Module- 1A

English A

Compulsory Language Course

Fluency in English

[Units 1 – 18]
Module Co-ordinators: Neeta Gupta and Nalini Prabhakar

Unit Writers:

UshaAnand
Seema Suri
Neeta Gupta
Anil Aneja
P K Satapathy
Nalini Prabhakar

Content Editors (Unit 1-3): Seema Suri

Content Editors (Unit 4-18): Neeta Gupta and Nalini Prabhakar
 Contents
• About the Module
• Module Description
• Module Objectives
• Units in the Module:
• Unit 1: Reading Strategies: Inzy Lets Things Flow Over Him By Kadambari Murali
• Unit 2: Ways of Reading: It’s only a Game, Enjoy by Tarun J. Tejpal
• Unit 3: Telling Stories: Haroun and the Sea of Stories by Salman Rushdie
• Unit 4: Understanding Points of View: Girls by Mrinal Pande
• Unit 5: Understanding Poetry I: An Exchange by Payal Kapadia
• Unit 6: Understanding Satire: A Ten Day Fast by Harishankar Parsai
• Unit 7: Understanding Values: Go, Kiss the World by Subroto Bagchi
• Unit 8: Understanding Poetry II: Amalkanti by Nirendranath Chakrabarti
• Unit 9: Understanding Arguments: Hitting Dowry for a Six by Kalpana Sharma
• Unit 10:Understanding Humour: Chocolate by Manju Kapur
• Unit 11: Understanding Biography: A Gandhian in Garhwal: Chandi Prasad Bhatt
by (Ramchandra Guha)
• Unit 12: Understanding Poetry III: Process by Shrikant Verma
• Unit 13: Reading Reviews: Lost and Found: Benegal’s Bose by Mihir Bose
• Unit 14: Understanding Narrative: Soapnut Leaves by Chasso
• Unit 15: Understanding Poetry IV: The Lost Word by Esther Morgan
• Unit 16: Reading Between The Lines: Lamb to the Slaughter by Roald Dahl
• Unit 17: Understanding Poetry V: Some People by Rita Ann Higgins
• Unit 18: Understanding Drama: Routes and Escape Routes by Datta Bhagat
• Appendix 1: Sample Question Paper
About The Module
This Module is for BA Programme Ist Year English A Stream students. In the first year each student is
required to study the following:
1. Fluency in English Part 1 (Delhi: Macmillan 2005)
2. Advanced English Grammar by Martin Hewing Units 1-62

You are advised not to treat this module as a substitute for the prescribed texts. You shall have to procure a
copy of the prescribed text books mentioned above. This module will help you with your study of Fluency
in English Part 1. So far as the Grammar component of the course is concerned the text prescribed is a
practice book and already contains a key to various exercises. Hence you will not be provided with any
study material for the same.

This module is on Fluency in English Part 1 only. In this module all the Units given in the text book have
been analysed and explained with solved exercises from the text as well as some activities for additional
practice. The module is written in a format that will enable you to work without the help of a teacher. You
will benefit much from this module provided you approach each Unit after reading the corresponding Unit
in the text book Fluency in English Part 1. You are further encouraged, wherever possible, to work in small
groups to extract the maximum possible benefit from this module.

Module Description
Each Unit in this Module is designed to help you in the best possible manner in understanding the lesson in
the text book. Each Unit broadly contains the following:
• Brief Introduction
• Learning Objectives
• Summary/Critical Commentary (the lesson has been divided in short sections for better clarity
and understanding)
• Check Your Progress: At the end of each section you will find questions related to that particular
section. Try and answer the same and cross check your answers with the key provided to these
questions after the Glossary
• Let us Sum up: A brief overview of the lesson and the learning objectives achieved.
• Glossary: Meanings to the difficult words and phrases in the lesson have been provided here.
• Key to ‘Check Your Progress’ Questions
• Key to some of the Vocabulary and Writing Exercises given at the end of the lesson in the text
book
• Activities: To be attempted on your own
• Sample Question Paper has been provided at the end of the Module to give you an idea about the
pattern as well as the type of questions you will be expected to attempt in the examination.

Module Objectives
The main objective of this module is to introduce you to various forms of writing such as narrative, poetry,
essay, biography, drama, review to name a few. This module, through a detailed analysis of the selection of
these writings included in your textbook Fluency in English I, will also make you familiar with the specific
features of each kind of writing. After having gone through all the Units in this Module, in conjunction
with the relevant piece of writing in the textbook, you will be able to:

• Distinguish between prose and poem

• Identify poetic features
 • Reconstruct a narrative
• Formulate arguments
• Describe a murder scene
• Identify humour
• Read between the lines
• Recognize point of view
• Recognize fantasy
• Understand features of drama

An additional objective of this module is to enable you to relate these pieces of writing to your
surroundings and life experiences and by extension enable you to acquaint yourselves with what is
happening in the world around you. For example, a story like ‘Girls’ deals with the issue of gender
sensitization while a poem like ‘Some People’ highlights the economic disparity that exists in society.
These and many such issues are taken up for analysis in the various Units of this Module.

The various pieces of writing will also give you practice in language learning, vocabulary enhancement
and writing. The same is achieved through the exercises included at the end of each Unit, solutions to
which have been provided to help you check your work.
 Unit 1

Reading Strategies
Inzy Lets Things Flow Over Him
by Kadambari Murali

Dr. Seema Suri

1.1 Introduction

In addition to books and magazines, we read a variety of text-types without, perhaps, even
realizing that they are texts. The newspaper you read in the morning, the instructions on your
bottle of shampoo, the rate-chart at the Metro station, the e-mail/ sms you got or the prospectus for
college that you bought - all these are examples of text-types as are the
charts, diagrams, cartoons or photographs which accompany texts.

We read primarily to seek information or increase our knowledge. People also read for
pleasure, to communicate with other people or to seek inspiration from religious texts. There is a
wide spectrum of reasons, ranging from the purely functional to the religious or spiritual. The text
book, Fluency in English, provides you with a wide variety of authentic texts and sensitizes you to
differences in style. The first unit in your textbook is a feature article on former Pakistani cricket
captain, Inzamam-ul-Haq.

1.2 Objectives

The main requisite of reading comprehension is the ability to read a passage without failing to
grasp the general meaning of the text. Moreover you must also train yourself, not only to pay
attention to what is said but how it is said. This unit of your study material aims to,

- familiarize you with the characteristics of a feature article,

- recognize the writer's technique/ style, and

- evaluate the article in terms of organization and writer's intention.

It includes a critical commentary, some self-check questions at the end of each section, answers to
these questions ( 1.7 ) and a key to the exercises in your text-book ( 1.8 ).

1.3 Profile Feature Story

Newspapers have,in addition to news reports, feature articles on different subjects.Unlike current
news stories on the front page, feature articles do not become irrelevant after a couple of days.
They are written in a style different from the news; they are longer and have a human interest.
Feature articles are of many types; ranging from travel stories and scientific developments to
analyses of electronic gadgets or fashion trends.

A feature article that focuses on a famous personality to create a profile or a picture in words is
known as a profile feature story. Most profile features use an interview to create the profile.
1
 The first unit in your text book `Inzy Lets Things Flow Over Him' is a profile feature article on
Inzamam-ul-Haq, former captain of the Pakistani cricket team. He is regarded as one of the
greatest Pakistani batsmen of the modern era. In International Cricket Council rankings between
1995 and 2007, he was consistently ranked among the top twenty batsmen in the world.

The feature is written by Kadambari Murali, the sports editor of The Hindustan Times at the time
the article was written and the first woman to hold that position. Kadambari was accompanying the
Indian cricket team for a Test match between India and Pakistan, being played at Multan, Pakistan
in 2004. It was an exciting event for cricket fans as it was the first Indo-Pak match being held in
Pakistan after fifteen years.

Kadambari Murali steers clear of the technical aspects of the game and the excitement
surrounding the historic event. Neither does she try to cram the article with a biography of the
sports icon. Instead she interviews Ghulam Mujtaba, close friend of Inzamam-ul-Haq and presents
us with what we could call a close-up of the sports icon.

1.4 Critical Commentary

Para 1-3

Read the first two lines of the first paragraph carefully. They summarize the content of the
article. As we are told; it is not about the Pakistani icon but a `human tale; of two friends'. We can
guess that though the title of the article is about Inzamam-ul-Haq, or Inzy as he is known, it will
focus on his friendship with Mujtaba.

Kadambari observes Mujtaba in the lobby of the hotel, busy preparing for Inzamam’s
arrival, placing photographs and banners. It is indeed unusual for a person to take so much pride in
a friend’s achievements. The unassuming Mujtaba does not hesitate to ask the author if the English
on the banner is correct.

We are informed that Mujtaba and Inzamam have been friends for twenty years and in
Multan, their hometown, Mujtaba is as well-known as the famous cricketer.

i. Where is the interview with Mujtaba taking place? What is the occasion?

ii. What is Mujtaba's full name?

iii. How long have Mujtaba and Inzamam known each other? How did they meet?

Para 4-9

The interview is in a simple style. Murali uses a method that allows the human aspects of
Inzamam to come to the fore; presenting the Pakistani captain through the eyes of Mujtaba. She
allows him to talk freely about Inzamam, without intervening or interrupting with any questions of
her own. Direct quotations comprise a large portion of the article. Note how the paragraphs
begin:

According to Mujtaba………………. (para 5)

2
 Mujtaba recalls how ………………… (para 6)
Inzamam, it appears….……………… (para 7)
Mujtaba recalls the early days of their friendship, before Inzamam became a world famous
cricketer. We learn about many facets of Inzamam's personality. Each incident that Mujtaba
recalls with nostalgia gives us an intimate picture of Inzy: their first meeting, Inzy’s love for
food, his basically shy nature, his dedication as a player and his meteoric rise to fame.

Mujtaba was sad when Inzamam left Multan to join the Lahore Club on Imran Khan's
invitation. In the 1992 World Cup semi-final against Australia, the relatively unknown Inzamam
was included in the batting line-up and noticed by fans and experts. Inzy was only 22 years old
at that time. Again, in the World Cup semi-final against New Zealand in 1992, he hit 60 runs from
only 37 balls and led his team to victory. It is regarded as one of the finest World Cup
performances.

Inzamam soon became a national celebrity and when he visited his home after the victorious
match, Mujtaba, conscious of the wide gap in their social position, did not join the cheering
crowds welcoming their hero at the airport. But when the motorcade was passing Mujtaba's shop
Inzy went in and made his friend sit next to him. Mujtaba gets particularly emotional while
recalling this incident.

The picture that emerges is endearing, of a man who is loyal and unaffected by status. Inzamam
has not allowed his rise to fame to affect his friendship. Mujtaba, to his credit, takes genuine
pride in his friend's achievements and is protective and defensive about Inzamam.

i. Where did Inzy practice ?

ii. Who is Inzamam’s father ?

iii. Who is Imran Khan ?

iv. During which crucial match did Inzamam fall ill? What had happened ?

Para 10-12

The bond between the friends is a touching one. It is obvious that Inzamam, in spite of his
success, treats Mujtaba as his confidante and depends on him. Mujtaba defends Inzamam's silence
during allegations of match-fixing that marred his career. In 2006, while playing against England
at The Oval, there were allegations of ball-tampering against his team and Inzy protested against
the umpires' decision by remaining in the dressing room and not coming out to play. The charges
were later cleared. Mujtaba tells Murali that during all these controversies Inzy never reacted and
kept silent;
He is still laid back and has nothing bad to say about anyone. In fact that’s the best
and worst thing about him- his tendency to let things flow over him.

3
 You must have now understood the significance of the title by now. It refers to Inzamam's
characteristic personality trait; not reacting to either praise or criticism. Mujtaba, however, points
out that Inzamam has changed and now started to assert himself.

The article ends with a surprising bit of information. We are told that Mujtaba runs the barber's
shop in the hotel. This sudden revelation about Mujtaba's humble occupation only increases our
respect for Inzamam. The article succeeds in presenting a side of Inzamam that most fans might
not have known about and makes him a more lovable character. It is indeed rare to find a man so
untouched by his fame or a friend like Mujtaba, whose affection is not contaminated with
jealousy or envy.

i. Which quality of Inzamam does Mujtaba draw our attention to ?

ii. What is Inzamam’s son’s name ?

iii. Do you think the title of the article is an appropriate one ?

1.5 Summary

In this unit you have read a feature article that profiles a sports star. The main point to note
is how the personality of the writer remains in the background with the focus on Inzamam, seen
through the eyes of Mujtaba. Inzamam is an international cricket star and we can sense the level of
his popularity in the references to the crowds at the airport in Multan, when he returned after
winning the World Cup in 1992. Interestingly, the author notices Inzamam come down for
breakfast at the hotel while she is interviewing Mujtaba but she does not ask him anything.

Kadambari Murali has created an endearing close-up of Inzamam and Mujtaba’s friendship, as
narrated by the humble Mujtaba.

1.6 Glossary

skipper : the captain of a sports team

icon : a famous person, admired for a particular quality

painstakingly : with a lot of care, effort and attention to detail

laidback : calm and relaxed, not worrying about anything

heady : exciting

1.7 Key to check your progress questions

Para 1-4

i. Kadambari Murali is interviewing Mujtaba in the lobby of a hotel in Multan, where both
the Indian and Pakistan teams are staying, during a Test match in 2004.

4
 ii. Inzamam and Mujtaba have known each other for twenty years. They met through
Inzamam’s elder brother Intezaar, who brought him to Mujtaba’s shop one day and they
became friends.
iii. Ghulam Mujtaba

Para 4-9
i. Inzamam would spend the whole day at the Multan Cricket Club, practicing with his bat.

ii. Mujtaba’s father, Pir Intezam-ul-haq, was one of Pakistan’s most prominent spiritual
leaders.

iii. Imran Khan, Pakistan's most successful cricket captain, led his country to victory at
the 1992 Cricket World Cup. He played for the Pakistani cricket teamfrom 1971 to 1992.

iv. It was during the World Cup semi-final against New Zealand, in 1992 that Inzamam
suffered food poisoning and went to play straight from hospital.

Para 10-12

i. Mujataba says that Inzamam’s tendency ‘to just let things flow over him’ is the best and
worst thing about him; good because he remains unaffected and does not react to criticism
or praise. And the worst thing because, at times, being a celebrity he needs to clear up
some things, which he doesn’t.
ii. Ehtesham
iii. The article, based on an interview with his close friend Mujtaba, is almost entirely about
Inzamam-ul-haq. Mujtaba talks about their friendship and fondly speaks about Inzamam’s
nature, which is laid-back and easy going. Considering that it his perspective on Inzamam
that is offered to the reader the title is quite suitable.

1.8 Key to Exercises in Unit 1, Text-book

As a student learning through the distance mode you might feel isolated and disadvantaged
as you are learning on your own. Try to do the exercises in your text-book and check your answers
with the help of this key.

Reading Comprehension

1. This article is easy to understand because it is written in a simple, straightforward style.

The article on Inzamam-ul-Haq is written by Kadambari Murali, well known sports
journalist. She was the sports editor of ‘The Hindustan Times.'

5
 As the first paragraph ends we know that this article is based on a conversation between the
journalist Kadambari Murali and Ghulam Mujtaba, close friend of Inzamam-ul-Haq or Inzy, as
he is known by his friends. The conversation takes place in the lobby of a hotel in Multan
where Mujtaba is busy preparing for Inzy's arrival. Mujtaba and Inzy have been close friends
for twenty years and Mujtaba narrates old incidents to Kadambari, telling her how Inzy and he
would spend whole nights chatting with each other. He also tells Kadambari about Inzamam's
early cricketing career, his rise to become a cricket sports star, his success and his problems.
We get to know that Inzamam has never been assertive and only recently started to assert
himself.

2. This article tells us more about Inzamam, though it is based on a conversation between the
journalist and Mujtaba. In the Indian subcontinent cricket is a religion and fans love to read
about their favourite players and Inzamam is a sports icon. He was captain of the Pakistan
cricket team from 2003-7.

3. The style of the article is informal and conversational. Kadambari Murali does not go into
details of Inzamam's career or his achievements as a cricketer. Instead she adopts the human
approach and focuses on Mujtaba's reflections (reflective) on Inzamam's personality and his
narration (narrative) of the early days of their friendship.

4. The main features of formal and informal styles are:

Formal
complete and grammatically accurate sentences
well organized, well-structured paragraphs
precise and accurate use of words
simple and compound sentences
use of jargon or technical terms
Informal
hesitations, false starts, interruptions
short and often incomplete sentences
contractions or short forms
complex sentence structures
clichés, repetitive use of words

Below are two examples, one each of a formal and informal style. You will find all the above
mentioned feature s in both these extracts.

Informal style

The Woman : Are you happy?

The Older Girl : Yes, very.
The Woman : Sit down. Tell me the truth. Is there anything…?
The Older Girl : No. Nothing and yet…everything!
The Woman : For instance?

6
The Older Girl : For instance…everything?

The Woman : So you mean?

The Older Girl : I mean…that…before I got married I thought I knew Manoj very well. But
now…
The Woman : Hmm. Is he unfaithful?
The Older Girl : No.
( From Aadhe-Adhure, Mohan Rakesh)

Formal style

We shall outline the four major subfields of anthropology that have emerged in the
twentieth century: physical anthropology, archeology, linguistics and cultural anthropology.

Physical anthropology deals with human biology across space and time. It is divided into
two areas; paleontology, the study of fossil evidence of the primate, including human
evolution, and neontology, the comparative biology of living primates, including population
and molecular genetics, body shapes (morphology), and the extent to which behaviour is
biologically programmed.

Archeology is the systematic retrieval and analysis of the physical remains left behind by
human beings, including both their skeletal and cultural remains. Both the classical
civilizations and prehistoric groups, including our pre-human ancestors are investigated.

