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An Elementary School Classroom in a Slum Poet

Stephen Spender

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Sir Stephen Harold Spender was born on February 28, 1909, in London. He attended Oxford University and fought in the Spanish Civil War. In the 1920s and 1930s, he associated with other poets and socialists, such as W.H. Auden, Christopher Isherwood, Louis MacNeice, and C. Day Lewis, and his early poetry was often inspired by social protest. During World War II Spender was a member of the National Fire Service (1941–44). After the war, he made several visits to the United States, teaching and lecturing at universities, and in 1965 he became the first non-American to serve as poetry consultant to the Library of Congress (now the laureate consultant in poetry) a position he held for one year. In 1970 he was appointed the professor of English at University College, London; he became professor emeritus in 1977. He was knighted in 1983. Spender died on July 16, 1995.

An Elementary School Classroom in a Slum Poem

Far far from gusty waves these children’s faces.
Like rootless weeds, the hair torn around their pallor.
The tall girl with her weighed-down head. The paper-
seeming boy, with rat’s eyes. The stunted, unlucky heir
Of twisted bones, reciting a father’s gnarled disease,
His lesson from his desk. At back of the dim class
One unnoted, sweet and young. His eyes live in a dream,
Of squirrel’s game, in the tree room, other than this.

On sour cream walls, donations. Shakespeare’s head,
Cloudless at dawn, civilized dome riding all cities.
Belled, flowery, Tyrolese valley. Open-handed map
Awarding the world its world. And yet, for these
Children, these windows, not this world, are world,
Where all their future’s painted with a fog,
A narrow street sealed in with a lead sky,
Far far from rivers, capes, and stars of words.

Surely, Shakespeare is wicked, and the map a bad example
With ships and sun and love tempting them to steal–
For lives that slyly turn in their cramped holes
From fog to endless night? On their slag heap, these children
Wear skins peeped through by bones and spectacles of steel
With mended glass, like bottle bits on stones.
All of their time and space are foggy slum.
So blot their maps with slums as big as doom.

Unless, governor, teacher, inspector, visitor,
This map becomes their window and these windows
That shut upon their lives like catacombs,
Break O break open ’till they break the town
And show the children green fields and make their world
Run azure on gold sands, and let their tongues
Run naked into books, the white and green leaves open
History is theirs whose language is the sun.

An Elementary School Classroom in a Slum Word Meanings

Gusty waves = stormy waves of the sea.

Weeds = wild plants.

pallor = pale and withered.

Gnarled = twisted.

Unnoted = unnoticed.

Dome = a large rounded roof, a ceiling that is shaped like half of a ball.

Cape = a point or extension of land jutting out into the water as a peninsula or as a projecting point.

Cramped = very narrow.

Slyly = secretly.

Slag = refuge, unwanted material, dross.

Blot = abolish, destroy.

Doom = death, ruin, very bad event, or situation that can not be avoided.

Catacomb = an underground place where people are buried.

Azure = the blue colour of the clear sky.

An Elementary School Classroom in a Slum Theme

In this poem, Stephen Spender deals with the theme of social injustice and class inequalities. He presents the theme by talking of two different and incompatible worlds. The world of the rich and the civilized has nothing to do with the world of narrow lanes and cramped holes. The gap between these two worlds highlights social disparities and class inequalities.

An Elementary School Classroom in a Slum Summary

Stephen Spender has presented a true picture of the life of the school children living in the slum of Tyrolese Valley of the Austrian Alpine Province. The children are in a very miserable condition due to their poverty and illiteracy. They are depressed. Their pale faces express sadness. They look lean, skinny, and bonny. They are like rootless weeds that can’t resist anything for their existence. They are physically very weak and undernourished. Spender voices his concern for these children who live all their life in slums and have no opportunity to enjoy the real blessings of life. He makes a frantic appeal to the educated and affluent sections of the society to better a lot of the slum children through education. It will remove social injustice and class inequality.

