience by saying that
the 'modern world is full of insecurity, fear, worry and war... and everybody wants to
escape a 'temporary refuge from reality.
* According to him, even hobbies like stamp collection are a manifestation of this
escape. Charley thinks about his grandfather who didn't need any refuge from reality.
Charley's grandfather started his collection.
* The fast-growing Grand Central Station at times seems to be amazing to Charley. He
had lost his way couple of times earlier too while taking the subway.
* Once, he entered the lobby of the Roosevelt Hotel while the other time he emerged
at an office building that was three blocks away. But this time when he loses his way,
something unique happens. He visits the third level!
* Charley keeps walking in the quiet corridor angling left and slanting downward till he
reaches an architecturally old station that is completely different from the two familiar
levels.
* The antiquated small room with fewer ticket counters and train gates, a wooden
information booth, flickering open flame gas lights and brass spittoons remind him of
the architecture of the 1800s.
* He also finds that people are dressed in outmoded outfits. He notices that the date
on the newspaper, 'The World is printed. 11th June, 1894. As he tenders money to the
clerk at the counter to buy two tickets, he realises that he needs to have old currency
bills to do so.
He had always wanted to travel to Galesburg with his wife, Louisa. In his mind, it is 'a
wonderful town still, with big old frame houses, huge lawns and tremendous trees... It
is a place with long and pleasant summer evenings and where people have time for
each other.
So, the next day, during lunch, he exchanges three hundred dollars for old style bills
amounting to some two hundred only.
The loss doesn't bother him much as he believes that everything will be cheaper in
Galesburg and that je can manage even with a small amount. But, he could never
again find the corridor leading to the third level.
His wife Louisa is worried after knowing all this and asks him not to look for the third
level any further. Suddenly, Charley realises that his friend, Sam Weiner, is nowhere to
be found so he and his wife keep boking for him on the weekends.
Charley has inherited his grandfather's collection of first day covers.
One day, while fidgeting with his stamp collection, Charley comes across a letter that
was not there earlier. It bears the postmark on a faded six- cent stamp with a picture
of President Garfield.
The envelope was sent on 18th July, 1894 to Charley's grandfather in Galesburg and
was addressed to Charley. The letter was written by Sam Weiner, who was Charley's
friend and psychiatrist!
When Charley goes to the stamp and coin store, he is apprised of Som's exchanging
eight hundred dollars for the old currency bills.
Values Imparted
The modern world is full of insecurity, fear, war worry and all the rest of it, and people
want to escape from them They just want a little peace and relaxation from these
situations.
Chapter 2 The Tiger King
Setting
Kalki takes his readers to the days of autocratic and eccentric kings. These kings lived
under the rule of the British; hence, they feared them. The story 'The Tiger King' is
satire on the conceit of those in power. Most of the time, the rulers are not interested
in serving the people or work for the welfare of the public, instead, they spend their
time in foolish pursuits.
Main Characters
* The Tiger King The hero of the story. the Maharaja of Pratibandhpuram. He vows to
kill a hundred tigers.
Crown prince A baby who later became the Maharaja of Pratibandhpuram.
Chief astrologer A royal foreteller who prophesies that the King will be killed by the
hundredth tiger.
Theme
Animals and birds are as much a part of nature as human beings. The destruction of
haphazard killing of one species may not only lead to Its extinction but it also
adversely affect the ecological balance instead.
Summary of the Chapter
The Maharaja Sir Jilani Jung Jung Bahadur was called the 'Tiger King'. When he was
just 10 days old, he asked intelligent questions to the astrologer and was told that he
would be killed by a tiger. He uttered 'Let tigers beware!'
No other miracle took place and the child grew like any other Royal child drinking
white cow's milk, taught by an English tutor, looked after by an English nanny and
watching English films.
When he was 20, he was crowned as King. It was then the whisper of the prediction of
his death by a tiger reached the Maharaja's ear and he decided to safeguard himself.
So, he killed a tiger and told the astrologer who replied that he can kill 99 tigers but
should be careful with the 100th.
From then on, he started killing tigers relentlessly and no one was allowed to hunt
tigers. A high ranking British Officer visited the state that was fond of hunting tigers
and his wish was declined.
The officer requested for a photograph with the tiger killed by Maharaja and this
request was also rejected.