( D. E. Hunter and P. Whitman: The Study of Anthropology, Harper & Row, 1976)

5. The style of the article is quite informal. The language used is simple, everyday language and
includes many colloquial expressions. (Read the table in the answer to the next question.)
Kadambari allows Mujtaba to speak about Inzy, without intervening and there are a large
number of direct quotations. On the whole both the language and subject matter of the article
are simple and easy to read.

Informal Style Formal Style

(i) Now he has gone far ahead.
(ii) We hit it off immediately.
7
(iv) He has greatly improved his position and
status in life.
(ii) We soon developed a warm, friendly
relationship.
(iii) He would hang out at my home.
(iv) He played that match coming straight off
the drip.
(v) I wouldn't fit in with his new life now.
(vi) He just lets things flow over him.
(vii) He runs the barber's shop in the hotel.
(vii) He would spend a lot of time with me at
my home.
(ii) Immediately after being discharged from
the hospital, he played that match.
(vi) I would feel out of place in his new
lifestyle.
(iii) He remains unaffected by criticism or
praise.
(i) He manages the barber's shop in the hotel.

Writing

1. When Mujtaba recalls the early years of his friendship with Inzamam-ul-Haq we learn that
kInzamam did not make friends easily and was shy and reserved. Mujtaba tells Kadambari how
they would stay up all night, chatting and eating omelettes and then go straight to the mosque
for the early morning namaz. There is no doubt that he is a big eater, requires little sleep, and is
deeply religious as well. Mujtaba and Inzamam have been friends for more than twenty years,
in spite of Inzamam's rise to fame. This proves that Inzamam is a loyal friend and not at all
status conscious. The cricketer Imran Khan observed Inzamam practicing cricket at the Multan
Stadium and most probably saw the potential in him and invited him to Lahore. Inzamam went
and joined the Lahore Club; it is clear that he was ambitious and saw a good opportunity.
During the semi-final against New Zealand in the 1992 World Cup Inzamam was unwell but
still went on to play the match, demonstrating his dedication to the sport.

2. Mujtaba, we get to know at the end of the article, runs the barber's shop in the hotel in
Multan, where Kadambari Murali has interviewed him. Although Inzamam has become a world
famous sports person, Mujtaba is not envious but takes pride in his friend's success. His
friendship with the cricketer is unusual because it has not been affected by the disparity in
status and position. His attachment is evident in the preparations he is making for Inzamam's
return home and the pride with which he tells Kadambari that Inzamam's son also wants to be a
cricketer, like his father.

Mujtaba comes across as a simple and affectionate man, whose friendship with Inzamam
is, as the writer says, is truly `a human tale'. However if you read closely you may notice some
contradictory qualities. When Mujtaba recalls Inzamam’s victorious return to Multan after
winning the World Cup for Pakistan in 1992 he says he did not go to the airport to welcome his
friend as he was reluctant to impose. But during the interview his preparations for Inzamam’s
arrival and the ease with which he looks after Inzamam’s family and talks about his career
show that he is now quite comfortable with his friend’s lifestyle and shares a close bond with
the cricketer.

3. Here is a recipe for an Indian omelette.

8
 Serves 2 Time taken: 5 minutes
Ingredients
2 eggs 1 tbsp oil
1 onion salt, pepper
1 green chilli 1 tbsp milk
a) Break eggs and put in a bowl. Add milk and beat the eggs till the mixture is fluffy.
b) Chop the onions and green chilli finely.
3) Heat a non-stick pan. Add oil. After a minute add onions and chilli.
4) Fry onions till transparent and add egg-mixture.
5) Fry on both sides till brown.
6) Serve with toast and tomato ketchup.

1.9 Activities

1. Where and when was this article first published ?

2. Look up the places mentioned in the article on a map of Pakistan.

9
 Unit 2

Ways of Reading
It's Only a Game. Enjoy
by Tarun J. Tejpal
Dr. Seema Suri

2.1 Introduction

The second unit in your textbook, It’s Only a Game.Enjoy, like the previous one, is also a feature
article. However, it is a very different type of feature article. It is an analysis of the troubled
cricketing ties between India and Pakistan. Whereas the article on Inzamam was written in
extremely simple language with the author in the background, Tarun Tejpal’s style incudes many
difficult words and sophisticated concepts to analyze his subject matter and make a clear statement
of his message.

2.2 Objectives

This unit of your study material aims to provide you with a brief background to the article by
Tarun Tejpal. After going through this study material you should be able to

- explain the meanings of difficult words, and there are many of them, used in the article,

- identify the main points being made in it, and

- formulate an opinion of your own on the subject of Indo-Pak cricket.

Also included is a critical commentary, glossary, self- check questions, answers to these
questions (2.7) and a key to the reading comprehension exercises in your text-book ( 2.8 ).

2.3 Historical Background

The history of India's sporting ties with Pakistan is a troubled one. After the partition of the
subcontinent, Pakistan toured India for a test series in 1951-52 and India played in Pakistan in
1954-55. After the 1965 and 1971 wars, no cricket was played between 1962 and 1977. Cricketing
ties were resumed after 17 years in 1978-79. Pakistan's resentment over India's role in creating
Bangladesh and India's indignation over Pakistan's alleged support to separatists in Kashmir; these
are some of the reasons why there has always been an undercurrent of hostility in the stadium.

Political tensions have always affected the game of cricket. For instance, in 1999, after the
Kargil war, at the behest of the then Sports Minister, Uma Bharti and the intervention of the Prime
Minister, India withdrew from the Asian Test Championship. Bilateral matches were banned,
except ICC sponsored multinational tournaments such as the World Cup. After the Mumbai terror
attacks on 26/11/2008 the 2009 tour to Pakistan was cancelled. It was not until December 2012
that the Pakistan team came to play three One Day International and two T 20 matches in India.

10
 Cricket is by far the most popular sport in both countries and always generates a lot of
excitement, even in countries like UAE and Canada, which are not cricket playing nations. In 1978
satellite television brought cricket into the drawing rooms and the shift from five-day matches to
one-day matches also increased interest in the game. The semi-final World Cup match between
India and Pakistan in 2011 attracted around 150 million television viewers. You may be interested
to know that for the 2015 World Cup, held in Adelaide, Australia on 15 February 2015, the 50,000
tickets for the match between India and Pakistan were sold out in less than 12 minutes. A game
between the two countries, often described by the media as ‘arch-rivals’ or ‘traditional rivals’, is
an important sporting event. Sample his headline; ‘Adelaide Oval to experience India versus
Pakistan rivalry at 2015 World Cup’.

Players from both countries admit to feeling a lot of pressure when playing against each other.
Fans have resorted to violence when they see their side losing. In 1999 during a match at Eden
Gardens, Calcutta, Sachin Tendulkar was declared out and the crowd, believing the umpires were
being unfair, went on a riot and the police had to be called in to chase them out. Harbhajan Singh,
in an interview on television, mentioned that a loss to Pakistan often results in fans pelting stones
at the cricketers’ houses.

Uma Bharti, former sports minister once said, ‘We see cricket not just as a game but as a symbol
of a nation’s sentiments.’ In 1991 Shiv Sena activists dug up the pitch in Mumbai to disrupt the
match between India and Pakistan and it was eventually cancelled. Spectators, even in the VIP
stands routinely hurl abuses at the players. These are just a few examples that illustrate the tension
that accompanies Indo-Pak cricket. As former all-rounder Madan Lal says, ‘Cricket is more than a
sport here. It is an extension of being an Indian.’

Tarun Tejpal's article is a plea to sports lovers, journalists, politicians and players from both
countries to disassociate the game from politics or nationalism. Taking a position different from
those who mix up cricket with politics, Tejpal appeals to cricket fans to focus on the game.

2.4 Critical Commentary

Para 1-4

The article begins with general observations on the game of cricket. Tejpal’s main argument is
that sports are meant primarily to amuse us. He admits that a good game of cricket can be
enjoyable as it is an opportunity for players to display their physical abilities, such as speed, skill
and strength. It can be both entertaining and exciting as it encourages a healthy sense of
competition. To underline the point that he is trying to make Tejpal, in a lighter vein, reminds the
reader that cricket does not improve the lot of the human race, either by finding a cure for diseases
or improving our understanding of human existence

Tejpal extends his discussion to talk about sports lovers; people for whom a game is `a
metaphor for life', `a morality-play', and a `surrogate battle'. This group of inter-related metaphors
reinforces Tejpal's argument that for cricket-lovers, a good game has moral, religious, and
philosophical lessons. He rightly observes that more articles are written in praise of sportspersons
than on spiritual readers or scientists, whose work has benefited humanity.

11
 Sports lovers identify with their players' loss and victory and see reflected in a game their own
everyday struggles. Belief in certain values is reaffirmed through the operative rules of the game.
There is a suggestion that games provide ‘a controlled setting with rules and boundaries’ where
there are visible and immediate outcomes, ‘rewards and punishments’; this is something that is
rarely found in real life.

To his main point that sports are meant primarily to amuse us, Tejpal adds another
function. Using insights from psychology and biology, he asserts that games provide a safe
outlet for the aggression that is a natural part of a man's physiological make-up. He sums up his
discussion in this line,

The game exists to take the violence out of us, to drain us of real blood
thirst. If instead it generates violence, it loses its purpose, remaining
neither amusement nor catharsis.

The opinions are based on modern psychological insights and Tejpal displays his ability to view
the excitement of sports lovers in a rational way. In an almost scientific manner he analyses the
reasons for the passion that a game can generate.

i. What, according to Tejpal, is a good game of cricket all about ?

ii. Why do sports lovers view a game as ‘a metaphor for life’ ?
iii. Mention some of the values that sports reaffirm.
iv. What are the two main functions of a good game ?
Para 5-8

After this Tejpal switches to Indo-Pak cricket encounters. He strongly believes that political
troubles should not be allowed to affect sporting ties. Read the section on the historical
background ( 1.3 ), in which I have discussed this phenomenon in detail. Underlining the common
regional identity of the two countries, he is critical of all those people who contribute to the
entanglement of sports with politics, whether politicians, sports commentators or the players
themselves.

A misplaced sense of patriotism can make players feel that they have let their country down if
they lose a match. Echoing the sentiments of many he feels that cricket should become a unifying
factor instead of a divisive force, especially in the context of the troubled relations between India
and Pakistan. He concludes the article by repeating his opening statement:

`A game is fun only if it remains a game. We must not make it anything more'.

For that we have to change our attitude and learn to appreciate good cricket. Disassociating talent
from national identity is the first step towards that. We need to learn to admire talent, even if it
belongs to a sportsperson of the other side.

i. Explain ‘a people divided by political quirk’

12
 ii. Being aware of the function of a passage is vital to its comprehension. One of the
first things a student should do is to find out whether the text aims to convince the
reader, criticize something, etc. What is the writer's intention in this article?

▪ to amuse the reader

▪ to criticize sports-lovers
▪ to appeal for a rational approach to cricket
▪ to increase our knowledge of cricket
iii. ‘It’s Only a Game. Enjoy.’ Whom is Tejpal addressing in this line?

iv. In newspaper articles some sentences sum up the main point and rest of the text consists of
supporting details or expansions of different kinds. In order to read efficiently one must be
able to recognize the topic sentences, which are the ones that contain the main ideas of the
passage. This helps us understand the organization of the article.

The following points are all mentioned in the text. Write down M if you think it is a main
idea and S if it is a supporting detail.

a. More prose is written on a single game than in praise of seers or scientists.

b. The surrogate warrior and the surrogate battle must never become real.
c. Cricket doesn't cure diseases.
d. A game is fun only if it remains a game.
e. Let the teams play without feeling some cataclysmic national honour and shame
ride on their shoulders.
f. Shoaib's thunderbolt is as much a thing of beauty as Sachin's straight drive.

2.5 Summary

You must train yourself to notice the technique of the writer and understand that a literary style is
not the exclusive domain of the novelist. As you must have observed, even advertisements
incorporate some extremely poetic expressions and sometimes fiction can include some very
dull and flat prose.

This article, though about cricket, uses plenty of figurative language; similes, metaphors and
images. Tejpal’s tone is strongly persuasive, appealing to cricket fans, not to view the game
through the prism of politics. You may not agree with his opinion but it is presented very
convincingly.

Compare it to the previous unit on Inzamam, which is a study in contrast. Kadambari Murali
has written a simple article where she lets the humble Mujtaba present Inzamam-ul-Haq in his

13
 own way. No mention of nationality or the fact that the occasion was historic; an Indo-Pak match
being held in Pakistan after 15 years. Murali’s personality does not intrude in the feature whereas,
in Tejpal’s article, each sentence is a strong statement of his opinion.

In this article Tejpal has, in the first four paragraphs, attempted to explain why sports generate so
much excitement. He draws upon modern psychology to give us a rational perspective on it. In the
next four paragraphs he appeals to cricket fans, journalists, politicians and bureaucrats associated
with the game to stop viewing cricket as a kind of proxy war and learn to enjoy the game.

2.6 Glossary

frisson of combat :feeling of fear/ excitement before a battle

imbue : give it meaning
metaphor for life : a metaphor is a figure of speech in which two dissimilar things are
compared

pirouettes : a dancer's spin on one foot or the point of the toe

vaulting prose : language that praises excessively
seers : people who have the power to see the future
morality play : English medieval drama of the 15th century BCE, teaching a moral
lesson

testosterone : chief, male sex hormone

surrogate : substitute for a person in a specific role or office
catharsis : feeling of emotional release in drama, freeing of repressed emotion
by association with something
overburdened with baggage : affected by prejudices that influence our thinking
political quirk : here, it refers to the partition of India and Pakistan , a political
decision that was forced on the people

palliative : anything used to soothe pain or anxiety

sated : to satisfy a desire
hype :to exaggerate the qualities of something in order to get public attention,
as in advertisements

cataclysmic : violent upheaval or disaster

14
Shoaib's thunderbolt : Shoaib Akhtar, recognized as one of the fastest bowlers in the
world; setting a world record by docking 100 miles per hour
twice. He has been nicknamed the `Rawalpindi Express'.
Sachin Tendulkar : one of the greatest batsmen the Indian game has ever seen.
straight drive : one of the most classical shots in a batsman's repertoire
Chamb-Jaurian : a place on the Line of Control in Jammu. In 1965 Pakistan launched
Operation Grand Slam in order to capture Akhnoor and cut
India's only road link to Kashmir.
Tiger Peak : the peak of Tiger Hill, on the Line of Control in Drass sub-sector
where 25 Indian soldiers 40 Pakistani intruders were killed in a
battle to recapture the peak in 1999.
2.7 Key to Check Your Progress questions

Para 1-4

(i) A good game of cricket is an opportunity for people to see talent and skill on the field. It
provides viewers with the opportunity to escape real life and experience fun and
excitement.

(ii) In a good game the side that has greater talent and hard work on its side usually wins.
Sports lovers would like to believe that in real life too, hard work and capability are
rewarded with victory. That is why they view sports as a metaphor for life.

(iii) Some of the values that sports reaffirm are- hard work, discipline, a sense of fair-play and
team spirit. Sports lovers find watching games an inspirational activity.

(iv) According to Tejpal, the two main functions of a game are ‘amusement’ and ‘catharsis’.
He believes that games provide us with an opportunity to enjoy ourselves. Another
function that games perform is to provide people with a safe outlet for aggression that is
normal part of a man’s physiology.

Para 5-8

(i) The reference is to the partition of India and Pakistan in 1947. It was something that,
according to Tejpal, was forced on the people of the subcontinent, resulting in tragic loss
of lives and displacement and division of a people who had a common history, language
and culture.

(ii) The intention of the writer is- to appeal for a more rational approach to cricket.

15
 (iii) In this line Tejpal is addressing sports lovers, journalists and players. He feels that they
should stay away from presenting Indo-Pak cricket encounters as battles, as they routinely
do and instead focus on the game.

(iv) a. S c. S e. M
b. M d. M f. S
1.8 Key to Exercises in Unit 2, Fluency in English

Reading Comprehension

1. Para 1 (D) The game of cricket is first and foremost a game though it also depends on speed,
skill, and strength. It also provides excitement and entertainment.

Para 2 (J) Most people attach deep emotions and numerous meanings to games. They are seen
as a metaphor for life and teach its lessons. More is made of a cricket match than of
scientific discoveries or great philosophy.

Para 3 (G) This is because games, like films, plays and novels, where the settings and rules are
made by us, can easily show us laws of good and bad, reward and punishment
operating as we think they should with good winning and evil being punished. And
games also provide us with the thrill of war without exposing us to its dangers.

Para 4 (I) Games provide people with safe outlets for their aggression. If instead they lead to
violence, they have failed in their purpose.

Para 5 (F) The people of India and Pakistan share a common history, culture and genetic make-
up but have been divided by politics. If the disharmony between India and Pakistan
could be worked out through a cricket match we would not need to fight wars with
each other.

Para 6 (H) The writer appeals to the public and to writers and commentators not to get too excited
during an India-Pakistan match. Neither team should be made to feel that they have
betrayed national pride if they lose.

Para 7 (A) Too much emotional involvement with our own team should not prevent us from
appreciating the skills of players from other teams.

Para 8 (E) A game is fun only if it remains a game. We must not make it anything more.

2. (ii) People should not take cricket too seriously.

16
Vocabulary

1. You will find the meanings of all these words in the Glossary. Of all these words, the only one
you may have heard frequently and are likely to use is hype. It is used frequently in
newspaper articles and TV programmes to refer to exaggerated praise of something.