An Elementary School Classroom in a Slum Summary in Hindi

स्टीफन स्पेंडर ने ऑस्ट्रियाई अल्पना प्रांत की टायरोली घाटी की झुग्गी में रहने वाले स्कूली बच्चों के जीवन की सच्ची तस्वीर पेश की है। बच्चे अपनी गरीबी और अशिक्षा के कारण बहुत दयनीय स्थिति में हैं। वे उदास हैं। उनके पीले चेहरे दुख व्यक्त करते हैं। वे दुबले, पतले, और बंधे हुए दिखते हैं। वे मूल मातम की तरह हैं जो अपने अस्तित्व के लिए कुछ भी विरोध नहीं कर सकते हैं। वे शारीरिक रूप से बहुत कमजोर और कमज़ोर हैं। स्पेंडर इन बच्चों के लिए अपनी चिंता व्यक्त करता है जो अपना सारा जीवन झुग्गियों में रहते हैं और उन्हें जीवन के वास्तविक आशीर्वाद का आनंद लेने का कोई अवसर नहीं है। वह समाज के शिक्षित और संपन्न वर्गों से शिक्षा के माध्यम से बहुत से झुग्गी बच्चों को बेहतर बनाने के लिए एक उन्मत्त अपील करता है। यह सामाजिक अन्याय और वर्ग असमानता को दूर करेगा।

Translated by Google

An Elementary School Classroom in a Slum Detailed Analysis

An Elementary School Classroom in a Slum Analysis Stanza – 1

The poem describes an elementary school classroom in a slum. These slum children look very pathetic. Their faces are pale and reflect sadness. They are ‘like rootless weeds’ as they lack proper nutrition. Moreover, they are unwanted plants that grow on their own without being cared for, totally neglected. The tall girl has a ‘weighed – down head’ as she is burdened with a load of poverty. In fact, she is so subdued and suppressed that her head had bowed down with the burden of her misfortunes. The ‘paper-thin’ – extremely thin boy has ‘rat’s eyes’ because the poor undernourished boy is deprived of all the basic amenities of life. He is timid like a rat and full of anxiety, he searches for food and security. This unfortunate boy suffers from malnutrition and his growth is also ‘stunted’ – not properly developed. He has also inherited from his father ‘twisted bones’ – bent and distorted bones. He has inherited poverty, disease, and despair from his parents. His body is also deformed because of the twisted bones which he has inherited. He appears to be as sick as his parents. There is a sweet tender looking student who sits at the back of the class. This boy is different from the others as ‘his eyes live’ in a dream – he is dreaming and probably thinking about a better future. He is lost in his own world, therefore, not sad like the others. This boy thinks of the ‘squirrel’s game’ (metaphor). He wants to enjoy and play freely like the squirrel in the garden outside. The squirrel climbs trees and hides in their holes. The boy also dreams to be free but he cannot as he must sit in the dull and dreary classroom. In the boy’s imagination ‘tree room’ – the hollow in a tree, is full of fun, curiosity, and mystery. This is in contrast to the gloomy classroom.

An Elementary School Classroom in a Slum Analysis in Hindi Stanza – 1

कविता एक स्लम में प्राथमिक स्कूल की कक्षा का वर्णन करती है। ये झुग्गी के बच्चे बहुत दयनीय दिखते हैं। उनके चेहरे पीले हैं और उदासी को दर्शाते हैं। वे proper जड़ विहीन खरपतवार ’की तरह हैं क्योंकि उनमें उचित पोषण की कमी होती है। इसके अलावा, वे अनचाहे पौधे हैं जिनकी देखभाल किए बिना अपने आप उगते हैं, पूरी तरह से उपेक्षित हैं। लम्बी लड़की के पास एक ‘तौला हुआ सिर’ होता है क्योंकि वह गरीबी के बोझ से दब जाती है। वास्तव में, वह इतनी दबी हुई और दबी हुई है कि उसका सिर अपनी बदकिस्मती के बोझ से झुक गया था। The पेपर-थिन ’- बेहद पतले लड़के में eyes चूहे की आंखें’ होती हैं क्योंकि गरीब कुपोषित लड़का जीवन की सभी मूलभूत सुविधाओं से वंचित रह जाता है। वह चूहे की तरह डरपोक है और चिंता से भरा है, वह भोजन और सुरक्षा की तलाश करता है। यह दुर्भाग्यपूर्ण लड़का कुपोषण से ग्रस्त है और उसकी वृद्धि भी ‘विकसित’ है – ठीक से विकसित नहीं हुई है। उन्हें अपने पिता की ‘मुड़ हुई हड्डियाँ’ भी विरासत में मिली हैं – मुड़ी हुई और विकृत हड्डियाँ। उन्हें अपने माता-पिता से गरीबी, बीमारी और निराशा मिली है। उनके शरीर को भी मुड़ हड्डियों के कारण विकृत किया गया है जो उन्हें विरासत में मिला है। वह अपने माता-पिता के समान बीमार प्रतीत होता है। एक मीठा सा दिखने वाला छात्र है जो कक्षा में सबसे पीछे बैठता है। यह लड़का दूसरों से अलग है क्योंकि उसकी आँखें सपने में रहती हैं – वह सपना देख रहा है और शायद बेहतर भविष्य के बारे में सोच रहा है। वह अपनी ही दुनिया में खोया रहता है, इसलिए दूसरों की तरह दुखी नहीं होता। यह लड़का ‘गिलहरी के खेल’ (रूपक) के बारे में सोचता है। वह बाहर बगीचे में गिलहरी की तरह खुलकर आनंद लेना और खेलना चाहता है। गिलहरी पेड़ों पर चढ़ती है और अपने छिद्रों में छिप जाती है। लड़का भी मुक्त होने का सपना देखता है, लेकिन वह सुस्त और नीरस कक्षा में बैठना नहीं चाहता है। लड़के की कल्पना में ‘ट्री रूम’ – एक पेड़ में खोखला, मस्ती, जिज्ञासा और रहस्य से भरा है। यह उदास कक्षा के विपरीत है।