* So, to please the officer's wife, he sent 50 diamond rings expecting that she would
take 1 or 2. Instead she kept all the rings costing 3 lakh rupees and sent 'thanks to the
Maharaja. Thus, his state was secured.
In 10 years, he killed 70 tigers and didn't find any in Pratibandapuram. So, he decided
to marry a girl from a royal state which had more tigers to complete his target.
Whenever he visited his in laws, he killed 5 to 6 tigers. So, he killed 99 tigers and was
feverishly anxious to kill the 100 but couldn't find another tiger to kill.
* Now, the Dewan was warned of the danger. So, he visited the 'People's Park in
Madras' and brought an old tiger. He kept the tiger reserved and finally placed it in the
forest and informed the Maharaja.
The Maharaja took aim in excitement and shot the tiger. He immediately left the place
with great triumph not knowing that the bullet had missed the target, and the weak
and old tiger had become unconscious from the shock of the bullet. The hunter killed
the tiger himself and brought it to the grand procession.
Soon, it was the 3rd birthday of the Maharaja's son and he wanted to buy a present
from the toys shop He bought a wooden tiger which was poorly carved.
While the Maharaja was playing with the prince, a tiny sliver of the wooden tiger
pierced his right hand which later caused his death. Thus, the prophecy come true and
the hundredth tiger took the life of the 'Tiger King'.
Values Imparted
The Tiger King' by Kalki teaches that unchecked ambition and ego can lead to tragic
consequences. It warm against arrogance and the disregard for advice advocating for
humility and respect for nature's balanc instead.
Chapter 3 JOURNEY TO THE END OF THE EARTH
Setting
In 'Journey to the End of the Earth', Tishani Doshi describes the journey to the coldest,
driest and windiest continent in the world: Antarctica. The world's geological history is
trapped in Antarctica. Geoff Green's 'Students on Ice' programme aims at taking high
school students to the ends of the world.
Theme
'Journey to the End of the Earth' aims at the exploration of the landmass covered by
the ice-cap of Antarctica will surely reveal vital information about the birth and
evaluation of the Earth. And, the sub-theme is the need of saving the planet Earth
from total annihilation (destruction) and the of role school students can play in this
gigantic task.
Summary of the Chapter
* The narrator boards 'Akademic Shokalskiy' for Antarctica with high school students.
Antarctica is notes as the coldest, driest and windiest continent. The journey lasts
over hundred hours reflecting on Antarctica's isolation and its historical connection to
India.
* Six hundred and fifty million years ago, Antarctica was part of Gondwana. The
climate was warm then supporting diverse flora and fauna. Gondwana eventually
broke up into separate land masses over time.
* Antarctica now stores 90% of Earth's total ice volumes, a shocking fact for the
narrator.
* Humans have been on Earth for 12,000 years significantly altering the environment.
Population growth and carbon dioxide emissions are contributing to global warming.
The average global temperature is risi impacting ecosystems worldwide.
The programme studies ecological processes on Antarctica. Led by Geoff Green, it
aims to educate and inspire young minds about environmental issues. Students
witness collapsing ice shelves and retreating glaciers realising the reality of global
warming.
Small environmental changes can have significant consequences. Phytoplankton
depletion due to ozone layer depletion affects marine life and global carbon cycles.
The narrator describes a memorable walk on the Antarctic ocean at 63.55 degrees
South. Observing crab-eater seals was a breathtaking experience. The narrator is
moved by the beauty and balance of Earth's natural systems.
Values Imparted
The journey becomes a metaphor for life's journey with the narrator contemplating
themes of freedom, longing and search for meaning. The journey ends with the
realisation that sometimes the search for the extraordinary is found in the ordinary
moments of life.
Chapter 4 THE ENEMY
Setting
The Enemy is a story written by Pearl Sydenstricker Buck It is about a Japanese
surgeon, Sadao during the Second World War that eventually culminates in dropping
of atom bombs on Hiroshima and Nagasaki by America. Under these circumstances,
an American POW sailor, by no chance, could be treated as a friend by the Japanese
Main Characters
Dr. Sadao Hoki A Japanese doctor trained by Americans Hana Wife of Dr. Sadao, whom
he met in America, became friends and got married in Japan
Tom An Amencan pesoner of war, a sokter of the US Navy
The Old General A sick Japanese army General who needed an operates, trusted only
Dr. Sadao
Theme
The story revolves around the ethics of war. And, around one's obligations to one’s
country supersede one's obligation family and humanity.
