UP Board class 12 English (8. An Elementary School Classroom in a Slum) solution PDF

Before You Read

Page Number: 92

Q1: Have you ever visited or seen an elementary school in a slum? What does it look like?

Answer:

Yes, I have visited an elementary school in a slum. The school was in a pitiful state. Its dingy and neglected classrooms were devoid of even basic amenities like fans and lights. The windows were broken and rusty. The ceilings were full of cobwebs, and the furniture was broken and almost unusable. The walls were as shabby as the malnourished and disinterested students. The teachers seemed unconcerned. I was also shocked to learn that the use of toilets was restricted to the school staff only.

(A model answer has been provided for students’ reference. It is strongly recommended that students prepare the answer on their own.)

Think It Out

Page Number: 93

Q1: Tick the item which best answers the following.

(a) The tall girl with her head weighed down means the girl
    (i) is ill and exhausted ✓
    (ii) has her head bent with shame
    (iii) has untidy hair

(b) The paper-seeming boy with rat's eyes means the boy is
    (i) sly and secretive
    (ii) thin, hungry and weak ✓
    (iii) unpleasant looking

(c) The stunted, unlucky heir of twisted bones means the boy
    (i) has an inherited disability ✓
    (ii) was short and bony

(d) His eyes live in a dream. A squirrel's game, in the tree room other than this. This means the boy is
    (i) full of hope in the future
    (ii) mentally ill
    (iii) distracted from the lesson ✓

(e) The children's faces are compared to ‘rootless weeds’. This means they
    (i) are insecure
    (ii) are ill-fed
    (iii) are wasters ✓

Q2: What do you think is the colour of ‘sour cream’? Why do you think the poet has used this expression to describe the classroom walls?

Answer:

The colour of 'sour cream' is a dirty, pale yellow. The poet uses this expression not only to describe the faded, unclean colour of the walls but also to suggest a sense of neglect and decay, possibly even hinting at a foul smell, much like cream that has gone bad.

Q3: The walls of the classroom are decorated with the pictures of ‘Shakespeare’, ‘buildings with domes’, ‘world maps’ and beautiful valleys. How do these contrast with the world of these children?

Answer:

The pictures represent a world of knowledge, beauty, civilization, and freedom—things that are completely alien to the children in the slum. Shakespeare symbolizes high culture, domed buildings represent grand architecture and history, world maps signify the vast world to explore, and beautiful valleys depict nature's splendor. In stark contrast, the children's reality is confined to a narrow, foggy slum ("lead sky"), filled with poverty, hunger, and despair. The pictures create a cruel irony, highlighting everything the children are deprived of and may never experience.

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

Answer:

The poet wants these children to break free from the confines of their slum. He dreams of a life for them where they can experience the green fields and the azure sky—symbols of openness, beauty, and a hopeful future.

Their lives can change only through meaningful intervention and opportunity. The poet appeals to the authorities—the governor, inspector, and visitors—to take action. They need proper education, nourishment, and, most importantly, freedom from their oppressive environment. Only then can they chart their own destinies ("history") and find a place under the sun.