Translated by Google

An Elementary School Classroom in a Slum Analysis Stanza – 2

The classroom is not well maintained. The pale cream walls which were painted long ago with the help of donations, make the place look more miserable and sad. Probably there is a portrait of Shakespeare on the wall. This is ironic as it is put up in a place where there is no serious teaching. ‘Cloudless dawn’ and ‘civilized dome’ suggest the monotonous life in the slum. These slums are surrounded by the civilized city and the children cannot experience the beauty of the sky at dawn and are unaware of it. All around them are concrete structures of the cities. The life in the slum contrasts with the cloudless sky at dawn and concrete structures that override the cities. There is also a picture of a beautiful valley full of sweet fragrant flowers and these children of the slum will never be able to experience this beauty. They are deprived of this beauty as they are condemned to live in the slums amidst garbage. The ‘open-handed map’ in the classroom contrasts with their world. The world given to us by God is full of all the bounties whereas the world of these slum children is full of poverty and hunger. The world which they see is not the real world. Their world is confined to the narrow, dusty streets of the slum. The map in the classroom gives them hopes and aspirations and motivates them to explore the world but they will never be able to see that world. These children can get a glimpse of the outside world from the windows and it is far beyond their reach. They are far away from nature. These slum children have a bleak and foggy future in store for them. ‘Their future is painted with a fog’ – it is blurred by hopelessness. There is no hope for the slum children. Instead of the normal blue sky, they live under the ‘lead sky’ – dark and dull, polluted – shows there is no hope for them. The atmosphere hints at their monotonous life and the slum children remain confined throughout their lives confined to the filth and dirt of the narrow slum streets. They are away from the glory of the natural beauty of the rivers, mountains, stars, etc.