Summary of the Chapter
Dr. Sadao, a Japanese surgeon, finds a wounded American soldier on the beach near
his house.
He is unable to throw him back though he was his enemy as he was a doctor and his
first duty was to save a life.
Hana, his wife, though initially reluctant because it was dangerous for all including the
children to keep the enemy in the house, joins her husband in operating and nursing
the enemy soldier back to health even though the servants desert the house.
Hana assists Dr. Sadao in operating on the soldier in spite of her physical discomfort
and hesitation.
Though it was war time and all hands were needed at the front, the General did not
send Sadao with the troops as he was an expert surgeon and the General needed him,
Sadao tells him about the enemy soldier but he does not take any action as he is self
absorbed and forgets his promise that he would send his private assassins to kill the
enemy and remove his body.
Taking advantage of the general's self-absorption, Sadao decides to save the soldier's
life. After the soldier is out of danger, Dr. Sadao helps him to escape from his house to
safety,
Values Imparted
"The Enemy' gives the message that humanism transcends all man-made prejudicos
and baniers. Dr. Sadao upholds the ethics of the medical profession in treating an
enemy. The story is a great lesson of peace, love, sympathy and humanism.
Chapter 5 ON THE FACE OF IT
Setting
The story is about an adolescent kid, Derry, who has a bumed face and Mr. Lamb who
is an impaired elderly person with a counterfeit leg made of tin. Derry accidentally
enters his garden to conceal himself from individuals who scorn him due to his
revolting face. Mr. Lamb invites him to his nursery and urges him to have an ordinary
existence. abandoning his past.
Main Characters
Mr. Lamb The central character, an elderly man who lives alone and has a disfigured
face due to a chemical accident. He is wise, introspective and initially withdrawn but
forms a bond with Derry, a young boy who visits him
Derry A young boy who is curious and adventurous. He meets Mr. Lamb near his
garden wall and strikes up an unlikely friendship with him. Derry is intrigued by Mr.
Lamb's disfigurement and ultimately learns valuable lessons about perception and
prejudice from him.
Theme
Tho play revolves idea that people wo physical disabilities suffer from loneliness and
mer pain. The play gives us on insight into how appearances are deceptive
Summary of the Chapter
Derry, a hesitant fourteen-year-old boy, climbs over Mr. Lamb's garden wall. Initially
fearful, Derry explains he didn't mean to sneak in. Mr. Lamb reassures him.
* Derry opens up about his burnt face due to acid feeling like Mr. Lomb pities him.
* Mr. Lomb diverts the conversation to making jelly from crab apples trying to ease
Derry's discomfort.
Derry expresses anger feeling patronised by Mr. Lamb's sympathy. He contrasts his
visible facial disfigurement with Mr. Lamb's hidden prosthetic leg.
* Mr. Lamb encourages Derry to appreciate the world's beauty despite his appearance.
Mr. Lomb tells Derry about his legs.
* Mr. Lamb shares his wartime injury story losing a leg but not letting it define him. He
advises Derry to focus on positive aspects of life rather than dwell on superficial
judgments.
Derry recounts hurtful comments about his face from strangers at a bus stop.
* Mr. Lamb tells a humorous cautionary tale about a man who feared everything but
died unexpectedly. Through the story, Mr. Lamb teaches Derry not to withdraw from
society due to fear or insecurity.
* Mr. Lamb prefers a curtain-less house to embrace light, darkness and the sound of
wind.
* Derry shares how his family pities him for his disfigurement feeling he'll struggle in
life. Mr. Lamb counters suggesting Derry has strength beyond superficial judgements.
Derry discusses his dislike for certain people and Mr. Lamb compares hatred to the
corrosive effect of acid.
Derry recalls hearing others suggest he should be with people 'like him' in a hospital
but Mr. Lamb challenges this view of societal segregation.
Derry offers to help Mr. Lamb with picking apples but hesitates due to his mother's
restrictions. Mr. Lamb encourages Derry to overcome his internal barriers of bitterness
and fear.
* At home, Derry confronts his mother about returning to Mr. Lamb's garden despite
warnings about Mr. Lamb being perceived as eccentric.
* Derry returns breathlessly to Mr. Lamb's garden to find him fallen while picking
apples. Derry realises Mr. Lamb may be dead feeling profound loss as he cries over
the loss of his only friend.