2. Column A Column B

i) vaulting prose (e) showy language, expressing undeserved praise.

ii) morality play
iii) pumping testosterone
iv) overloaded with baggage
v) in full cry
vi) frisson of combat
vii) exertions and pirouettes
(c) play teaching moral lessons of victory of good over evil.
(a) chemical substance in the body; male hormone that
excites.
(d) prejudices that influence how we think and behave.
(g) noisy and excited behaviour
(b) excitement of competition
(f) stress and strain

3. (i) fair and foul

(ii) loss and triumph
(iii) reward and punishment
(iv) exhilaration and despair
(v) honour and shame
(vi) mate and foe
(vii) better or worse

Writing

`Is cricket killing all other sports in India'. Write an essay on this topic, with the help of the
following points.

Is cricket killing other sports in India?

▪ Cricket is a religion in India and has a massive fan following and player base.

▪ The biggest problem lies with the non-performance of the national teams at the
international level.

17
 ▪ Lack of professionalism in broadcast of non-cricket events and the poor quality of
commentators have resulted in poor commercial gains. The BCCI earns massive
revenue through advertising and does not depend on government funding.

▪ Mismanagement and a lack of vision in football and hockey has ensured that these
mass sports don't have even a fraction of the fan following that cricket does. In spite of
a better show at the international level, with eight Olympic Golds and one World Cup
triumph, hockey has failed to deliver. Not many know that the Indian football team had
qualified for the 1950 World Cup finals in Brazil, but could not appear as they still
played with bare feet.

1.9 Activities

1. Where was this article first published ?

2. Search the internet for articles on Indo-Pak matches.

18
 Unit 3

Telling Stories
Haroun and the Sea of Stories
by Salman Rushdie
Dr. Seema Suri

3.1 Introduction

The first two units of your text book were written by journalists. The first one was in easy-to-read
colloquial language and Tarun Tejpal's article, though on the subject of cricket, used figurative
language quite liberally. This unit comprises a very different genre. It is an extract from Salman
Rushdie's novel Haroun and the Sea of Stories about a twelve-year old boy Haroun and his quest
to restore his father's lost gift of story- telling.

The extract is from the beginning of the novel, from the chapter titled `Shah of Blah'. It is a
brilliant illustration of Rushdie's ability to create a magical world through his rich, innovative
language. Rushdie wrote this novel after a long gap when his ten year old son Zafar complained to
him that he never wrote anything for children. Rushdie had written The Satanic Verses in
1988, which was banned in many countries, including India, for its irreverent depiction of the
Prophet Muhammad. Copies of the book were burnt and many people lost their lives in the violent
protests following its publication. Ayatollah Khomeini, Supreme Leader of Iran, issued a death
warrant or fatwa against him. As Rushdie was a British citizen, the British government provided
Rushdie protection and he remained underground for nearly ten years.

Haroun and the Sea of Stories, in 1990, was the first book that he published after going into
hiding and it is dedicated to his son, Zafar. It is written in the fairy tale tradition, like The Arabian
Nights, Alice in Wonderland or The Wizard of Oz but there are autobiographical elements in the
troubled relationship between Rashid and Soraya, the love between father and son, and the
writer's/ storyteller's predicament when faced with the loss of his freedom to tell stories. Many
readers have noticed the similarity of the names Rashid and Rushdie.

Read the extract carefully, paying special attention to Rushdie’s brilliant use of language. His
ability to use words in unexpected and unique ways is the hallmark of his style.

3.2 Objectives

This part of your study material aims to,

▪ familiarize you with the background to the extract from the novel Haroun and the Sea of
Stories,

▪ draw your attention to Salman Rushdie's literary style and his brilliant imaginative power,
and

▪ help you understand the underlying theme of this story.

19
This unit includes a summary of the plot of Haroun and the Sea of Stories, a critical
commentary, glossary, some self-check question, answers to those questions (3.7) and a key to the
exercises in your text-book (3.8).

3.3 Summary of the Plot

Haroun is the only child of the famous storyteller Rashid Khalifa, the Ocean of Notions or the
Shah of Blah and Soraya. Rashid, busy with his storytelling and travelling, begins to neglect
Soraya. One day she elopes with their neighbour Mr. Sengupta, a dull clerk who convinces her that
she will be happier with him. This leaves Rashid heartbroken, and he loses his gift of storytelling.
When he opens his mouth all that comes out is a barking sound ‘Ark, Ark, Ark’. Haroun feels he
started the problem, by asking his father ‘What's the point of telling stories that aren't even true?’,
when his mother left him so he must fix it and help his father. Soon, however, Haroun
discovers that Rashid has already cancelled his subscription to the magical story waters of
Kahani, which give all storytellers their imagination and in order to reverse the cancellation
Haroun must go to Kahani, a hidden moon of the earth.

Thus Haroun embarks on a magical journey to Kahani, meaning ‘story’ in Urdu, in a quest to
restore his father's powers. Kahani is divided into two sections, divided by a twilight zone. There
is the land of Gup where it is always daylight and stories are everywhere and the city of Chup,
ruled by the evil villain Khattam-Shud, whose name means `The End,' or `completely finished'. He
is attempting to poison the Sea of Stories and render Kahani silent. His followers in the land of
Chup are working round the clock to manufacture a giant Plug to stop the source of the stories
under the sea. He has also started a war with Gup, the central city where stories are made, by
kidnapping the king's daughter, Princess Batcheat and angering her fiancé Prince Bolo.

Haroun, along with various interesting characters such as Iff the water-genie, Butt, the
mechanical hoopoe, the eggheads at the P2C2E (Processes Too Complicated To Explain)
House, Mali the floating gardener, the Walrus and a pair of rhyming fish; Goopy and Bagha, set
out to stop Khattam-Shud, thus saving Rashid, Batcheat, Kahani, and the stories of the world.
They have many magical adventures and in the end Khattam-Shud is killed by a piece of his own
ice-statue. Rashid regains his powers, Soraya returns home and Haroun’s family is together again.
The sad city remembers its name and cheerfulness returns to the city.

3.4 Critical Commentary

Page 12-13 : the `sad city' and the `cheerful storyteller'

Read the first two paragraphs carefully. Notice how Rushdie creates the overpowering image of
the sad city in Alifbay. He uses a cluster of closely related adjectives, metaphors and similes to
create an overpowering atmosphere of dull despair.
the ‘sad city’ is `ruinously sad', `the saddest of cities', `stood by a mournful sea'
it has `sadness factories' whose smoke was `like bad news'
the sea has `glumfish' that made people 'belch with melancholy'
its ruined buildings ‘looked like broken hearts'
20
 Against this sad backdrop the cheery storyteller Rashid Khalifa stands out by contrast. Rashid
is famously known as the Ocean of Notions and the Shah of Blah. Don't miss the brilliant use of
rhyme to create these titles for Rashid. His son Haroun is `a happy young fellow' and his wife
sings sweetly. Rashid is ‘stuffed with cheery stories’ and into this picture of the happy family
Rushdie introduces a sense of impending trouble. Suddenly Haroun's mother stops singing. It is a
sign that something is wrong but no one knows exactly what.

i. Describe the city in Alifbay ?

ii. What is the difference between Rashid’s two nicknames, ‘Ocean of Notions’ and
‘Shah of Blah’ ?

Pages 13-14 : Haroun and Rashid

Haroun travelled frequently with his father, who was a very busy man and in great demand. When
he started telling his winding tales, even animals and birds would listen. The charismatic Rashid
tells stories like a ‘juggler’ and ‘magician’; weaving fascinating elements together. Not only are
his stories full of interesting characters and plots, they have catchy tunes accompanying them.

With a child's natural curiosity Haroun pesters his father with questions about the source of his
stories. Every time he asks he gets the same reply: `From the Great Sea Story…'. Rashid tells his
son that he drinks the hot water from an invisible tap installed by a Water-Genie. He is a
subscriber to the Great Sea Story which is located on Kahani (Hindi word for story), a hidden
moon of the earth. Haroun does not believe him and when he becomes too inquisitive Rashid asks
him to be content with the stories and enjoy them.

Towards the end of each section Rushdie builds up the reader's sense of anticipation by
hinting at tragedy around the corner:

Except that one day Haroun asked one question too many and then all hell
broke loose.

There are clear hints that Rashid Khalifa, busy with his storytelling, rehearsals and public events,
does not notice the change in his wife's demeanour but trouble is slowly building up.

i. What effect did Rashid’s stories have on the listeners ?

ii. What metaphors does Rushdie use to indicate Soraya’s growing resentment ?
iii. Mention the different characters that made up Rashid’s stories ?
Pages 14-15 : Haroun's house and the Senguptas

Don't miss the rather unusual simile of a cake to describe Haroun's colourful house. Rushdie
knows how to create a fantasy world that will fascinate children. There is the description of the
city, with its poor and rich inhabitants. The atmosphere of impending tragedy becomes more and
more explicit,

21
 So the truth is that Haroun was lucky: but luck has a way of running out without
the slightest warning. One minute you've got a lucky star watching over you and
the next instant it's done a bunk.

Haroun is a typical child, constantly pestering his parents with questions. He wants to know why
they did not have any more children. His mother sadly expresses their failure but Rashid, as usual
gives a more colourful answer.

At this point the Senguptas, Haroun's neighbours, are introduced. Mr. Sengupta is a clerk and his
wife Oneeta is fond of Haroun as they do not have children of their own. The dull Mr. Sengupta is
the exact opposite of Rashid the storyteller; practical, unimaginative, cold and lacking a sense of
humour. He is described as ‘the man who hated stories and storytellers.’ Whereas his wife is fond
of Haroun and gives him gifts and hugs him all the time, Mr. Sengupta is indifferent towards him.

Mr. Sengupta spends a lot of time chatting with Soraya and Haroun frequently overhears him
talk ill of his father, but one sentence sticks to his mind and troubles him:

`What's the use of stories that aren't even true?'

This question is significant as it is indicative of an unimaginative attitude to life, without the

fun, laughter and creativity that Rashid Khalifa represents. Haroun, with a child's instinct, perhaps,
senses Mr. Sengupta's dishonourable intentions and dislikes him. It is clear that the lonely
Soraya, neglected by Rashid and full of resentment, is getting influenced by her neighbour.

You must remember that Rashid and Mr. Sengupta represent two opposing attitudes to life. Not
only are they different temperament-wise but their physical appearance is also contrasting. Rashid
is plump and `stuffed with cheery stories', symbolizing the abundant joy that he shares with
everyone in the form of stories whereas the peevish Mr. Sengupta looks mean and `sticky-thin.'
Even his voice is ‘whiny.'

i. How is Haroun’s house different from the others in the neighbourhood ?

ii. What does Mr. Sengupta do ?

iii. Why does Oneeta pamper Haroun ?

iv. Compare Rashid Khalifa and Mr.Sengupta.

Pages 16-18: Soraya's elopement and the aftermath

One day Haroun returns home to find his father crying and he learns the terrible news; his mother
has run away with Mr. Sengupta. In a fit of rage Rashid has broken all the clocks in the house and
the clocks stop at exactly eleven o’clock. Soraya has left a note that blames Rashid, saying that his
brain is `full of make-belief'. She apologizes to Haroun for going away. Traumatized by being
abandoned by his mother Haroun shouts at his father:

'What's the use of stories that aren't even true?'

22
 It is the same question that Mr. Sengupta asked Soraya and which Haroun overheard. Without
realizing it Haroun echoes the question. The result is catastrophic because, soon after this, ‘the
Unthinkable Thing’ happened. Rashid loses his storytelling powers. It is indeed a tragic
consequence because Rashid is famous for his storytelling and it is the only work that he has the
talent for. As soon as Haroun says the words he wishes he could undo the damage.

i. Describe the weather on the day Soraya ran away ?

ii. What did Soraya write in the letter for Rashid ?

iii. What was the effect of Haroun’s question on Rashid ?

3.5 Summary
Rushdie succeeds in creating a fantasy world for young readers. There is an imaginary city
where sadness is manufactured, an ocean of stories, water-genies, and a loving father with magical
powers. It is in the classic fairy tale tradition, where a young hero travels to a magical land, is
helped by supernatural creatures to defeat the villain and succeeds in his mission. On one hand
there is the `cheery' Rashid, busy entertaining people, full of gripping tales, and a man who never
gives a straight answer. His immense popularity is clear from the fact that all types of politicians
woo him and even animals pause to listen to him. Against him is the sad city which has forgotten
its name and the unimaginative clerk Mr. Sengupta, who is obviously jealous of
Rashid. Mr. Sengupta wins a temporary victory by running away with Rashid's wife but in the end
of the novel, in true fairy tale tradition, Soraya comes back to her family and Haroun gets his
father's storytelling powers back.

Salman Rushdie wanted to write a story that celebrates the triumph of the imagination and
freedom of expression against fundamentalism and powers that seek to curb and stifle the writer's
voice. Rushdie spent many years underground and in isolation, experiencing first-hand what it
meant to be the target of forces that sought to repress his voice.

The novel is an assertion of the importance and value of stories/ literature in our lives. In the
novel when Haroun finally confronts the evil Khattam-shud, who is the ‘Arch-Enemy of stories
and the Prince of Silence’, he asks him, ‘But why do you hate stories so much?.....Stories are so
much fun.’ He replies that stories constitute a world that he cannot rule or control.

However, even without being aware of the autobiographical elements and the deeper
meaning underlying the story the plot of the novel is entertaining. In the extract in your text-book,
although Khattam-Shud does not appear it is Mr. Sengupta who embodies the mechanical, dull
approach to life. Rashid and Mr. Sengupta represent two opposing attitudes to life.

What you need to pay attention to is Rushdie’s literary talent; using innovative language
and creating an imaginary world where the young Haroun sets out on a thrilling adventure. If you
have enjoyed reading this unit you could read the complete novel.

3.6 Glossary
Alifbay : an imaginary country. Its name comes from the Hindustani word for
alphabet.
23
glumfish : Rushdie's own coinage. It means sad fish.
Haroun and Rashid : Haroun and Rashid are both named after the legendary Haroun-al-
Rashid, Caliph of Baghdad, who features in many Arabian Nights
tales. The surname Khalifa actually means Caliph.
Ocean of Notions : this nickname of Rashid's would mean full of ideas
Shah of Blah : another name for Rashid, means the king of nonsense
raggedy : torn, frayed clothes
alley : a narrow back-lane
saga : a long, detailed story
wobbly stomach : shaking because of the layers of fat
witchy : here it would mean magical
great Story Sea : in the book from which this extract in taken the magical story
waters are on Kahani, a hidden moon of the earth
Water Genie : there is a water-genie in the novel and he is called Iff.
mingy : mean, stingy
politico : politician or a person who is interested in politics
panjandrum : mock title for an important person

3.7 Key to Check your Progress Questions

page 12-13: the sad city and the cheerful storyteller

i. The sad city in Alifbay has forgotten its name. The sea, the fish in it and the people who
ate the fish were all very sad. There was so much sadness in this city that it was
manufactured, packaged and sent to other countries.

ii. The two nicknames of Rashid Khalifa are Ocean of Notions and Shah of Blah. People who
admire his cheerful stories call him the Ocean of Notions, which is a metaphor for his
abundant store of stories. Those who are jealous of his popularity call him the Shah of
Blah, or the king of nonsense.

page 13-14 : Haroun and Rashid

i. Rashid was a professional storyteller and whenever he started to tell his tales everyone,
including cows and monkeys, would stop to listen to him. It was as if he had magical
powers and cast a spell on his listeners.

24
 ii. Rashid’s stories were full of all types of colourful characters that he made up. He knew the
art of entertaining people and his tales were full of heroes, villains, princesses and
gangsters. The stories were set in faraway lands, had exciting plots and even included
some music.

page 14-15 : Haroun’s house and the Senguptas

i. Haroun’s house had a very cheerful appearance- pink walls, lime-green windows and blue-
painted balconies. Haroun thought that it looked like a cake. The poor people of the sad
city lived in shacks that were made of cardboard boxes and plastic sheets whereas the
super-poor did not have homes and slept on the pavements or doorways of shops.

ii. Mr. Sengupta, Haroun’s neighbour worked as a clerk at the Office of the City Corporation.
He was an extremely thin, mean and with a voice that sounded as if he was complaining.

iii. Mr. Sengupta’s wife, Oneeta was always pampering Haroun. The Sengupta’s were
childless and maybe that is why she paid so much attention to Haroun.

iv. Rashid and Mr. Sengupta represent two opposing attitudes to life. Not only are they
different temperament-wise but their physical appearance is also contrasting. Rashid is
plump and `stuffed with cheery stories', symbolizing the abundant joy that he shares with
everyone in the form of stories whereas the peevish Mr. Sengupta looks mean and `sticky-
thin.' Even his voice is ‘whiny.' He is the man who ‘hates stories and storytellers.’
Whereas Rashid has a store of endless tales. Mr. Sengupta, as Soraya writes in her letter,
has no imagination at all. Even his job is dull and boring.

page 16-18 : Soraya’s elopement and the aftermath

i. It was the first rain of the season on the day Soraya ran away with Mr. Sengupta. The air
was cool and clean as the rain had washed away the smoke. For a change, even the sea
was full of pomfret, instead of glumfish.

ii. Soraya’s letter echoed the words that Mr. Sengupta spoke against Rashid. She wrote that
he did not take life seriously, was only interested in pleasure and that his head was full of
make-belief. Soraya told Rashid to tell Haroun that she loved him.
iii. When Rashid discovered that Soraya had run away he broke all the clocks in the house in
a fit of anger. The time was exactly eleven o’clock at that moment.
iv. Haroun was upset that his mother had run away and he shouted the exact words that he
had heard Mr. Sengupta use against Rashid. Soon after this something terrible happened-
Rashid lost his storytelling powers.
3.8 Key to Exercises in Unit 3, text-book

Reading Comprehension

25
1. Haroun was curious to know where the fantastic stories his father told came from. When
Rashid, his father told him that the stories came from the Great Story Sea, Haroun wanted to
know where his father kept the hot water from the Great Story Sea. Another time Haroun
wanted his father to tell him why he didn't have any sisters or brothers but Rashid did not give a
straight answer and told him that since Haroun was as good as four or five children they could
not have more.