An Elementary School Classroom in a Slum Analysis in Hindi Stanza – 2

कक्षा का रखरखाव अच्छी तरह से नहीं किया जाता है। पीली क्रीम की दीवारें जो दान की मदद से बहुत पहले चित्रित की गई थीं, इस जगह को और अधिक दुखी और उदास लगती हैं। संभवतः दीवार पर शेक्सपियर का चित्र है। यह विडंबना है क्योंकि इसे ऐसी जगह लगाया जाता है जहां कोई गंभीर शिक्षण नहीं है। ‘बादल रहित भोर’ और ‘सभ्य गुंबद’ स्लम में नीरस जीवन का सुझाव देते हैं। ये झुग्गियां सभ्य शहर से घिरी हुई हैं और बच्चे सुबह के समय आकाश की सुंदरता का अनुभव नहीं कर सकते हैं और इससे अनजान हैं। उनके चारों ओर शहरों की ठोस संरचनाएँ हैं। स्लम में जीवन भोर में बादल रहित आकाश और शहरों को ओवरराइड करने वाली ठोस संरचनाओं के विपरीत होता है। मीठी सुगंधित फूलों से भरी एक खूबसूरत घाटी की तस्वीर भी है और झुग्गी के ये बच्चे कभी इस सुंदरता का अनुभव नहीं कर पाएंगे। वे इस सुंदरता से वंचित हैं क्योंकि कचरे के बीच झुग्गियों में रहने की निंदा की जाती है। कक्षा में ‘ओपन-हैंडेड मैप’ उनकी दुनिया के विपरीत है। ईश्वर ने हमें जो दुनिया दी है, वह सभी इनामों से भरी हुई है, जबकि इन झुग्गियों के बच्चों की दुनिया गरीबी और भूख से भरी है। जिस दुनिया को वे देखते हैं वह वास्तविक दुनिया नहीं है। उनकी दुनिया स्लम की तंग, धूल भरी सड़कों तक सीमित है। कक्षा में नक्शा उन्हें आशाएँ और आकांक्षाएँ देता है और उन्हें दुनिया का पता लगाने के लिए प्रेरित करता है लेकिन वे कभी भी उस दुनिया को नहीं देख पाएंगे। ये बच्चे खिड़कियों से बाहरी दुनिया की झलक पा सकते हैं और यह उनकी पहुंच से बहुत परे है। वे प्रकृति से बहुत दूर हैं। इन झुग्गी-झोपड़ी के बच्चों के भविष्य में उनके लिए एक अंधकारमय और धूमिल भविष्य है। ‘उनका भविष्य एक कोहरे के साथ चित्रित है’ – यह निराशा से धुंधला है। झुग्गी के बच्चों के लिए कोई उम्मीद नहीं है। सामान्य नीले आकाश के बजाय, वे ‘लीड स्काई’ के नीचे रहते हैं – अंधेरे और सुस्त, प्रदूषित – से पता चलता है कि उनके लिए कोई उम्मीद नहीं है। वातावरण उनके नीरस जीवन पर संकेत देता है और झुग्गी के बच्चे अपने जीवन भर संकरी स्लम गलियों की गंदगी और गंदगी तक ही सीमित रहते हैं। वे नदियों, पहाड़ों, सितारों आदि की प्राकृतिक सुंदरता की महिमा से दूर हैं।

Translated by Google

An Elementary School Classroom in a Slum Analysis Stanza – 3

The children of the slum are fighting the battle of life unarmed. They are troubled by disease and despair. For them, Shakespeare is ‘wicked’ and ‘map’ a bad example’. The literary excellence of Shakespeare and the scenic beauty portrayed in the map cannot relieve them from their despair. For these slum children, literary excellence is a far-fetched thing and hence seems wicked. The map on the wall gives them false aspirations as it makes them aware of the beautiful world given by God. The world of these children is confined to the narrow streets of the slums. Therefore, the map is ‘a bad example’. They feel cheated in being deprived of the thrilling sensations of the sun, the ships, and the emotions of love. The ‘ship’, ‘sun’, and ‘love’ symbolize joy and happiness which these children are deprived of. Their only experience is that of hunger and poverty. To reach out to the world beyond, these children are sometimes tempted to adopt the wrong means even stealing to fulfill their dreams.

These slum children live in cramped holes, striving and struggling for survival in the small, dirty rooms from ‘fog to endless night’ – from foggy mornings till long endless nights, trying to meet both ends. The slum children live on ‘slag heaps’ – piles of waste material. Their world is full of dirt and garbage. These children are very weak and undernourished. They look like skeletons as their bones peep through their thin skin.

They wear ‘spectacles of steel with mended glass’ – discarded spectacles by the rich, mended (repaired) and worn. Their life is like ‘bottle bits on stones – shattered and broken like bits of a bottle on a stone. They are deprived of even the basic amenities of life. Their world is comprised of the foggy slums where they live nightmares. Slums are the reality for these children, their home, where they spend their life. The maps displayed in their classroom are no reality for them. They cannot locate their slum in that map. It is urgently required to give these slum inhabitants means and opportunities to lead a dignified and civilized life.