Through their interactions, Mr. Lamb has imparted valuable life lessons to Derry
teaching him how to confront challenges and live fully despite adversity.
Values Imparted
The play's message that scars do not transform a person and that handicaps must be
embraces by everyone. Derry had to confront prejudice as a result of his face and he
had become gloomy as aresult.
Chapter 6 MEMORIES OF CHILDHOOD
This unit presents autobiographical episodes from the lives of two women from
marginalised communities who look back on their childhood. and reflect on their
relationship with the mainstream culture The first account is by an American Indian
woman born in the late nineteenth century:
the second is by a contemporary Tamil Dalit writer.
Main characters
Zitkala-sa the protagonist of the story ‘The cutting of My Long Hair’
Judewin Zitkala- Sa’s friend
Theme
The story explores the clash between Native American cultural traditional and the
forced assimilation imposed by institution like the Carlisle Indian School.
Summary of the Chapter
The story begins with the introduction of the Carlisle Indian School. The narrator
describes her first day at school. It was very cold and unpleasant as there was a lot of
snow around.
The entire extract deals with Zitkala-Sa's shingling of hair. When she came to this
school, she it a found strange place where everything seemed to be mechanical. A
very loud and metallic bell rang for breakfast. There was an annoying clatter of feet
on the entire floor. She is unnerved because of so much noise.
Here, she finds that all the girls start marching to the dining room after hearing the
bell. They have been supervised by a pale-faced woman. Small girls wore aprons and
had shingled hair. The girls were dressed in clinging clothes. The breakfast was served
and eaten very mechanically.
There was a bell to stand, another to sit, next to pray and after that another to start
the breakfast. All this was totally new for the narrator.
Her friend Judewin warned her that the pale-faced woman was talking about the
cutting of her long hair.
The narrator did not want her hair to be shingled because, in her community shingling
of hair was considered as inauspicious and undignified. Only the traitors or the
mourners had then hat shingled.
Her friend told her that they would have to submit as others were stronger. The
narrator decided to struggle and not to submit. She creeps upstairs unnoticed and
hides under the bed in a dark corner. But finally, she is discovered and dragged out.
She scratched and kicked but was forcibly taken downstairs and was tied fast to a
chair. Her thick braids were cut off. And, with this, she lost her spirits. She realised the
indignities suffered by her after she was separated from her mother.
She was tossed here and there like a wooden puppet and felt humiliated like a
coward.She was treated like an animal and no one came to comfort her.
Theme
The story explores the clash between Native American cultural traditional and the
forced assimilation imposed by institution like the Carlisle Indian School.
Values Imparted
The Cutting of My Long Hair emphasises the importance of cultural pride and the
devastating impact of cultural suppression. It encourages against forces that seek to
erase one's identity and highlights the resilience needed to maintain one's cultural
heritage in the face of adversity.
II. We Too Are Human Beings
Main Characters.
Bama the protagonist of the story
Aman Bama's brother
Theme
The chapter addresses the pervasive caste discrimination and oppression faced by
Dalits (formerly known as "Untouchables') in Indian society. It depicts the
dehumanising effects of caste-based discrimination Education is portrayed as a means
of empowerment and liberation for Dalit communities
Summary of the Chapter
* In this story, Bama narrates the experiences of a young Dalit school girl in a South
Indian village. She narrates the first instance of untouchability she witnessed in her
childhood.
While coming back from school, she saw an interesting scene outside the landlord's
house. She saw on elder of her community carrying a big packet in a funny manner
which made her lough.
He gave this packet which contained vadais to the landlord without touching it and
the landlord opened the packet and ate the vadais.
Bama narrated this incident to her brother with all the comic details. But, to her
surprise, her brother is not amused. The narrator is told that the landlord was of upper
caste and their touch would pollute the food,
This made the narrator angry at the exploitation. She condemned it as a curse against
humanity. She strongly believed that their community should boycott and refuse to do
petty errands. She also came to know that, despite being so educated, her brother
was questioned about his caste.
Annan, her brother, told the narrator that they are not respected or given dignity due
to their community. He said that education is the only way to gain respect. The
narrator was advised to work hard and learn. She obeyed her brother with great
determination and studied hard. When she stood first in her class, many people tried
to befriend her.
Values Imparted
"We Too Are Human Beings' underscores the inherent dignity and humanity of
individuals regardless of caste or social status. It advocates for social justice, equality
and the empowerment of marginalised communities through education and self-
assertion.