The third question that Haroun asks his father is when his mother Soraya runs away with
Mr. Sengupta, their neighbour. Haroun is upset and angrily asks his father," What's the use of
stories that aren't even true?"

2. Rashid Khalifa is a professional storyteller and he is used to creating imaginary worlds. It is not
surprising then that he does not give straight answers to any of Haroun's questions. Rashid is
the Shah of Blah and always takes the ‘longer, twistier road available’.

3. Haroun feels terrible after asking his father what use it was telling stories that were not true. He
realizes that it is precisely what Soraya has written in the note that she has left for
Rashid. Soraya has run away with Mr. Sengupta because she wanted to be with a man who was
practical, not like Rashid whose head was full of make believe. As soon as he asks this question
Haroun regrets hurting his father. After this Rashid loses his powers and cannot tell fantastic
tales.

4. Soraya is tired of her husband who is a professional storyteller and lives in a make-believe
world. Maybe she feels that her husband is not practical enough or neglecting her but there is a
hint that she feels unhappy. During the early years of her marriage she sings sweetly all-the
time but then one day she stops singing all of a sudden. Mr. Sengupta is obviously jealous of
Rashid and takes advantage of Soraya’s loneliness.

5. Politicians pretend that they are telling the truth but the public could understand that they are
lying. People were not fooled by their claims that they were telling the truth. Rashid's stories
interested people because he would insist that they were his creation and they trusted him.
Moreover Rashid wanted nothing from the people he entertained.

6. In this extract from the first chapter of the novel, Haroun and the Sea of Stories there are many
indications how the story will proceed. The ‘sad city’ in the country of Alifbay has forgotten its
name. We can presume that it is under some sort of curse or spell and, as happens in all fairy
tales, be free of its spell in the end.

There are references to the magical source of Rashid’s stories. As Rashid explains to the
inquisitive Haroun, he gets his tales from the great Story Sea. He drinks its warm waters that
come through an invisible Tap installed by a Water Genie. It is apparent that all these magical
elements will reappear at a later stage of the tale.

A complete story has a beginning, middle and end and fairy tales always end happily. In this
extract we can predict that Haroun, who feels responsible for his father’s lost power will
embark on an adventure to restore them.

26
7. There are many fantastic elements in the story. The sad city, with its glumfish, sadness factories
and the magical source of Rashid Khalifa’s stories; these are some of the imaginary elements.
The bond between Haroun and Rashid, the troubled relationship between Soraya and Rashid,
resulting in her running away with Mr. Sengupta are the realistic elements in the tale.

Vocabulary

Commonplace combinations Unusual combinations

sweet voice witchy fingers

loving husband mournful sea
bad news sad city
ruined buildings sadness factories
hummable tunes raggedy children
huge audience super-poor
pink walls child-stuff
delicious pomfret sticky-thin
huge audience wobbly-fat
nasty things whiny-voiced
serious business squiggly metal-railings

2. The nicknames for Rashid, Ocean of Notions and Shah of Blah rhyme very well and have an
equal number of syllables.

3. ‘Iffing’ and ‘Butting’ are not Standard English words. Such words are coined by people who
use them in their everyday language and then others follow and they become common. One
such word that has become very popular these days is ‘selfie’ referring to one’s own
photograph taken with a mobile phone camera.

27
 UNIT 4

UNDERSTANDING POINTS OF VIEW

GIRLS
MrinalPande

— Dr Anil Aneja& Dr Neeta Gupta

1.1 Introduction
Have you observed any instances of discrimination between girls and boys in the society and
community you live in? Do you feel that boys often get preferential treatment as compared to
girls in many Indian families, even today, although girls are capable of excellence in various
fields and walks of life? Despite education and career opportunities that have open out to girls as
compared to earlier times, society continues to have a male-dominated outlook.
The story Girls by Mrinal Pande is narrated from the point of view of alittle girl. It explores the
issue of gender-bias towards the girl-child. The young narrator is the second of the three
daughters of her parents.The three daughters represent three different attitudes of victims of
gender bias:The eldest daughter is quiet and submissive and plays the role thata girl ina male-
dominated society is docilely expected to fulfil even though she is keenly conscious of the bias
against her and her sisters.These cond daughter (the narrator of the story) is rebellious. She
raises her voice against the unfair discrimination and constantly questions it and revolts against
it even at such a oungage.She represents awareness of one’s rights. The youngest girl is too
young to understand what is going on, and represents innocence and ignorance on the part of a
victim of gender injustice.

1.2 Learning Objectives

After you have read this Unit you will be able to:
• Identify point of view
• Distinguish between various perspectives in a story
• Recognize gender bias towards the girl child
• Critically analyse the story
1.3 What is Point of View?
Point of view is a literary term that refers to the relationship between the storyteller, the
story and the reader. It indicates the way a story is told. It establishes the perspective or various
perspectives through which the author presents characters, actions, events, setting and situations
which together constitute the narrative in a work of fiction. To understand point of view we
must notice whether the story comes directly to the reader or is it being filtered through the
mind of another character or more than one character who are the narrators of the story. The
narrator may or may not be a participant in the action. It all depends on which window or which
key-hole you get to see the action from. There may be just one key-hole which may limit what
we see or there may be many which give us diverse perspectives on the action, on the characters

28
 and on the theme of the story.
Different points of view give us different perspectives on the same situation. Therefore
we can say that understanding points of view involves a reading of various perspectives in a
piece of writing. In Girls,we find three main points of view---first, the point of view of the girl-
child; second, point of view of the older generation of women; and third, more indirectly, the
author’s pointofview. You need to beat tentive and alert while reading, so that you can get into
the habit of reading between the lines and discover different perspectives in a piece of writing.

1.4 Summary (Page21-22)

The narrative begins with the narrator recounting the events of the day they were to
leave for her grandmother’s house. The narrator’s mother is expecting her fourth child. She
fervently hopes that this time she would give birth to a boy, otherwise, she would have to go
through the whole process of another pregnancy and delivery. The mother is always stressed out
and irritable, often giving vent to her irritability to her children, particularly, the little girl
child.The narrator observes “ToMa, everything in life is a problem. As far as she is concerned,
whether we are at home or at school, ill or just playing around, we are a problem.”The narrator
next recounts her experience at the railway station which only highlights her naughtiness and
her sensitiveness towards being treated as secondary and as a nuisance.

Critical Commentary
The narrative is in first person and we know that the events of the story will be narrated
from the little girl’s point of view who is the second child in a family of three girls. The girl-
child’s playful spontaneity is curbed, and she istreated as a lesser mortal in a male-dominated
society. Though we can see that the story is narrated from the young girl’s point of viewyet
other perspectives too come into play. There is themother’s perspective who is tired of repeated
pregnancies in the hope of bearing a male child; there is the author’s perspective where
MrinalPande points to the elder women’s plight and pressures of living in a society where men
hold most of the power and importance.

1.4.1 Check Your Progress

a. Who is narrating the story?

b. What has the little girl observed happening in her home?

c. What opinion do you form of the narrator?

29
1.5 Summary (Page22-24)
Themothergoestoherparents’ house for her delivery, with her three children.The
children’s Mama and Maami (that is maternal uncle and aunt) are there to receive them at the
station. The mother is indifferent to the inner feelings of the children and accuses the middle
daughter of being “the cause of all” her problems. The young girl is not excited about going into
hergrandmother’shouse. The driver who comes to pick them up from the station is indulgent of
the narrator and her younger sister and lifts them both out of the jeep when they reach Naani’s
house. On entering the grand mother’shouse,the narrator is asked to bend properly and touch her
grandmother’s feet. She is told, “You are bornagirl and you willhavetobendfortherest of your
life, so you might as well learn.” The mother is absorbed in the large
sympatheticcompanyofaunts, grandmother and maid-servants. The feelings and needs of the
female children are often neglected by the elder women: if the children try to go near their
mother they are warded off by the statement, “Let the poor thing have some rest at least while
she is here.” The mother also gives vent to the woes of being a woman and behaves as if her
three daughters always harass her at home. The mother once again reiterates her wish of bearing a
male child this time so she could be rid of ‘the nuisance of going through another pregnancy.’ The
narrator remembers her father and states how he never accompanied them to their grandmother’s
house. Naani prays to the goddess to protect her honour and let Lali take back a male child with
her this time.

Critical commentary

The grandmother’s statement that if one is born a girl one has to bend for the rest of
one’s life is significant because it depicts the conditioning of women and also the discriminatory
attitude towards females in a male-dominated society. It is a direct reference to the subjugation
of women in Indian households. The old lady from the neighbourhood as well as the
grandmother wish and pray that a boy would be born toLali (the children’s mother) this time.
Clearly, there is no welcome for another girl child in such a set-up. It is not only men who
discriminate against women, even women themselves frown upon girl-children and are
indifferent to their tender feelings, the author suggests in this story. The children are ignored in a
world of grown-ups, where women are engrossed in their own problems and preoccupations.
The children are left to their own devices to comprehend the world of adults.

1.5.1 Check Your Progress

a. Identify some of the things happening in the household that point towards gender
discrimination.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

30
 b. From whose perspective are we seeing the events now?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
c. Why is no one named in the story except the servants?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

1.6 Summary (Page24--26)

The narrator overhears the conversation between her mother and the maid servant Tulsa
Dai. Once again the pressure to bear a male child surfaces in their conversation. Seeing the
Dhruv star in the sky the narrator recalls a fond conversation with her father who had told her
that if she worked hard she could become whatever she wanted. However when she pertinently
asks whether she can become a boy, the father, like all adults, puts on a serious look and tells
her not to argue with her elders.

At night, the women in Naani’s house gather together and voice their concerns and woes
about the plight of women. The little girl over hears one of the aunt’s crying softly and saying,“I
don’t even get as much as respect as a dog does in that house”. She also overhears her mother’s
response, “All of us suffer like that, one just has to endure it.” When the narrator refers
indirectly to this incident in the morning, she is beaten up by her mother. The mother is
perpetually angry with her. Troubled by the double standard s of women towards young girls,
often thwarted by elder women in her playful and inquisitive attitude to life, the little girl sits
outside the house, and watches birds flying. She wishes she was born a bird, and woefully
reflecting on her own status in the family, asks, “Do mother birds too think their girl birds are
inferior?” The narrator’s elder sister warns her not to question grown-ups or else she will get
beaten up badly. A little later she pesters Hari’smother and refuses to let her carry her tray full
of glasses of tea till she agrees and says that girls are nice.

Critical Comments
We are getting multiple perspectives on the situation here even though the story is still
being told from the first person narrator’s point of view. The eldest of the three daughters has
found a way to survive in this biased world. She is aware of the discriminatory treatment but
submits to the expectations of the elders regarding female children, as that seems to be the only
way to peace. The younger girl is too young to decipher the power-games of elder women and
the marginalization of girls. It is the middle daughter of Lali that is the narrator, who raises
gender-sensitive issues and questions. One of the important queries the narrator has is when she
responds to her father’s (Baabu’s) remark that if she were to work hard she could become
anything she wanted, “just as Dhruva became a star”. The little girl’s stubborn responseis, “But I
cannot become a boy, can I?”

31
 It is interesting that the narrator shares a warm relationship with her father who unlike
her mother is ready to listen to her and encourages her to become something in life. But he too
gives a tacit consent to the injustice against girl children when he curtly silences her and tells her
not to ask too many questions when she wants to know whether she can become a boy.
The perspective of the elder women surfaces once again in the conversation they are
having at night. The discrimination they face and the injustice they endure in the world
dominated by men is evident in ChotiMaasi’s complaint that her life is worse than a dog’s and
Ma’s reply that they all suffer in a similar fashion and they just have to endure it.There is an
element of suppressed violence in the story. The narrator is often threatened with a beating when
she obstinately persists in asking her disturbing questions. The author is making it very clear
here that though the elder women are sufferers of the injustice against women in society yet they
are also the perpetrators of the discrimination being practices against girl children. Through the
narrator the author is voicing her own concerns regarding gender injustice, and expects there
ader to situp, think and take a just stand.

1.6.1 Check Your Progress

a. Why are the major characters not named in the story?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

b. What are the two disturbing questions that the narrator asks?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

c. How is the narrator’s elder sister different from her? Is she more acceptable to the family?
Give reasons.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

1.7 Summary (Page 27-29)

The narrator wants to sleep with her Naanibut is told that there is not enough space for three
people in the bed. The grandmother shows marked preference for her grandson when she

32
tells the narrator that there was no room for her in her bed and sends her back to her own room.
The elder sister’s suppressed anger shows that she is also keenly aware of how girls are
constantly being discriminated against. On the festival of Ashtami, however, little girls are
worshiped as “Devis”. Naani puts a crimson tikka on their foreheads and gives them halva puri
and some money as well. When the narrator playfully runs around pretending to be an engine,
her mother threatens to beat her. At this the elderly neighbour intervenes and stops her saying
that her daughter is a ‘kanyakumari’ and it would be a sin to beat her on the day of Ashtami.
While all the other little girls quietly participate in the celebrations, the narrator rebels
sharply against it. Keenly perceiving the negative attitude towards girls in everyday life, the
elements of violence and suppression meted out to female children, she refuses to be worshiped
as a “Kanyakumari”. She breaks out in anguish, “When you people don’t love girls, why do you
pretend to worship them?” Rejecting the ceremonial offerings, she screams, “I don’t want to be a
goddess.”
Critical Comments
The story reaches its climax here when things fall into perspective. All along in the story
girls have been treated as secondary to boys. The three sisters are only a ‘nuisance’ and a
‘problem.’ The desire for a male child dominates all discussions of Lali’s pregnancy. Yet on the
day of Ashtami they are suddenly seen as goddesses. The narrator is deeply hurt at the hypocrisy
of it all. She rejects a part in the charade. A single day cannot undo years of injustice that girls
like her face daily in their homes. Through the narrator we are also getting the author’s
perspective on the problem who has successfully exposed the duplicity in our society. The
disturbing fact is that women themselves are shown to be responsible to quite an extent for the
gender discrimination so deeply ingrained in our social framework.

1.7.1 Check Your Progress

a. What happens on the day of Ashtami?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

b. “I don’t want to be a goddess” says the young narrator. What does this tell us about
the way women are treated in our society?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

1.8 Let Us Sum Up

After having gone through the story we have been able to understand some key thematic issues
and also some technical ones:

33
 • We have understood what is point of view. We have seen that Girls is narrated from the
point of view of a young eight year old narrator.
• We have identified various other perspectives at play in the story for example there is
the perspective of the older women in the household, of the neighbour, of the servants
and ultimately that of the author.
• We have recognized gender bias against the girl child and have understood the key issue
of gender discrimination as it is witnessed in Indian homes.
• We have understood that there is a need to question and expose this injustice.The same
is done constantly through the narrator’s pertinent questions and through her rebellious
outburst in the end.

1.9 Glossary

nuisance botheration,burden
preoccupied fill the mind completely
pathetic Arousingpity
Literallyitmeanstheeighthday.Inthecontextofthisstorytheword refers
to an auspicious day occurring twice a year according to Hindu
Ashtamiday
religious customs. This day is dedicated to the worship of the Mother
Goddess
Inthecontextofthisstorythewordreferstoyoungunmarriedgirls regarded
Kanyakumari as the symbol of purity and the image of the Mother Goddess
andworshipedontheAshtamiday
1.10 Key to Check Your Progress Exercises

Key to Exercise 1.4.1

a. The story is being told by a little girl
b. The little girl has observed that she and her sisters are always considered to be a
‘problem’ by their mother.
c. The narrator though young is sensitive and rebellious and bold too. She is quick to
observe the bias practised against her sisters and herself and is outspoken enough to
speak her mind.
Key to Exercise 1.5.1
a. Some of the things happening in the household that point towards gender
discrimination are:
▪ The three sisters are always considered a problem
▪ Desire for a male child is very strong
▪ It is observed that if you are a woman you have to bend all your life which
means that you will have to submit and accept things rather than assert your
own will.

34
 b. We are seeing the events from the perspective of the young girl narrator but the
story manages to give us other perspectives at the same time.
c. There could be two reasons why no one is named in the story. It could be so
because the story is being told from the point of view of a young girl and she
would naturally not address her mother, father, grandmother and other relatives by
name. She would address them only by the relation she has with them like Ma,
Baabu, Naani, Maama, Maami etc. The servants on the other hand would be called
by their names.

Key to Exercise 1.6.1

a. One reason why we are not told the names of the major characters in the story is because
the author wishes to point out the universal nature of the problem. The deeply ingrained
injustice against women and girls is not limited to one family only. It is the story of
almost any Indian household. Another reason for doing so is because the story is being
told from a young eight year old girl’s point of view. She is the one who is narrating the
story so she is obviously not going to call the elders by name. Only the servants would be
addressed by name. The major characters would only be addressed or referred to in terms
that express the relation they have to the young narrator.
b. The first question the narrator asks is why she cannot be a boy. The second question is
about her Maasi when she wants to know what her Maasi has to endure.
c. The narrator’s elder sister does not rebel like her younger sister. She quietly submits to the
expectations that the elders in the family have from her. This is the reason why she is
more acceptable to the family. The Naani calls her ‘precious Lakshmi’.
Key to Exercise 1.7.1
a. On the day of Ashtami, all the girls in the house are worshipped as goddesses. A
crimson tikka is put on each of their foreheads and they are given halva puri and some
money as well.
b. The narrator’s angry retort exposes the hypocrisy in our society where women are
marginalized and discriminated against every day and yet on one particular day they
are suddenly elevated to the status of a goddess

1.11 Key to exercises given in your textbook at the end of Unit 4.

Vocabulary

1. The Hindi words used in the story are:

Ma, Baabu, Naani, surahi, Emli, Eekh, samosa, Maama, Maami, Maasi, beedi, dai, zari,

chhoti, maasi, Bari Maami, goli, halwa, puri, devi, tikka, aarti, ghee, kanyakumari,

prasad.