An Elementary School Classroom in a Slum Analysis in Hindi Stanza – 3

झुग्गी के बच्चे निहत्थे जिंदगी की जंग लड़ रहे हैं। वे बीमारी और निराशा से परेशान हैं। उनके लिए, शेक्सपियर ‘दुष्ट’ और ‘मानचित्र’ एक बुरा उदाहरण है। शेक्सपियर की साहित्यिक उत्कृष्टता और नक्शे में चित्रित प्राकृतिक सुंदरता उन्हें अपनी निराशा से राहत नहीं दे सकती। इन झुग्गी बच्चों के लिए, साहित्यिक उत्कृष्टता एक दूर की चीज है और इसलिए यह दुष्ट लगता है। दीवार पर नक्शा उन्हें झूठी आकांक्षाएं देता है क्योंकि यह उन्हें भगवान द्वारा दी गई सुंदर दुनिया से अवगत कराता है। इन बच्चों की दुनिया मलिन बस्तियों की तंग गलियों तक ही सीमित है। इसलिए, नक्शा ‘एक बुरा उदाहरण’ है। वे सूरज, जहाजों और प्यार की भावनाओं से रोमांचित संवेदनाओं से वंचित होने में धोखा महसूस करते हैं। The जहाज ’, ‘सूर्य’, और happiness प्रेम ’आनंद और खुशी का प्रतीक हैं जो इन बच्चों से वंचित हैं। उनका एकमात्र अनुभव भूख और गरीबी है। दुनिया से बाहर तक पहुँचने के लिए, इन बच्चों को कभी-कभी अपने सपनों को पूरा करने के लिए चोरी करने के लिए गलत साधनों को अपनाने के लिए भी लुभाया जाता है।

ये स्लम बच्चे तंग गलियों में रहते हैं, छोटे और गंदे कमरों में ‘कोहरे से अंतहीन रात’ तक जीवित रहने के लिए संघर्ष करते हैं, – धुंधली सुबह से लेकर लंबी अंतहीन रातें तक, दोनों छोरों को पूरा करने की कोशिश करते हैं। झुग्गी के बच्चे ‘स्लैग हीप्स’ पर रहते हैं – अपशिष्ट पदार्थों के ढेर। उनकी दुनिया गंदगी और कचरे से भरी है। ये बच्चे बहुत कमजोर और कुपोषित हैं। वे कंकाल की तरह दिखते हैं जैसे कि उनकी हड्डियां उनकी पतली त्वचा से झांकती हैं।

वे glass स्टील के चश्मे को पिघले हुए कांच के साथ पहनते हैं ’- अमीरों द्वारा त्याग दिए गए चश्मे, मरम्मत (मरम्मत) और पहने हुए। उनका जीवन पत्थरों पर on बोतल बिट्स ’की तरह होता है – एक पत्थर पर बोतल के टुकड़े की तरह बिखर और टूटा हुआ। वे जीवन की मूलभूत सुविधाओं से भी वंचित हैं। उनकी दुनिया धूमिल झुग्गियों में शामिल है जहाँ वे बुरे सपने रहते हैं। मलिन बस्तियां इन बच्चों के लिए, उनके घर की वास्तविकता हैं, जहां वे अपना जीवन बिताते हैं। उनकी कक्षा में प्रदर्शित नक्शे उनके लिए कोई वास्तविकता नहीं हैं। वे उस नक्शे में अपनी झुग्गी का पता नहीं लगा सकते। इन स्लम निवासियों को एक गरिमापूर्ण और सभ्य जीवन जीने के लिए साधन और अवसर देने की तत्काल आवश्यकता है।

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An Elementary School Classroom in a Slum Analysis Stanza – 4

The elementary school in the slum exists for namesake. The infrastructure is poor with hardly any serious teaching. The school springs in activity only when a governor, a school inspector, or a visitor comes on a round of the school. The administrative machinery of the school also gears up at that time. Then the map becomes their window from where they can see the world beyond their slums. Since they are confined to the slums, these sights and glimpses are shut upon them as they are deprived of all opportunities and means. Their lives are shut up in the cemeteries of these slums where they slither and slog to make both ends meet. The poet hopes that these children will break free from their morbid life, from the chains of the slums. He appeals to those in power to liberate these children from the miserable slums and enable them to breathe in the fresh, beautiful, and healthy environment away from the foggy slums. They should be able to bask in the open green fields and let them run free on the golden sands. Their world should not be confined to the horrendous and gory slums. The poet visualizes freedom for these children. He wants a carefree life where they get economic and social justice, where they have the right to be happy. These slum children should be able to enjoy the fundamental right to education otherwise their lives will be miserable. They should be able to learn not from books alone but also from the world, the nature around them.