2. English substitutes for some of the words are:

35
 Hindi word English substitute
Ma Mother; mom
Baabu Papa, dad
Naani granny
surahi pitcher
emli tamarind
eekh sugarcane
maama Maternal uncle
maasi Maternal aunt
zari Sequined border or lace
Chhotimaasi Younger aunt
Barimaami Elder aunt
halwa Sweet preparation, dessert
puri Puffed balls of flour
devi goddess
tikka Mark on the forehead
aarti prayer
ghee Clarified butter
kanyakumari Young unmarried girl
prasad Offering to the gods

You can see from the table above that we can find English substitutes for the Hindi words in
the story but if we substitute them and then read the story it changes the tone of the story
altogether. We no longer get a feel about the particular social setting in which the story is
placed. The relationships also sound quite impersonal if we substitute ‘maternal aunt’ for
maami or mausi. Thus the mood of the story changes to quite an extent.

Writing

When we write a dialogue the stage directions have to be given within brackets and are in a
different type-face or font to make them stand separate from the words that are meant to be
spoken. If we were to write the last part of the story in dialogue form then it would read
something like the dialogue given below:

Naani: [carrying a tray of crimson powder in her hands]. Where are you girls?

Come on, let me put a tikka on your foreheads. [Lighting the camphor for

aarti]. Come now let me do aarti to all of you. [ Puts the tikka and rings a

bell and also blows the conch].

Mili [racing around the courtyard like and engine] Poo-ooo

Naani [in the background to Mili] Come on dear; let me put the tikka on you.

You are my Kanyakumari, aren’t you?

36
Mili [retorting angrily] No. I’m an engine.

Ma [waddling towards Mili with her face filled with rage] I’ll mke an engine out

of you this very minute.

Elderly [catching hold of Ma’s hand] Have you gone mad Lali?[Signalling to Mili to

Neighbour obey]. She is after all a child, a Kanyakumari. Today is Ashtami, the devi’s

day; you mustn’t hit a Kanyakumari; it is a sin.

Maasi [irritably to Mili] Go on. Take the Prasad from Naani. Why do you make

your mother cry when she is in this condition?

Mili [breaking into a sob] When you people don’t love girls, why do you pretend

to worship them? [Chokes back her tears ].

Hari’s mother [putting her hand up to her cheek and speaking in a tone full of wonder].

Ma-ri-ma, just listen to her. What a temper for a girl to show!

Naani [distributing a rupee and a quarter to each girl. Holding out the amount

towards Mili but addressing the wall].You can buy twenty sour golis with

this money. [the tip of her thumb has a mark of crimson powder on it].

Mili [screaming and moving back towards the wall]. I don’t want all this

halwapuri, tikka or money. [screaming loudly this time] I don’t want to be a

goddess. [Sound of pigeons taking off in a flurry].

Speaking

The unfinished sentences in the story can be completed as shown below:

i. ‘Ah, a woman’s fate is her own’.
ii. ‘Oh, three girls have really finished my life.’
iii. ‘Be sure you put the oil vessel under the bed, or one of the children will tip it over.
iv. ‘Who knows perhaps even this time I will be cursed with a girl child.’

Completing these sentences does not improve the story. In fact it leaves nothing to our
imagination and limits the sense or interpretation to just a single meaning. If on the other
hand the sentences are left unfinished then there remains the possibility of each reader
attaching his or her own meaning to it thus adding to the richness of the story.

37
Activity (Writing)

Three friends are having a discussion about women’s safety in the city and what measures
should be adopted by women to keep themselves safe. Write a dialogue between these friends,
complete with stage directions. You may name these friends as Kavita, Anu, and Rita.

38
 UNIT 5
UNDERSTANDING POETRY I
AN EXCHANGE
Payal Kapadia
-- Dr.Neeta Gupta

1.1 Introduction
Reading and understanding poetry is different from understanding narrative. The most
obvious difference is that a poem is generally short. A poet does not have the luxury of space that
a novelist may have. So in a poem a great deal is said in very few words. This makes a poem a
very concentrated piece of writing. The same is achieved through suggestion, implication, use of
metaphors, symbols and other poetic devices. One has to constantly read between the lines to
understand the implications of what is being actually said. A detailed discussion on the special
features of poetry is included in the Introduction to Unit 8. Please refer to the same before reading
this poem.

1.2 Learning Objectives

After you have finished reading this lesson you will be able to:
• Recognize some key elements of poetry.
• Get some idea ofhow poetry is different from narrative or prose.
• To read between the lines.
• Understand how drastic the effect of time can be.
• Understand the many meanings of the word ‘exchange’ and see what it means in the
context of the poem.
An Exchange
Who is that? I asked my father as we flipped through
an old photo album.
It’s Dadi-he, proclaimed, my grandmother
What time can do to one!
Drooping sacks of age under her eyes today,
Her skin has turned from soft and shiny
To wrinkled, spotted and flaccid.
She did not deserve this change,
She was always a strong woman
Following her heart, causing revolutions within the family
Where did that strong hearted woman disappear?
Into the depths of time, replaced by a weak and humble one
Obsessed with religion.

39
 1.3 A Note on the poem
The poem is a short 13 line poem. There is no attempt to break the poem into stanzas. It
appears as a single piece but if we read it carefully it can be split into three parts based on the
ideas being expressed therein.
• The first four lines identify the subject of the poem who is the speaker’s
grandmother.
• The next four lines describe how much the speaker’s grandmother has changed
over time in physical appearance.
• The last five lines compare the change in her personality – how from being a
strong revolutionary woman she has become weak and humble.
Let us read the poem and try and analyse it.
1.4 Critical Commentary Lines 1-4
Who is that? I asked my father as we flipped through
an old photo album.
It’s Dadi-he, proclaimed, my grandmother
What time can do to one!
The first person speaker asks her father a question – “Who is that” as they flip through a
photo album. On being told that it is her grandmother, the first thought that comes to her mind is
how much change has come over her with passing time. As explained to you in section 1.1, in a
poem we have to read between the lines to understand the implications of what is being said. It is
obvious that the poet must have pointed at a photograph of her grandmother taken when she was
young. Since she is familiar only with her old grandmother she is shocked to see how much her
appearance has changed over time. Comparing the two in her mind her sad observation is that
Time can be really cruel and bring about such unpleasant changes in people: “What time can do to
one!”
Since the poem is titled ‘An Exchange’ we have to try and infer the different ways in
which this word ‘exchange’ is being interpreted in the poem. An exchange takes place when we
get one thing in return for another. The first ‘exchange’ has already happened and is at the level of
physical appearance.The difference between the young and the old grandmother is so stark that it
is almost as though one person has been exchanged for another. The young woman in the
photograph is gone for ever and only the old one remains. It is Time that has brought about this
exchange.
1.4.1 Check Your Progress
a. Who is the subject of the poem and how is she introduced?
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------

b. What is it that the narrator finds shocking about her grandmother?

-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------

40
1.5 Critical Commentary Lines 5-8
Drooping sacks of age under her eyes today,
Her skin has turned from soft and shiny
To wrinkled, spotted and flaccid.
She did not deserve this change,
In the next four lines we are told what that physical change has been. The grandmother’s
eyes are now puffy with age. Her skin is no longer soft and shiny but has turned spotted and
wrinkled and hangs loose on her. The use of these adjectives helps us to almost visualize two
different images albeit of the same person.
The changes that have come about in her grandmother are very obvious changes that age
can bring about in people and the description would fit any old woman. But then why does the
narrator say that her grandmother did not deserve this change? Is it just because she is her
grandmother or was there something in the grandmother’s personality that could have defied the
ravages of time? The narrator’s sad observation prepares the ground for the lines that individualize
the poet’s grandmother for us.
1.5.1 Check Your Progress
a. Describe the changes that have come in the grandmother’s physical appearance.
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------

b. What is the narrator’s observation about her grandmother after noting these changes?
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------

1.6 Critical Commentary Lines 9-13

She was always a strong woman
Following her heart, causing revolutions within the family
Where did that strong hearted woman disappear?
Into the depths of time, replaced by a weak and humble one
Obsessed with religion.
The above lines focus on the change that has come about in the thinking of the speaker’s
grandmother. We are told that she used to be a strong woman and always followed her heart. Once
again the poem works through implication and suggestion. A person who follows the heart does
not bow down to conventions and traditions. That she was a revolutionary again implies that her
actions must have caused turbulence within the family.
Another exchange however, has happened over time. Earlier it was the image in the
photograph that was so different from the present reality that it seemed almost as though one
person had been exchanged for another. In the concluding lines of the poem the exchange is

41
between the bold, daring and strong willed revolutionary who has been replaced by a timid and
humble one.
The concluding line of the poem says that the old grandmother is now ‘obsessed with
religion.’ The implications of the observation are many. A person who is obsessed with religion
would in all probability become dogmatic, irrational and superstitious and would bow down to
convention. It does come as a sad shock that from someone who charted her own path in young
age the speaker’s grandmother has now been reduced to depend so heavily on religion to be
almost obsessed with it. Her bold independent thinking that caused revolutions within the family
is gone and she now bows down humbly to convention. She is almost pitiable in her old age and
we understand why the speaker had observed earlier that her grandmother did not deserve this
change.
The ‘exchange’ in both cases is between the past and the present.
1.6.1 Check Your Progress
a. Describe the kind of woman the grandmother was when she was young.
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------

b. What is the change in her personality now?

-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------

1.7 Let Us Sum Up

After reading the poem ‘An Exchange’ we have learnt a few things. Let us try and sum up all that
we have learnt:
• We have seen how a poem is to be read and how it is different from a narrative.
• We have seen how simple words carry innumerable associations and resonate with
meanings.
• We have learnt to read between the lines and catch the pathosin the poem.
• We have seen a fresh perspective on old age -that it can be seen as an ‘exchange.’
• We have been able to deduce the theme of the poem which is the way Time works to bring
about changes not only in a person’s physical appearance but also inhis/her thinking as
well transforming them into different personalities.
• We have understood the title of the poem.
1.8Glossary
Flipped through:turn over
Proclaimed:announced
Drooping:sagging and loose
Flaccid: loose
Obsessed:fixated

42
1.9 Key to Check Your Progress Exercises
Key to Exercise 1.4.1
a. The speaker’s grandmother is the subject of the poem. She is introduced through a
photograph in an old album which the speaker has been flipping through with her
father.
b. The speaker is shocked on seeing the difference between her grandmother as she
knows her presently and the person in the photograph who is also her grandmother
but at a time when she was young. The line ‘what time can do to one’ is the cue that
highlights this difference..
Key to Exercise 1.5.1
a. Old age has brought about quite unpleasant physical changes in the grandmother’s
appearance. Her skin is no longer soft and shiny but hangs loose on her and is spotted
and wrinkled. Her eyes too are puffy with age.
b. Having noticed these changes in her grandmother’s physical appearance, the speaker
is very disturbed and observes that she did not deserve this change. What she means
here is that Time’s relentless march has transformed her grandmother so drastically
and so pathetically that being the kind of woman she was in her young age she did
not deserve to become the pitiable figure that she has become in her old age.
Key to Exercise 1.6.1
a. The speaker’s grandmother was a strong woman in her young age. She was
unconventional too and had caused many a revolutions in her family.
b. Time has brought about a drastic change in the grandmother’s personality. Of course
she has aged and looks old and weak now but more importantly her thinking has
undergone a radical change too. From being a bold and courageous woman she has
now been reduced to a weak and humble person who is so insecure that she is now
almost fanatical. In other words she has lost her independent and rational thinking and
has become heavily dependent on religion.
1.10 Key to Exercises given in the textbook at the end of Unit 5

Vocabulary
The poem uses a number of words to describe Dadi, hercharacter and appearance, in the past
and in the present (wrinkled, strong).These words are adjectives. They express an attribute of
something by qualifying the noun (in this case Dadi). List at least five more such words that
have been used to describe Dadi. List at least three words you would use to describe the poem.
1. Five words used to describe Dadi:
• Wrinkled
• Spotted
• Flaccid
• Weak
• Humble

43
 2. Three words we can use to describe the poem:
• Nostalgic
• Meaningful
• Descriptive

Writing
You have been asked to write two paragraphs about your own Dadi. Some ideas have been
given and you can work around those to develop them into interesting paragraphs. But let us stop
and try and recall what a good paragraph should contain.
Paragraph Writing
The three basic components of any good paragraph are:
• Topic sentence
• Supporting sentences
• Conclusion
The Topic sentence: This is the first sentence of the paragraph and contains the main idea of the
paragraph in a nutshell. The sentences that follow will build on this main idea. For example if you
want to write about how bold your Dadiwas in her young age then your topic sentence might be:
‘Dadi may be meek and old now but in her young age she was bold and fearless almost
like a tigress ’
The Supporting Sentences: Thesefollow the topic sentence and bring in details to support the
main idea. These details can be in the form of examples, instances, illustrations etc.
For example the supporting sentence for the above topic sentence should illustrate the
boldness that you have highlighted in the topic sentence. You can give some examples that would
illustrate her courageous personality. She might have flouted conventions; broken some rules;
fought to be educated etc. You can write about how her nature impacted the family - whether her
boldness was resisted or encouraged.
Conclusion:This is the last sentence of your paragraph and ties up all thoughts together. Most
often the conclusion is a rewording of your topic sentence. So our concluding sentence in this case
can be
“Who would believe that such a frail looking old woman could have been a trailblazer in
her young days?”
Now try and write the required two paragraphs on your Dadi keeping the above points in
mind.

1.12 Activity
I. Try and write two paragraphs on any member of your family/ a friend/ a teacher that you
look up to.
OR
II. Write two paragraphs on a profession of your choice.

44
 UNIT 6
UNDERSTANDING SATIRE
A TEN DAY FAST
Harishankar Parsai

— Dr. Anil Aneja

1.1 Introduction

In the first five units of Fluency in English, you have learnt how to understand poetry, how to
understand humour, how to understand various points of view. Unit 6 of this book has been
intended to teach you how to understand satire. Do you know the exact meaning of the word
“satire”? The word incorporates “the use of humour, irony, exaggeration or ridicule to reveal and
criticize people’s bad points.” In literature, the term refers to a type of novel, poem or play,
whereby a particular subject, vice or folly in human nature or in a system is ridiculed.

A Ten day Fast was written by Harishankar Parsai around twenty years after the independence of
India. Through this piece of writing, Parsai holds up to our scrutiny the picture of an independent
country where some people with vested interests use various strategies to manipulate public
opinion and the political system. By using such a method, the writer satirizes the functioning of
democracy in the nation.

1.2 Learning Objectives

After going through this unit you will be able to:

• Understand satire
• Understand how the author uses humour, irony, exaggeration or ridicule to achieve his
objectives
• See how democratic rights are misused by some influential members of the society to
manipulate public opinion and the political system

1.3 What is Satire?

Satire, in simple words, is the use of, humour, irony or exaggeration to reveal the foolishness or
wickedness of some people or some ideas in a society. We often see the use of satire in literature,
films, theatre and other literary forms. In short satire is a form of criticism that involves humour
irony or exaggeration. It is often used with the intention of making people aware of the negative
aspects of certain things or certain group of people who pose a threat to the smooth functioning of
a society and thereby urging people to change it before it becomes too late. In this piece of writing
the writer is concerned about the degeneration of democratic values in the post independent India.
And the writer uses satire to bring this issue into focus.

1.4 Critical commentary (Diary entry of 10thand 11th January)

A Ten Day Fast is written in the form of diary entry. Episodes between the dates 10th January to
21st January in the life of Bannu and his supporters are recorded. Bannu goes on a fast for an

45
unworthy cause that is to procure another man’s wife. The diary form of writing, seen together
with the contents of the story, gives a tone of mock-seriousness to this satirical piece of writing.

The diary entry of 10th January sets the stage. The fact is that Bannu had been unsuccessfully
pursuing Savitri, the wife of Radhika Babu for more than 16 years. At the outset the narrator
points out that nothing in this country functions on its own, whether it is the parliament, the
judiciary, bureaucracy, or anything else. Everything has to be influenced and manoeuvred, in
contemporary society. According to the narrator, all major demands can only be met through
threats of fast or threats to kill oneself by burning (self-immolation). The narrator offers to show
Bannu the way to achieve his heart’s desire: he suggests that Bannu should go on a fast to obtain
his goal. {There was a time when the father of our nation, Mahatma Gandhi used to go on long
fasts for a noble cause that is the country’s independence}. By juxtaposing the tradition of such
fasts with a frivolous cause in Bannu’s case, the writer satirizes the degeneration of contemporary
political and social systems. Initially, Bannu is unsure whether it is possible for someone at all to
go on a fast oversuch a matter; and whether such a thing would work. However, he is persuaded by
the narrator that much “depends on how you set up the issue … If the issue is set up well you will
get yourwoman”. He suggests that they visit Baba Sankidas to procure expert advice and guidance.
Then arrator thus reveals that through manipulative and expert strategies, it is possible to twist and
mould situations, and use them for a negative end. Thus, under the able guidance of the narrator
and Baba Sanki Das, Bannu proceeds on a “fast unto death”.