The poet ends on a note of positivity and wants opportunities to be available to these children. The people who strive for knowledge are the ones who create history. The ones who are let free are the ones who will create history. People who outshine others, who glow like the sun, who break free from the constraints of their restricted life are the ones who create history.

An Elementary School Classroom in a Slum Analysis in Hindi Stanza – 4

स्लम में प्राथमिक विद्यालय नाम के लिए मौजूद है। बुनियादी ढांचा शायद ही किसी गंभीर शिक्षण के साथ खराब है। स्कूल तभी गतिविधि में आता है जब एक गवर्नर, एक स्कूल इंस्पेक्टर या एक आगंतुक स्कूल के एक दौर में आता है। स्कूल की प्रशासनिक मशीनरी भी उस समय के लिए तैयार है। फिर नक्शा उनकी खिड़की बन जाता है जहां से वे दुनिया को अपनी मलिन बस्तियों से परे देख सकते हैं। चूंकि वे मलिन बस्तियों तक ही सीमित हैं, इसलिए ये जगहें और झलकियाँ उन पर बंद हैं क्योंकि वे सभी अवसरों और साधनों से वंचित हैं। उनका जीवन इन झुग्गियों के कब्रिस्तानों में बंद हो जाता है जहाँ वे दोनों छोरों को पूरा करने के लिए फिसलते और नारे लगाते हैं। कवि को उम्मीद है कि ये बच्चे अपने रुग्ण जीवन से, झुग्गियों की जंजीरों से मुक्त हो जाएंगे। वह उन लोगों से अपील करता है कि वे इन बच्चों को दयनीय झुग्गियों से मुक्त कराएं और उन्हें धूमिल झुग्गियों से दूर ताजा, सुंदर और स्वस्थ वातावरण में सांस लेने में सक्षम करें। उन्हें खुले हरे मैदानों में बसने में सक्षम होना चाहिए और उन्हें सुनहरी रेत पर मुफ्त चलने देना चाहिए। उनकी दुनिया भयावह और गैरी मलिन बस्तियों तक ही सीमित नहीं होनी चाहिए। कवि इन बच्चों के लिए स्वतंत्रता की कल्पना करता है। वह एक लापरवाह जीवन चाहता है जहां उन्हें आर्थिक और सामाजिक न्याय मिले, जहां उन्हें खुश रहने का अधिकार है। इन झुग्गियों के बच्चों को शिक्षा के मौलिक अधिकार का आनंद लेने में सक्षम होना चाहिए अन्यथा उनका जीवन दुखी होगा। उन्हें अकेले किताबों से ही नहीं, बल्कि दुनिया से, अपने आसपास की प्रकृति से भी सीखने में सक्षम होना चाहिए।

कवि सकारात्मकता पर ध्यान देता है और चाहता है कि इन बच्चों के लिए अवसर उपलब्ध हों। ज्ञान के लिए प्रयास करने वाले लोग ही इतिहास रचते हैं। जो स्वतंत्र हैं वे ही इतिहास रचेंगे। जो लोग दूसरों को मात देते हैं, जो सूरज की तरह चमकते हैं, जो अपने प्रतिबंधित जीवन की बाधाओं से मुक्त हो जाते हैं, जो इतिहास बनाते हैं।

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An Elementary School Classroom in a Slum Questions and Answers (2 Marks)

Q1. Describe the slum children mentioned in the poem?

Ans. The slum school children are ill-fed and undernourished. Their faces lack the spark of life. Their hair hangs about their pale faces like rootless weeds. They look weak and tired. Some of these children have inherited their parent’s diseases. They lack vigour and vitality and show no interest in their lessons.

Q2. How does the poet describe the classroom walls?

Ans. The classroom walls have not been painted for years. They are off-white in colour like sour cream. There is a portrait of Shakespeare and a map of the world hanging in the classroom. Besides, there are some pictures of some beautiful places. All these wall hangings look irrelevant and out of place in the dark and dismal surroundings.

Q3. Why does the poet Stephen Spender say that the pictures and maps are meaningless? /Why does Spender call Shakespeare wicked and the map a bad example?