On January 11, He is found sitting in a tent. A holy atmosphere has been contrived :incense sticks
burn near him, and a group of people vigorously sing the favourite song of Mahatma Gandhi. A
deceptively pious ambience is built up. {But the reader can discern the wide gap between the kind
of noble purposes for which Gandhi ji used to undergo a fast unto death and Bannu’s base
purpose.}Baba Sanki Das craftily drafts the Declaration of Principles on Bannu’s behalf.
Hecamouflages Bannu’s desire for another man’s wife in such a way that it sounds exalted and
philosophic. In the Declaration, Bannu declares that he has been prompted by his soul which is
incomplete without Savitri: “My soul calls out to me saying, I’m as only one half. My other halfis
in Savitri. My soul says, Bring the two halves together and make them one. Or else set me free
from this world.” Bannu declares that he has gone on a fast to bring the two halves of his soul
together. The diary record made on this day, that is 11 January, shows how Baba Sanki Das, the
master strategist, uses language to manipulate others and influence public opinion.

1.4.1 Check Your Progress

a. Why does the narrator suggest an indefinite fast to Bannu?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

b. Mahatma Gandhi used fasts as a political weapon against the British. We see Bannu going on an
indefinite fast to procure another man`s wife. What is the writer trying to achieve by juxtaposing
both?

46
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________

c. How does Baba Sankidas help Bannu?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________

1.5 Critical commentary (Diary entry of 13th, 14th and 15th January)
Bannu finds it difficult to go through the fast as he has little tolerance for hunger. He asks whether
eminent personalities such as Jayaprakash Narayan and Vinoba Bhave had come to see him. Some
journalists come to see him and want to know if the fast is for a public cause. Baba Sankidas
shrewdly replies that the priority was to do something to save Bannu’s life. He adds, “When
someone goes on a fast, he makes such a sacrifice that any cause becomes pure.” The queries of
the journalists show how the media gets attracted to any public display. People like Baba Sankidas
exploit the media to shape and sway public opinion. Baba Sankidas continues to shape public
opinion. On 14th January, he gets a statement by Swami Rasanand published in the papers. Swami
Rasanand claims that his ascetic acts have given him the power to see both the past and the future.
These (so-called) powers, Rasanand asserts, have revealed to him that “Bannu was a sage in his
previous life, and that Savitri was his wife.” He adds that it is a sin that a sage’s wife should now
live with Radhika Prasad. This statement has a great impact on the people. Many people start
taking Bannu’s side. This extract shows how religion and media can be manipulated to influence
public opinion.
It is clear by 15th January that public opinion has emerged in Bannu’s favour. News papers are full
of the story of Bannu’s fast. People in the city are heard saying that Savitri’s husband is a
shameless man and that it is “a great sin to keep a sage’s wife as your own.” Such shocking public
views are the writer’s way of satirizing democracy in the country. The author shows how even
immoral demands meet with public approval through artful manoeuvering. Also on this day,
arrangements are made to send a small crowd of people to the Prime Minister’s residence to appeal
to him to intervene in the matter. Jayaprakash Narayan visits Bannu that evening. {It must be
borne in mind that in the process of writing a satire, the author uses imaginary scenes. The events
are not meant to be seen as real episodes, but rather, their value lies in exposing negative social
and/or political systems in a humorous way.}

1.5.1 Check Your Progress

a. How does Baba Sankidas build up public opinion in Bannu`s favour?

47
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
1.6 Critical commentary (Diary entry of 16th, 17th and 18th January)

Jayaprakash Narayan, who has been persuaded to mediate and see the Prime Minister on Bannu’s
behalf, is not successful in his mission. The narrator feels discouraged, but Baba Sankidas remains
unshaken. The latter says that at first everyone rejects a demand; and that the time has come to
intensify the struggle. The Baba instigates the media as well as the caste system to create ripples of
effect in society in Bannu’s favour. (Bannu is a Brahmin and Radhika Babu is a Kayasth).

On 17th January, the newspaper headlines and a deliberately created advertisement further shows
the use of media by a group of manipulative people to present the case in Bannu’s favour. Bannu’s
supporters also go to the extent of hiring four local goondas (miscreants). These people are paid in
advance to throw rocks into Kayasth homes, and then go and throw rocks in Brahmin homes. We
see how the politics of caste- rivalry can be played and misused in ademocratic set-up such as
India.

Fierce fights take place between the two caste groups. As a result of all the animosity kindled by
the supporters of Bannu, such as the narrator and Baba Sankidas, Section 144 of the Indian Penal
Code is imposed on the city as a result of all the provocation and violence. The government has
been watching the situation carefully, although there is a dead lock as far as the talks are
concerned. Thus we see how a trivial matter can be pushed to proportions of nation-wide interest
by a handful of people with vested interests. To expose this social evil is one of the primary
purposes of this particular satire.

1.6.1 Check Your Progress

a. On the 16thof January, the fast is given a new twist. What is it?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

b. The introduction of the caste dimension leads to social unrest. What does it tell you about our
society?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

48
1.7 Critical commentary (Diary entry of 19th, 20th and 21st January)

By the 19th January, after so many days of fasting, Bannu becomes weak. He raves and rants that
he has been led into a trap. The narrator is worried that if Bannu reveals such a statement to the
public or the press, people such as the narrator and Baba Sankidas will be exposed. Bannu’s
condition continues to grow worse. The narrator and his advisors issue a public statement on
Bannu’s behalf: “I may die but I shall not retreat”. There is much uproar in the nation regarding
the issue of Bannu’s fast. The Brahmin Sabha threatens, “If the demand is not met, ten Brahmins
will immolate themselves”. Savitri attempts suicide, but is saved. Praye rmeetings are held all over
the country. Heightening the tone of satire, the author states that a telegram has been sent to the
United Nations.

On 21st January all the crooked tactics of Baba Sankidas and the narrator finally yield results! The
government accepts Bannu’s demands in principle. Baba Sankidas gives a glass oforange juice to
Bannu, as a token of breaking the fast. Bhajansand prayers are loudly recited. The author satirizes
the functioning of democracy in the country as Baba Sankidas says triumphantly,“In a democracy,
public opinion has to be respected.” The misuse of Dharma or religion is also mocked at, as
hundreds of men and women come to touch Bannu’s feet, and people shout “Victory to Truth!”
“Victory to Dharma!”

1.7.1 Check Your Progress

a. What makes the government accept Bannu’s demand?

_______________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

b. The success of the fast brings lot of benefits to Bannu. What implication does it have for the
society?

_______________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.8 Let us Sum Up

After going through this Unit we have become familiar with satire and the use of satire in a piece
of literary writing. In this unit we have seen how one man is steered by “well-wishers” and experts
to go on a fast unto death so that he can procure another man’s wife. Theaim of the satirist
Harishankar Parsai is to expose the loopholes in a democratic system, where by a handful of
people with vested interests can manipulate a situation and subvert political ideology.

49
Throughout “A Ten Day Fast”, ideas and means reminiscent of India’s struggle for independence
are used satirically to achieve unworthy goals. We see how various kinds of people and agencies
such as media, common man’s religious sentiments, and the opinion of masses, the caste system
and social miscreants can be manipulated to achieve petty personal gains.

1.9 Glossary

roughed upbeaten up

set up the way in which something is organized or positioned

whimpered feeble sound expressing fear or discontent

crystallized became definite and clear

unanimous fully in agreement; being of one opinion

devout religious, holy

deteriorating becoming worse

deadlocka situation in which no progress can be made

skirmishes spell of unplanned fighting between small groups

Dharma in Indian religion, the eternal law of the universe

1.10 Key to Check Your Progress Exercises

Key to Exercise 1.4.1

a. The narrator is of the view that nothing in this country functions on its own, whether it is
the parliament, the judiciary, bureaucracy, or anything else. Everything has to be
influenced and manoeuvred, in contemporary society. According to the narrator, all major
demands can only be met through threats of fast or threats to kill oneself by burning (self-
immolation). Consequently he suggests that Bannu should go on a fast to obtain his goal.

b. There was a time when the father of our nation, Mahatma Gandhi used to go on long fasts
for a noble cause that is the country’s independence. By juxtaposing the tradition of
suchfasts with a frivolous cause in Bannu’s case, the writer satirizes the degeneration of
contemporarypolitical and social systems.

c. Baba Sankidasis a master strategist and it is under his able guidance that Bannu goes on a
“fast unto death”. Baba Sankidas craftily builds up a holy atmosphere with incense sticks
burning in the tent. He then drafts the Declaration of Principles on Bannu’s behalf.
Hecamouflages Bannu’s desire for another man’s wife in such a way that it sounds exalted
andphilosophic. In the Declaration, Bannu declares that he has been prompted by his soul
which is in complete without Savitri: “My soul calls out to me saying, I’m as only one
half. My other halfis in Savitri. My soul says, bring the two halves together and make
them one. Or else set me free from this world.” Bannu declares that he has gone on a fast
to bring the two halves of his soul together. The diary record made on this day, that is 11

50
 January, shows how Baba Sankidas, the master strategist, uses language to manipulate
others and influence public opinion.

Key to Exercise 1.5.1

a. Baba Sankidas exploits the media to shape and sway public opinion. On 14th January, he
gets a statement by Swami Rasanand published in the papers. Swami Rasanand claims that
his ascetic acts havegiven him the power to see both the past and the future. These (so-
called) powers, Rasanand asserts, have revealed to him that “Bannu was a sage in his
previous life, and that Savitri was his wife.” He adds that it is a sin that a sage’s wife
should now live with Radhika Prasad. This statement has a great impact on the people.
Many people start taking Bannu’s side. This extract shows how religion and media can be
manipulated to influence public opinion.

Key to Exercise 1.6.1

a. On 16th January Baba Sankidas decides that he should introduce the element of caste in
this issue. The plan is that some people should work on the Brahmins (Bannu is a
Brahmin) and some others should work on the Kayasths (Radhia Babu is a Kayasth)
thereby creating social tension in the area. This action actually leads to social unrest and
subsequently imposition of Section 144 of the Indian Penal Code in the area.

b. It tells us that even after so many years of independence we, as a society have not moved
forward. We remain divided along caste lines and modernity and scientific progress has
yet to take roots in our minds and hearts. In this piece of writing we can see that people are
easily manipulated by people like Baba Sankidas and other politicians who have no
qualms in playing one caste against the other.We see how the politics of caste- rivalry can
be played and misused in ademocratic set-up such as India.

Key to Exercise 1.7.1

a. The government accepts Bannu’s demands because the situation had become serious and
there was large scale social unrest. There is much uproar in thenation regarding the issue
of Bannu’s fast. The Brahmin Sabha threatens, “If the demand is notmet, ten Brahmins
will immolate themselves”. Savitri attempts suicide, but is saved. Prayermeetings are held
all over the country. Consequently the government gives in.

b. This has disastrous consequences for the society. If people are allowed to manipulate and
arm twist the government to give in to such petty and immoral demands the society will
collapse. In The Ten Day Fast we see how various kinds of people and agencies such as
media, common man’s religious sentiments, and the opinion of masses, the caste system
and social miscreants can be manipulated to achieve petty personal gains. The aim of the
satirist Harishankar Parsai is to expose this deplorable tendency in our political and
religious leaders.

51
 1.11 Key to exercises given in the text book at the end of -Unit 6

1. Vocabulary

Column A Column B

sarcasm remarks which clearly mean the opposite of

what they say and are meant to criticize in an
amusing way
mock-serious tongue-in-cheek; saying something funny very
seriously
slapstick a type of amusing acting in which the actors
behave in a silly way, such as slipping on
bananas
comedy a play or film written chiefly to amuse its
audience by appealing to a sense of superiority
over the characters depicted. It ends happily for
all.
irony device used by an author to express a meaning
different from the surface meaning of the words

1.12 Activity (Writing)

You have seen in this Unit how a diary is maintained. Examine the format of The Ten Day
Fast and then maintain a diary in the same format for ten days. At the end of it you can get it
checked and edited by your teacher.

52
 UNIT 7
UNDERSTANDING VALUES

GO KISS THE WORLD

Subroto Bagchi
— Dr Neeta Gupta

1.1 Introduction
Before moving on to a reading and discussion of the Unit, it is important for us to know what
success means to the writer. Success is a relative term and there can be many different ways of
looking at success. For some people, being successful means having a lot of material wealth while
for some others it may mean being famous. There are people for whom success means having
excelled in their chosen field of work while some others simply think that if they are happy with
what they have then they can be seen as successful too. Go, Kiss the World gives us a very
different and personal view about what success means. The extract is from the 'Welcome Address'
by Subroto Bagchi, Chief Operating Officer, Mind Tree Consulting, to Management Students at
the Indian Institute of Management, Bangalore. This 'Welcome Address' was delivered on 2 July
2004.

1.2 Learning Objectives

After you finish reading this Unit you will be able to:
• Understand the importance of basic human values in our lives.
• Recognize how success can be defined in different ways and how it can depend to a
considerable extent on the values you have in life.
• Critically analyze the essay and understand how teaching of good values can be achieved
through simple acts.
• Answer the questions on the Unit in your prescribed textbook.
1.3 Summary (Para 1-2): The Beginnings
Bagchi begins by giving a brief family background and tells the audience/reader that he was the
youngest child in a family of five brothers and that his father was a government servant in
Koraput, Orissa. Koraput was a small, backward place with no electricity and no primary school
nearby and no taps. Since there was no primary school, Bagchi says that he was home-schooled
till the age of eight. The family lived frugally and his father was transferred every year. Bagchi
discloses that his mother was an orphan and had been brought up by a widow who was a refugee
from East Bengal. At the time of her marriage Bagchi's mother was a matriculate.
Critical Commentary
The essay is autobiographical and Bagchi begins by taking us back to his childhood. He is not at
all embarrassed to tell us that his father was a humble government servant and that the family was
not materially well off. When he says that the family belongings fit into the back of a jeep, he is
implying that they had such few material possessions that they could all be accommodated in a
small storage space.The district of Koraput is described as ‘back of the beyond’ which means a
very backward place.We are told a little bit about his mother.Even though an orphan and brought
up by a refugee,she is still educated and is a matriculate at the time of her marriage to

53
Bagchi’s father. We learn indirectly that education is valued in this family.
It is obvious that the writer comes from a humble background yet at the same time we must not
forget that he is a very successful businessman heading an important business organization. We
are curious to know what has made him what he is today. Bagchi admits with pride at this stage of
his address that his parents together set the foundation system of his life and gave him the value
system which has made him what he is todayand which has also defined success to him in his
personal terms. He then goes on to list those values one by one, illustrating each one of them with
examples drawn from his personal life.
1.3.1Check Your Progress
a. Where did Bagchi’s father work and as what?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b. What kind of a place was Koraput?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
c. Was the family rich?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
d. Was Bagchi’s mother educated?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
1.4 Summary (Para 3-4): The early lessons learnt and values imbibed from his father
In the next paragraph Bagchi tells us that as District Employment officer his father was given a
jeep for touring the interiors. That jeep was never misused by his father for his personal comfort.
He never used it to go to office and even his children could sit in it only when it was parked and
stationary. The driver of the jeep was also treated with a lot of respect and the children were told
to call him ‘dada’ and never to call him by his name.
Critical Commentary

54
Bagchi had said earlier that he was given his value system by his parents. Now he moves on to
illustrate those values by drawing on stories from his childhood.The first of these values is learnt
when he sees his father not using the office transport for personal use. 'Not to misuse power and
privileges' was the first lesson in governance learnt from this simple example from life. Bagchi
calls it his first lesson in governance.
The second lesson is learnt from the way his father makes sure that the driver of his office
jeep is treated with respect and that children do not call him by his name but refer to him as 'dada'.
The lesson learnt is spelled out at the end of the paragraph: 'It is more important to respect your
subordinates than your superiors'.
1.4.1Check Your Progress
a. What was Bagchi’s first lesson in governance?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b. How were the children asked to address the driver and why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

c. What lesson did the writer learn from this?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1.5 Summary (Para 5-6): Why reading the newspaper is important

Bagchi next recounts how a typical day in his family would begin. He tells us that they would all
gather around the chulha and his mother would make tea for all. While having tea his father would
ask all of them to read the newspaper aloud. The children did so even though they could not
understand completely what they were reading. After the reading was over their father would ask
them to fold the newspaper and keep it away neatly.
Critical Commentary
In this paragraph Bagchi underlines the importance of newspaper reading. From the simple routine
of reading the newspaper everyday heand his brothers learnt good English despite having
studied in an Oriya medium school. The newspaper also made them aware of the fact that the
world is not just limited to Koraput district but is a very large place. The simple act of folding

55
back the newspaper neatly taught him another lesson which was 'to show consideration to
others'. Bagchi observes that any business begins and ends with this simple rule. What seems
to be gradually emerging is the fact that to be a good business man one needs to be a good human
being first. The values that Bagchi is talking about here are all simple and basic values which
together contribute to make a person a good human being.
1.5.1Check Your Progress
a. What did the Bagchi family do while having the morning tea?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

b. How did reading the newspaper help the Bagchi children?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

c. Which other lesson in life is connected by Bagchi to the activity of newspaper reading?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
1.6 Summary (Para 7): How important are material possessions
In this paragraph Bagchi remembers that they did not possess any radio or transistor and
whenever they asked their father to buy one he would always point to his five sons and say that he
already has five radios. The family did not even possess a house of their own and Bagchi’s father
would always again look at his sons and say that he did not need any as he already has five
houses. Even from this Bagchi learnt another valuable lesson. 'It is important not to measure
personal success and sense of well-being through material possessions'.

Critical Commentary
From the above passage it is reinforced that Bagchi's father did not hanker after
material possessions. Earlier it had been mentioned that the family did not possess much and all
their possessions could fit in the back of a jeep. Now we see how Bagchi’s father sets an example
for living a simple life. He never gives in to the children's demands for things like a transistor or
radio or even a house. He is a man of principles and is quite content with what he has. He knows
how to live economically without unnecessary expenditure. He is a loving father but knows
how and when to be firm. Bagchi gets a lesson in success from observing his father live his life

56
according to certain rules. He learns that material possessions cannot be a measure of one’s
success or well-being.