Ans. The pictures, portraits, and maps present a sharp contrast to the reality of slum children’s lives. These children live in dark cramped places devoid of beauty and sunshine. Shakespeare can not inspire noble thoughts into the minds of these children who have no basic necessities of life. These pictures and maps exhibit a world of opportunities that is so far away that the slum children cannot even dream of reaching out to them. This is why these pictures and maps are meaningless and a bad example.

Q4. What does the poet want for the children of slums? How can their lives be made to change?

Ans. The poet wants these children to get a real and meaningful education that would open up a world of opportunities for them. He wishes that these children ought to be brought out of their dark and dingy world. He wishes these children to come out and play into green fields and golden sands.

An Elementary School Classroom in a Slum Important Extracts

An Elementary School………….. Extract – 1

(a) Read the following extracts and answer the questions that follow:

The stunted, unlucky heir of twisted bones, reciting a father’s
Gnarled disease, His lessons from his desk. At back of the dim class
One unnoted, sweet and young. His eyes live in a dream,
Of Squirrel’s game, in the tree room, other than this.

Questions:
 
Q1. Who is the unlucky heir? Why is he called unlucky?
 
Ans.  The thin slum boy is the unlucky heir. He is so-called because he has inherited poverty, despair, and disease from his parents.

Q2. Who sits back unnoted? Why?
 
Ans. A young boy sits at the back. This boy is different from the others as ‘his eyes live’ in a dream – he is dreaming and probably thinking about a better future. He is lost in his own world, therefore, not sad like the others. This boy thinks of the ‘squirrel’s game’. He wants to enjoy and play freely like the squirrel in the garden outside.

Q3. Pick two images each of despair and disease from these lines.
 
Ans. The images of despair are – ‘unlucky heir’, ‘dim class’, and that of diseases are – ‘twisted bones, gnarled disease’.

An Elementary School………….. Extract – 2

(b) Read the following extracts and answer the questions that follow:

And yet, for these
Children, these windows, not this map, their world,
Where all their future’s painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers, capes and stars of words.

Questions
 
Q1. Who are these children?
 
Ans. These are the slum children of Tyrol Valley.

Q2. What is their world like? 
 
Ans. The school windows are their world because they cannot move beyond them.

Q3. What kind of future does the poet foresee for them? 
 
Ans. The future of these children is quite dim. As we can’t see things in the fog, in the same way the future of these children is looming under darkness. Their future is bleak.

Q4. Why does the poet say that the narrow street is sealed?
 
Ans. The narrow street is sealed as these provide no opportunity to make access to the outer world of wisdom.

An Elementary School………….. Extract – 3

(c) Read the following extracts and answer the questions that follow:

Unless, governor, inspector, visitor,
This map becomes their window and these windows
That shut upon their lives like catacombs,
Break O break open till they break the town
And show the children to green fields, and make their world
Run azure on gold sands, and let their tongues
Run naked into books, the white and white green leaves open
History is theirs whose language is the son.

Questions:Q1. Who can improve a lot of the poor slum children?
 
Ans. The rulers, the educationists, the teachers, and the general public can pool their efforts to give a better life to the poor slum children.

Q2. What kind of life do they live in?
 
Ans. They are shut up in their dim classrooms and small hovels like dead bodies in the grave.

Q3. What is the poet’s appeal to the upper-class people?
 
Ans. The poet urges them to bring some light into the lives of the slum children. They may be imparted education in a healthy atmosphere.

Q4. What should they break?
 
Ans. They should break all barriers and obstructions that hinder the school children’s growth.

Q5.  What kind of a world does the poet imagine for these children?
 
Ans. The poet imagines a world where these children run around in the fields or on sea beaches in a carefree manner. They should also enjoy the freedom of knowledge and expression.

Q6.  What does the word ‘sun’ symbolize?
 
Ans. ‘Sun’ symbolizes light and brightness which, comes from education. Proper education alone can improve the lives of these slum children.

Q7. What is the poet’s advice?
 
Ans. The poet suggests that the slum children should not only be educated properly but also removed from their dirty surroundings to sunny and green fields.

Q8. Explain: “History is theirs whose language is the sun.”
 
Ans. The language that has warmth and power of the sun only can mould and write history.

Q9. What does the poet want for the children of the slums? How can their lives be made to change?
 
Ans. The poet wants an improvement in the quality of the lives of the slum children. He feels that the government has a moral obligation to provide a meaningful education to these children and to break down the barriers that stand in the way of improving their lives.

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