1.6.1 Check Your Progress

a. What did the Bagchi children demand from their father and what was his reply?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b. What lesson did Bagchi learn from this?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1.7 Summary (Para 8 ): Lessons in success learnt from his mother

Bagchi next describes briefly how his mother strove and worked hard to beautify
whichever house the family lived in. She took great pains to plant flowers and make the
surroundings beautiful even though she knew at times that the flowers she has planted may bloom
after the family has been transferred. Nevertheless, she continued in her efforts saying that she has
to leave a place more beautiful than what she had inherited. This, says Bagchi, was his first lesson
in success: 'It is not about what you create for yourself, it is what you leave behind that
defines success.'

Critical commentary
At the beginning of the essay, Bagchi had proudly admitted that he is what he is today mainly
because of the strong value system put in place by his parents. In the first half of the essay he
familiarizes us with his father’s principles and what he has learnt from him by merely observing
him. Now he moves on to tell us about his mother and how her principles influenced his thinking
and his approach to life. From reading the above paragraph it emerges that Bagchi’s mother was a
hardworking woman who valued beauty and worked painstakingly without looking for any
rewards or an enjoyment of her efforts. By observing his mother Bagchi’s first lesson in success
teaches him to look beyond himself; to open his horizons and work not just for himself but with
the thought of what he can leave behind for others.
We must remember that Bagchi is addressing future corporate managers and it is an
important lesson for them. In the business world the usual definition of success would include
money, power, control, influence, fame and so on and all of it for oneself. What Bagchi learns
from observing his mother is not new but something which we have all forgotten in the race to be
successful in this highly commercialized world.
1.7.1Check Your Progress
a. What does the writer remember about his mother in the above section?
_________________________________________________________________
_________________________________________________________________
57
 _________________________________________________________________
_________________________________________________________________

b. What lesson does Bagchi learn from observing his mother’s act of beautifying a place?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

c. Do you think it is important to think of others and not just about yourself?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

1.8 Summary (Para 9-10): Is imagination important for success?

We as readers are next taken to that time in Bagchi's life when his mother developed
cataract in her eyes. He remembers that he was a young child at that time and used to read the
local newspaper for her. This in turn developed in him a sense of being connected with the larger
universe. The year being 1965, India was at war with Pakistan and Bagchi recalls that he read the
war news with immense interest and imagined himself catching Pakistani spies in action. This act
unblocked his imagination. The two lessons learnt from those early years were:
• You have to measure success in terms of a sense of a larger connectedness.
• Imagination is everything. If we can imagine a future, we can create it, if we can
create that future, others will live it. This is the essence of success.
Critical Commentary
The indomitable spirit of Bagchi’s mother comes out strongly in the above paragraph.
Despite her cataract and her unfamiliarity with the Oriya script she makes sure that she gets the
daily news from the papers that the writer reads out for her. Knowing about the events happening
in the world, discussing the news makes the writer and his mother feel connected to that larger
world. From this daily reading of the newspaper two very important elements get added to the
emerging definition of success. The first is that we cannot measure our success in isolation. It
hasto be measured in terms of a sense of a larger connectedness.
The second element too has its root in the newspaper reading because reading about the
war sets the writer’s imagination racing and he imagines himself fighting the war, saving the
village and so on. The lesson learnt is that imagination is as important as anything else to be
successful. It may seem that in the corporate business world there would be no place for
imagination. But it is only people with imagination who are able to look beyond the mundane and
usual. They are the ones who are capable of bringing about a change in whatever they do and
point out the endless possibilities that are waiting to be tapped. All it needs is a mind that can
imagine that change and then work towards it. Unless you imagine you cannot achieve that
change.

58
1.8.2 Check Your Progress
a. What do you learn about Bagchi’s mother in the above paragraphs?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

b. How did Bagchi benefit from reading the paper aloud for his mother?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

__________________________________________________________________________

c. Why is imagination important in a business?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1.9 Summary (Para 11-12):A sense of Independence is also important to be successful

Bagchi next recounts how his mother’s eyesight kept getting worse day by day. She was
operated for cataract and after the operation when she sees her son clearly for the first time she is
amazed at seeing how fair he is. Unfortunately, within a fortnight she develops corneal ulcer and
goes blind in both eyes. Yet when her son asks her whether she sees darkness she replies that she
sees only light. Bagchi writes that for 32 years till his mother’s death in 2002, despite being blind
she continued to do her own work and never became a burden on anyone.

Critical Commentary
The above account of Bagchi’s mother brings out her fortitude and her courage in times
of great difficulty. She is able to ‘see the light’ because of her positive outlook and her optimism.
Seeing the light is used in the symbolic sense here and indicates that Bagchi’s mother is able to
see how valuable the gift of life is and how each individual has a special and intrinsic worth. The
lesson learnt is that 'Success is not about seeing the world but seeing the light. ’What Bagchi
means here is that one must always be optimistic in one’s approach even under adverse
circumstances. If one can see the light one can live with a sense of independence, one can live
with a sense of self-worth. If one doesn't have to depend on others for simple things, that itself
becomes one measure of success.

59
1.9.1Check Your Progress
a. Describe the qualities that Bagchi describes in his mother in the above paragraph.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________

b. What does the writer mean by being able to ‘see the light’?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________

1.10 Summary (Para 13-16):Success is about the legacy you leave behind
As time passes, Bagchi briefly narrates how from a clerk in a government office he went
on to become a well-known name in the IT industry. He traveled all over the world and worked on
challenging assignments with outstanding people. Then at one point of time he learns of his father
having suffered third-degree burns. Bagchi describes the few days spent at Delhi's Safdarjung
Hospital where his father was admitted. His father is bandaged from head to toe and needs to be
attended to by a nurse at one point. The nurse comes after much delay but rather than
reprimanding her Bagchi’s father shows his concern for her realizing that she is overworked and
needs rest too. This basic humanity and sense of inclusiveness that we see leaves a lasting
impression on the writer’s mind. Bagchi surmises that ‘There is no limit to how concerned you
can be for another human being and the limit of inclusion you can create’. His father teaches him
that ‘Success is your ability to rise above your discomfort, whatever may be your current state.
Success is not about material comforts. Rather, Success is about the legacy you leave behind in
the form of a continuity of your ideals and values.’

Critical Commentary
The above section again emphasizes the basic human values held so dear by Bagchi’s
father. His simplicity, his concern for others, his courage and his inclusiveness all become part of
the legacy that Bagchi can recognize in his father’s life. His father teaches him that success is not
about material comforts but about the legacy one leaves behind in the form of one’s ideals and
values.
1.10.1Check Your Progress
a. What happens to Bagchi’s father?
___________________________________________________________________________
___________________________________________________________________________
60
 __________________________________________________________________________

___________________________________________________________________________

b. What important lesson does Bagchi learn from observing his father in the hospital?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1.11 Summary (Para 17): Success lies in dialogue, in diversity of thought

Bagchi next reminisces about the arguments that his parents had on political issues
because both held differing opinions. His father was a firm believer in the British Raj while his
mother was the exact opposite. So the Bagchi household saw differing political perspectives on
situations. At the same time neither thrust his/her views on the other. This created a healthy
environment at home where there was diversity in thinking and one was free to have one’s
opinion. Instead of dogma there was dialogue. Bagchi tells the audience/reader that he learnt
another lesson. Success is also about ‘the unfolding of thought processes, of dialogue and
continuum.’

Critical Commentary
This part of the essay stresses on the fact that it is possible to disagree and yet live in
harmony. The writer’s parents may have different political beliefs and opinions yet they are
tolerant of and respect each other’s views and give each other the freedom and space to express
those views. Success is not about being dogmatic. It is about having a dialogue and a variety of
views which can include many thought processes.

1.11.1Check Your Progress

a. The writer’s parents hold different political beliefs. Does this fact create disharmony at
home?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

b. What lesson does the writer draw from observing his parents here?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

61
1.12 Summary (Para 18-19): The Title
Nearing the end of his Address, Bagchi comes to the point where he talks of his mother's
illness after a paralytic stroke. He leaves work to be with her but her condition remains what it
was, neither getting better nor moving on. Since he has to return to work, he goes to kiss his
mother goodbye. Bagchi describes how even in that paralytic state his mother has only words of
encouragement for her son. She tells him ‘Why are you kissing me,go, kiss the world.’

Critical Commentary
Bagchi’s mother is once again able to rise above her ‘immediate pain’. Marked by
adversity, lying on her deathbed, this woman is telling her son to go kiss the world. She is telling
her son to go be a winner in the world but a winner who would be able to leave a mark of his own
humanity. To kiss the world would imply to touch the world with love and affection. These values
may not find a place in today’s business world which is riddled with cut-throat competition. But
success is not just about winning. Success is about vision, about inclusion, about imagination,
about tolerance about connectedness, about personal tenacity. As the writer says, it is about
‘creating extra-ordinary success with ordinary lives.’

1.12.1Check Your Progress

a. What are the last words of Bagchi’s mother to him?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

b. What do you think is meant by her last words?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1.13 Let Us Sum Up

In this lesson we have seen how Bagchi has given us a personal insight into what success means
to him. He has also talked in detail about the values that helped him achieve that success. We
have seen how throughout the essay he draws examples from memories of his childhood days
and of his upbringing in a middle class household by his parents of strong principles. He recounts
how the lessons that he learnt from his father and mother, helped him understand the essential
truth about success, that success is not what you achieve in material terms but it is the legacy that
you leave behind in terms of ideals and values upheld by you. Success is not just about winning
the world but also about leaving an indelible impression of your own humanity on it. Success is
important but it is equally important to be a good human being and to be remembered for your
values and not just for material success. This is surely a very different way of defining success.
The title of the piece thus becomes very suggestive and meaningful. The last words of Bagchi’s
mother carry within them the essence of what success should mean to any

62
human being. ‘Go kiss the world’ thus means to go and make the world your own by practicing
the values you uphold and the legacy you leave behind for others to follow.
At the end of the lesson we have understood that:
• Basic human values are important in our lives.
• Success can be defined in different ways and it can depend to a considerable extent on the
values we have in life.
• Teaching of good values can be achieved through simple acts.
1.14 Glossary
back of beyond remote

establishment a place of business or residence

commute travel some distance to and fro

resource Available

reiterate say or do again

stationary standing still

cringe to shrink in fear

huddling Sitting closely together

precept rule or guide especially of conduct

enamoured inspired with love or delight

alluding referring
infested Over-run
raged at its height
coined invented a new word or phrase
galvanized forced into action by excitement or shock
fervour passion or zeal
deteriorated became worse
intervening occurring in time between events
perpetrators those who commit a crime or blunder
dehumanized having no human qualities
relented relaxed, gave in
stoic control of one's feelings and passions

63
mimetic of or practicing imitation
diversity variety
continuum thing having a continuous structure
stint allotted amount of work
garbled confused
confluence coming together

1.15 Key to Check Your Progress Exercises

Key to Exercise 1.3.1

a. Bagchi’s father worked as a District Employment Officer in Koraput in Orissa.
b. Koraput was a very backward place. Bagchi describes it as ‘back of the beyond’. There
was no electricity, no primary school nearby and no taps out of which water would flow.
In all probability water was sourced from ponds and wells.
c. Bagchi’s family was not rich and did not have many material possessions. We can say this
because whenever Bagchi’s father was transferred and they had to move, their family
belongings were so few that they would all fit into the back of a jeep.
d. Yes, Bagchi’s mother was a matriculate when she married his father.

Key to Exercise 1.4.1

a. Bagchi’s first lesson in governance was not to misuse expensive resources given by the
government for official use. He learns this lesson from observing his father when he
refuses to use the office jeep for personal use and stops his family also from doing so. He
refuses to use the jeep for commuting to office and uses it to only tour the interiors. The
children could sit in it only when it was stationary.
b. The children were taught not to call the driver by name but to use the suffix ‘dada’
whenever they were to refer to him in public or private. This was to ensure that the driver
of the jeep was also treated with respect which was extended to any other member of the
office of Mr. Bagchi.
c. The writer learnt an important lesson from the way in which the children were taught to be
respectful towards the driver. He learnt that it is more important to respect your
subordinates that your superiors.
Key to Exercise 1.5.1
a. While having the morning tea, huddled around the chulha, Bagchi’s father would ask his
children to read aloud the editorial page of The Statesman’s muffasil edition which used to
be delivered one day late.
b. Despite having studied at an Oriya medium school Bagchi’s English is very good and he
gives credit for it to this daily newspaper reading activity. Reading the newspaper helped
in improving their English.
c. One other lesson that the children learn from their newspaper reading activity relates to the
way their father makes them fold the newspaper neatly before putting it away telling them

64
 that one should always leave one’s newspaper and toilet the way one would expect to find
it. This teaches them consideration for others. Bagchi applies this rule to business and tell
us that ‘business begins and ends with this precept.’

Key to Exercise 1.6.1

a. The Bagchi children were attracted towards the advertisements for transistor radios
whenever they saw one. They asked their father when they would be able to possess
one like the others did. Their father would always tell them lovingly but firmly that he
had no need for a transistor as he already possessed five of them hinting at his five
sons thereby. Similarly when his children asked him when they would be able to live
in a house of their own, their father would reply jokingly that he had no need for a
house because he already owned five houses – once again alluding to his five sons.
b. When his father brushed aside his children’s desire for a transistor or a house, it taught
Bagchi an important lesson. He learnt that ‘it is important not to measure personal
success and sense of well-being through material possessions.’

Key to Exercise 1.7.1

a. In this section of the essay Bagchi remembers how his mother tried to beautify
whichever place the family was transferred to. He tells us how in the afternoons his
mother would take her kitchen utensils and with their help dig up the rocky, ant-
infested ground and plant flowering bushes. When the ants destroyed them she would
not give up but would mix ash in the earth and plant the seedlings all over again. By
the time they bloomed Bagchi’s father would be transferred and they could not enjoy
the beauty of the flowers they planted with such hard work and care. It would only
benefit the people who would occupy the house next. When asked why she would be
working so hard when there was no surety of their stay there, she always replied that
she had to leave a place more beautiful than what she had inherited.
b. From his mother’s selfless efforts Bagchi learns an important lesson which he calls his
first lesson in success. He learns that ‘it is not about what you create for yourself, it is
what you leave behind that defines success.’
c. It is important to not be self-centered, to be able to look beyond oneself, to be able to
think of others and not just about yourself, to be able to include others in the vision that
you might have created and towards which you are working. If we work only for
ourselves then our success will not be able to touch others, it will not be able to benefit
others. Our efforts will remain limited and we will never be able to achieve great
heights. We should not forget our basic human values in our race for success.

Key to Exercise 1.8.1

a. In this section of the essay we learn that Bagchi’s mother began to develop cataract in
her eyes and consequently her eyesight dimmed. When she moves to Bhubaneswar to
help her eldest son, the writer moves with her. When she faces problems reading the
newspapersbecause of her eyesight, she makes the writer read them aloud for her. Her
desire to stay connected with the larger world, to know what’s happening beyond the
confines of the home tells us about her curious mind which can break through barriers
and find a way. The fact that she does not have much formal education or even the fact
that she is just a housewife does not deter her from staying connected to the world. We
get a taste here of her keen mind and her indomitable spirit.

65
 b. Bagchi is asked by his mother to read the paper aloud for her. He recalls how this
created in him a sense of connectedness with the larger world. The time was around
1965 when India was preparing for war with Pakistan. Reading about the war set the
writer’s imagination at work. He began imagining as though he too was fighting the
war. Both he and his mother discussed the daily news and thus established a
connection with the larger reality. The writer’s imagination took him much further and
he would dream of catching enemy spies. The writer recalls these valuable times for
the manner in which they unlocked his imagination. According to him ‘imagination is
everything. If we can imagine a future we can create it, if we can create the future
others can live in it. That is the essence of success.’
c. Imagination is very important in a business too. We would be able to create a different,
a better and a new future only if we can imagine it first. If we cannot think beyond the
given then we cannot change the present, we cannot move towards betterment. With
imagination come new perceptions, new visions, and new insights into things. Only if
we can imagine all this can we dream about creating it. Without imagination it is
impossible to bring about a change or create anything new. Even for a business to
succeed it is important for us to first imagine where we want to take it and how we
want to do so. Only once we have imagined it can we move towards making it a
reality.

Key to Exercise 1.9.1

a. This section of the essay further highlights the courage and resilience of Bagchi’s
mother. She goes blind in both eyes yet when her son asks her whether she sees
darkness, her reply is full of positivity and optimism and she says that she sees only
light. When she says that she sees light what she means is that she sees hope. She is
able to rise above her personal difficulties and be optimistic about the future. She is
able to retain her independence and in the thirty two years that she spends without
sight, she never becomes a burden on anyone. To be able to remain independent is
itself a measure of success.
b. To be able to ‘see light,’ is used in the symbolic sense here and indicates that Bagchi’s
mother is able to see how valuable the gift of life is. Seeing the light also means being
able to see the sense of self-worth that is intrinsic to every individual. The light is also
the light of hope, of optimism which can help you overcome any adversity. The lesson
learnt is that ‘Success is not about seeing the world but seeing the light.’ If one can see
the light one can live with a sense of independence, one can live with a sense of self-
worth. If one doesn't have to depend on others for simple things, that itself becomes
one measure of success.

Key to Exercise 1.10.1

a. Bagchi’s father suffers a third degree burn injury and is admitted at Safderjung hospital
for treatment.

b. Bagchi’s father is on his deathbed, in all probability he is in excruciating pain yet he is

more concerned about the overworked nurse than his own state. He is concerned enough
to ask the attending nurse why she hadn’t gone home in a situation where every
patient in that under staffed burn ward would be clamouring for her attention. Bagchi’s
father is stoic enough to set aside his own pain and spare a thought for the overworked

66
 nurse. Bagchi learns an important lesson from this experience. He learns that there is no
limit to how concerned you can be for another human being. There is no limit to the
inclusion one can create. Bagchi’s father dies but leaves a legacy of his ideals and his
principles behind.
Key to Exercise 1.11.1
a. The writer’s father was a fervent believer in the British Raj whereas his mother was
the exact opposite and participated wholeheartedly in the freedom struggle. It was
inevitable that they both could never agree on any major political issues concerning the
world. The Bagchi household saw disagreements but never disharmony. The writer
states that in his parents he recognized the power of disagreements, of dialogue and of
diversity of thoughts. Their harmonious coexistence was the spirit that generated a
healthy atmosphere at the writer’s home.
b. Having observed his parents livingtogether amicably despite following different
political ideologies makes the writer recognize that life is not about being rigid in
one’s views but to be open to different thought processes. Success lies not in creating
an absolute and unchangeable state of existence but to allow different thought
processes to exist together and give space to different opinions, different viewpoints.

Key to Exercise 1.12.1

a. Bagchi visits his mother in the hospital where she is lying critically ill. When he is
about to leave he kisses her goodbye. At that time his mother tells him that instead of
kissing her he should ‘go kiss the world’.
b. When Bagchi’s mother tells him to ‘go kiss the world’ she is in fact asking him to go
and be successful in the world. She is also asking him to “Stay connected to a larger
world existence”. She is asking him to not limit his vision to just his personal world
but to rise above it and connect to the larger world outside and win it, to make it his
own. In the light of the essay we can easily understand what is implied in her words.
Anybody can call himself successful or a winner if he or she is prosperous and
successful in the business. But the real winner is the one who is able to leave an
indelible mark on the world in the kind of person he or she is. Bagchi’s mother wants
him to be a real winner – a person whose values would touch the world with kindness,
care and consideration.

1.16 Activity(Writing)
I. Listed below are a number of insights that Bagchi gained from his parents. Give at least one
example of each from your own experiences (and not taken from the essay) so that its meaning
becomes clear. [The terms have been explained. Examples have to be given by you].
1. Showing sensitivity to small people: means being considerate not onlyto their needs but
also their feelings
2. Showing consideration to others: means being aware of their needs and expectations and
taking care of them
3. Seeing the light: means being hopeful and optimistic
4. Lesson in governance: means to learn to be honest in life, and not misuse the power and
the privileges given to you.

67
 5. Imagination is everything: means imagination helps you think about the future and shape
it too.
6. Having a larger vision: means to not be limited to just your personal world but be
inclusive and be connected to the larger world.
7. Having personal tenacity: means having the ability to persevere in your effortsagainst all
odds; to stick to your goal
II. Write a 300 word essay on things you would like to achieve in life or write about the type of
person you would like to grow up to be.

68
 UNIT 8
UNDERSTANDING POETRY II
AMALKANTI
Nirendranath Chakrabarty
-- Dr. Neeta Gupta

1.1 Introduction
Understanding poetry is a very different exercise from understanding narrative because a
poem is a very concentrated piece of writing. A poem is generally short because the poet does not
have the luxury of space that a novelist may have. So a great deal is said in very few words.
Whatever is left unsaid is implied and we have to read between the lines or understand the
implications of the various images, symbols and metaphors used by the poet. Even the ordering of
words or repetition of some words can carry a thought in a poem. Words are chosen with great
care and not only for their meaning but also their sound. A good deal of thought goes into the
structuring of words because in a poem words are used keeping in mind their connotations and
subtle nuances of meaning too. For example in ‘Amalkanti’ the title of the poem which means
radiance, is itself a guide to an understanding of the poem for it gives us an idea of what the poet’s
response is towards the subject of the poem. In fact it is very important to remember that a poem
is written not just to be read but to be read aloud so the sound of the words used becomes
important as it can help create the entire atmosphere and tone of the poem. At times the tone of the
poem is itself an indicator of what the poet is actually trying to say. For instance in ‘Amalkanti’
the tone of the poem reveals that there is a distinction between the viewpoints of the speaker and
the poet and the same creates an irony within the poem.
By now you probably have some idea of the things to be alert to while reading a poem.
Let's move on then to the poem under consideration and take a detailed look at it.

1.2 Learning Objectives

After you have finished reading this lesson you will be able to:

• Recognize some key elements of poetry.

• Identify how poetry is different from narrative or prose.

• To read between the lines.

• Identify differences in points of view.

• Recognize and understand irony.

• Understand the given poem ‘Amalkanti’ and appreciate the difference in a translated and
original piece of writing that is at times difficult to overcome.

1.3 A Note on ‘Amalkanti’

‘Amalkanti’ is a poem written originally in Bengali by Nirendranath Chakrabarti but made
available to all non-Bengali but English knowing speakers in an English translation of the same
by Sujit Mukherjee and Meenakshi Mukherjee.The poem deals with a very common situation in

69
the lives of school-going children who often discuss what each one of them wants to be when
grown-up. Amalkanti is a friend of the speaker and the two are classmates. The speaker tells us
that Amalkanti was not very bright and in fact quite dull at studies. But he had a dream unlike any
other student in class. He wanted to become sunlight! While the rest of the students followed
conventional paths and had common expectations in life which even got fulfilled, Amalkanti's
dream was very different. 'He wanted to be sunlight'. This desire is very strong in Amalkanti's
heart but the poem ends by telling us that he could not become sunlight. In fact he got a poorly
paid job in a printing press and worked in a dark and dingy room. It is left to the reader to read
between the lines and determine as to who are the really successful people in this poem. Is it the
group of those youngsters who become doctors and lawyers without caring too deeply about it or
is it Amalkanti who is content with his lot even though not at all successful in the conventional
terms?
1.4Critical Commentary Stanza 1
Amalkanti is a friend of mine,
we were together at school.
He often came late to class
and never knew his lessons.
When asked to conjugate a verb,
he looked out of the window
in such puzzlement
that we all felt sorry for him.

The poet begins the poem by introducing us at once to the person who is going to be the
focus of the whole poem. He begins by telling us that Amalkanti is a friend of [his] and they were
together at school. When asked to do even a simple grammar exercise as ‘conjugate a verb’, he
would look puzzled and would look out of the window. All his classmates felt sorry for him.
The poem begins in first person and the speaker addresses the readers directly. At this
time however, we cannot be sure whether it is the poet speaking. The lines are short and the tone is
conversational. The manner in which Amalkanti is introduced defines very clearly that the
relationship between the speaker and this boy is neither too close nor too distant. There is a
mixture of closeness and distance. He is neither his closest friend norhis best friend. But he is
nevertheless a friend.The stanza progresses with a confident and amused tone and the speaker
describes how Amalkanti was a weak student and he often came late to school and almost never
knew his lessons. In the concluding line we have to take into account what is left unsaid. In any
normal classroom situation if a student fails to provide an answer to a simple question, rest of the
students often make fun of him. But here the case is different. The speaker tells us that ‘we all felt
sorry for him. ’The reason for this is obviously Amalkanti. He looks lost and so confused that he
invokes a response of pity rather than ridicule from his classmates. The poet coins a special word
‘puzzlement’ to convey the lost and bewildered look on Amalkanti’s face which evokes a
sympathetic response from his classmates.

70
1.4.1 Check Your Progress

c. How does the speaker introduce Amalkanti?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

d. What are we told about Amalkanti?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

e. Why do Amalkanti’s classmates feel sorry for him?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

f. Is the poet’s use of the word ‘puzzlement’ effective?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1.5 Critical Commentary Stanza 2

Some of us wanted to be teachers,
some doctors, some lawyers.
Amalkanti didn’t want to be any of these.
He wanted to be sunlight –
the timid sunlight of late afternoon,
when it stops raining
and the crows call again,
the sunlight that clings like a smile
to the leaves of the jam and the jamrul.

71
The speaker continues in the same confident tone and tells us next about the dreams and desires
of his classmates. Most of these students have conventional expectations from life -- some
justwant to become teachers, some doctors and some lawyers. It is only Amalkanti who stands
apart with his dream. He does not want to follow any of the conservative professions. Instead, he
wants to become sunlight! He wants to become the kind of sunlight tthat we see in late afternoons
when it has stopped raining and the crows start calling again. He wants to be the warm sunlight
that one sees reflected on the leaves of the jaam and the jamrul trees.
The speaker’s tone is casual when he tells us the common and conservative goals of his
classmates. They all wanted to take up conventional professions -- so some want to be teachers,
some lawyers and some doctors. The speaker does not name any particular student who would
want any particular profession except Amalkanti. For the rest of them it didn’t matter what they
became as long as it was one of the conventional lines of work. Amalkanti however stands out
from the rest in wanting to become sunlight!
When the speaker begins describing the kind of sunlight that Amalkanti wanted to be,
the tone of the poem becomes full of wonder, it becomes soft and lyrical. This should make us
stop and think whether in these lines it is the speaker who has suddenly changed his attitude or
whether it is the poet who has stepped in to give a different perspective on the situation.
Amalkanti wants to become sunlight says the speaker, but it is the poet who tells us that he
wants to become “the timid sunlight oflate afternoon, when it stops raining and the crows call
again, the sunlight that clings like a smile to the leaves of the jaam and the jaamrul.”
While on the one hand the above quoted lines alert us to the change in tone and
perspective, on the other hand they also underline the fact that Amalkanti's desire is to spread
the happiness associated with sunlight. That is why it is described as the ‘timid sunlight of late
afternoon ’that ‘clings like a smile.’ The poet has conveyed his point of view through a skillful
use of the image of sunlight that he has created. Look at the careful choice of words. The
adjective ‘timid’ aptly describes the softness of the sunlight. In late afternoon the sun's intensity
is on the declining side. Thus all the harshness that can be equally associated with sunlight is
removed from Amalkanti's dream. In his dream there is only softness and happiness associated
with sunlight and the same is achieved through the use of the image of sunlight clinging like a
smile.
In the above stanza it becomes clear that there is a difference in perspectives of the poet
and the speaker of the poem and the two are not the same. The speaker has a casual attitude
towards Amalkanti, even full of pity at times, but the poet’s attitude is full of wonder.
1.5.1 Check Your Progress
a. How is Amalkanti’s desire different from the rest of his classmates?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

b. Do you think Amalkanti’s desire is foolish?

_______________________________________________________________________

72
 _________________________________________________________________
_________________________________________________________________
_________________________________________________________________

c. Describe the kind of sunlight that Amalkanti wanted to be. What does this tell us about
the dual perspective in the poem?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

1.6 Critical Commentary Stanza 3

Some of us have become teachers,
some doctors, some lawyers.
Amalkanti couldn’t become sunlight.
He works in a poorly lit room
for a printer
He drops in now and then to see me,
chats about this and that
over a cup of tea, then gets up to go.
I see him off at the door.

In the third stanza, the speaker returns to tell us how everybody else’s dream gets
fulfilled except Amalkanti’s. We are told that from that group of students, some have become
teachers, some lawyers and some doctors. But Amalkanti couldn't become sunlight. In fact, we
are informed that he works in a ‘poorly lit room for a printer’. We are further told that
Amalkanti still makes an effort to stay in touch with his friend, the speaker of the poem, for he
drops in ‘now and then’ to see him and chats about ‘this and that’ over a cup of tea and then
gets up to go and the speaker sees him off at the door.
The tense of the poem changes at this point. From past we now move into the present.
The ironyis obvious in the lines that tell us that the boy who wanted to become sunlight now
works in a poorly lit room and is obviously engaged in a low-paying job. The speaker's attitude
towards his friend at this point is almost patronizing. You must notice that it is always
Amalkanti who makes an effort to meet his school-friend. These visits are not very important
for the speaker and his attitude is extremely casual. That is why he mentions that his friend
drops in ‘now and then’ and chats about ‘this and that’, and then leaves.
What does this tell us about Amalkanti? Surely it indicates that he still values his
friendship with the speaker and therefore makes an effort to meet his friend. He must be a
warm, caring and emotional person.
At this point in the poem we as readers too feel sorry for Amalkanti. For a person who
wanted to be sunlight it must be a big disappointment to be engaged in a low paying job and be

73
working in room where there is not even enough light.
1.6.1 Check Your progress
a. Are the students in the poem able to achieve their goals? Is Amalkanti able to fulfil his
dream?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

b. How do we know that Amalkanti still values his friendship with the speaker?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

c. What effect do phrases like ‘now and then’, ‘this and that’ have on the tone of the poem?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

d. What is the poet trying to tell us when he says that Amalkanti works in a poorly lit room
or a printer?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

1.7 Critical Commentary Stanza 4

The one among us who’s a teacher
could easily have become a doctor.
If the one who’d wanted to be a doctor
had become a lawyer,
it wouldn’t have made much difference to him.
All of us got more or less what we wanted,
all except Amalkanti –
who used to think so much about sunlight

74
 that he wanted to become sunlight.

The speaker tells us where the future years took these students. Some became doctors,
some lawyers and some teachers. For those of them who had become doctors and lawyers, it
wouldn’t have made much difference if their achievements had interchanged and the doctor had
become a lawyer or vice versa. All of them got ‘more or less’ what they wanted except Amalkanti
‘who used to think so much about sunlight that he wanted to become sunlight.’
The last stanza changes the whole perspective on the situation. Once again the distinction
between the speaker and the poet gets blurred. The speaker's tone is not so confident in the
concluding stanza. There is no amusement in the words now, no patronizing tone. It is only
wonder at a person who can desire something so deeply that he wishes to become that thing itself.
In contrast, none of the rest of the classmates is so deeply desirous of anything. In fact to them it
hardly matters if they become teachers or doctors or lawyers. What is implied here is obviously
that as long as the aspirant is able to join a conventionally respectable and well-paying profession
it matters little what it is. On the other hand there is Amalkanti whose desire to become sunlight is
so deep that he is constantly thinking about it. This is what makes Amalkanti special and very
different from the rest. It is almost as though he stands out from the crowd. He may not be
successful in conventional terms, he may not be rich or materially well off but he is not ready to
compromise with his heart’s deepest desire and in some sense he is even able to achieve it.
There is an irony in the situation being described here. On the literal level, Amalkanti may
be a failure and he may be earning very little and working in dingy surroundings. But the work he
does is that of spreading the light of knowledge through books. It is mentioned that he works for a
printer even though in a ‘poorly-lit’ room. He may be far from sunlight but he is engaged in a task
which can be likened to that of spreading light-- the light of knowledge. While we may think that
Amalkanti could not achieve his heart's desire, we would be far from the truth because in that
group of boys it is probably only Amalkanti who has been able to get a little close to what he
wanted from life. Far from being a failure, he is moderately successful in his own eyes even
though not in conventional terms. The poem is giving us yet another perspective on success and
failure. In the previous unit ‘Go, Kiss the World’, the author Subroto Bagchi had given us a
number of perspectives on how to define success. In ‘Amalkanti’ thepoet is giving us yet another
perspective on success. Success cannot be measured by the amount of money you earn or by
seeing how well-known you are. Success also means being able to get what you most desire even
though in worldly terms you may appear to be a failure.

1.7.1 Check Your Progress

a. What does the speaker mean when he says that ‘All of us got more or less what we
wanted’?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

b. What is the poet’s attitude towards Amalkanti?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

75
 ____________________________________________________________________

c. Do you think Amalkanti is a failure? How is the poet defining success here?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

d. Does the name ‘Amalkanti’ help in the subtle working of irony in the poem?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.8 Let Us Sum Up

After reading the poem ‘Amalkanti’ we have learnt a few things. Let us try and sum up all that we
have learnt:
• We have seen how a poem is to be read and how it is different from a narrative.
• We have seen what poetic language is and how it uses symbols, images and associations to
make simple words resonate with meanings.
• We have also seen how a poem when translated fails to catch some of the nuances that
would be evident in the original for example Amalkanti’s name itself.
• In the poem we discovered how there can be a difference in the point of view of the poet
and the first person speaker which in turn alerts us to the irony that works in the poem
throughout.
• The poet’s sympathetic attitude towards Amalkanti vis a vis the speaker’s condescending
one becomes apparent only after we have understood the difference in their points of view.
We have therefore learnt the important technique of deciphering meaning by reading
between the lines.
• Thus we have learnt to read between the lines and catch the irony in the poem.
• Though on the surface the poem seems fairly simple – about two classmates who have
grown up and gone their separate ways, yet it offers a very different dimension to how
success can be defined in this world. Being able to do what he most loves is more
important to Amalkanti than being materially successful.
• We have understood the association attached to the name Amalkanti in the original and
have been able to deduce the underlying theme of the poem -- that one meaning of being
successful is to be able to do what your heart desires most.
1.9 Glossary
Conjugate: to state the different forms a verb can have, for example according to the number of
people it refers to and whether it refers to the present, past, or future
Timid: shy and nervous
Clings: sticks

76
Jaam: a purple coloured fruit also known as jamun
Jamrul: water apple

1.10 Key to Check Your Progress Exercises

Key to Exercise 1.4.1
a. The speaker introduces Amalkanti as one of his classmates who is a daydreamer
and quite slow in learning.
b. The speaker tells us that Amalkanti often came late to school and was never good
at studies. If asked to do a simple thing as conjugate a verb he would get so
confused that his classmates all felt sorry for him.
c. Amalkanti’s classmates feel sorry for him when he is unable to give correct
answers in class and gets confused. In a normal classroom situation children
would have made fun of him. But Amalkanti must have been a gentle and friendly
person because instead of laughing they feel sorry for him.
d. The word ‘puzzlement’ has been coined by the poet to indicate the confusion in
Amalkanti’s mind. The word is very effective because one can almost visualize
the puzzled look on Amalkanti’s face.
Key to Exercise 1.5.1
a. Amalkanti’s dream is a very unconventional one. Other boys in his class have the
usual conventional desires of becoming doctors, teachers orlawyers. But
Amalkanti wants to become none of these. He wants to become sunlight. He is
different and he is special. Unlike other boys. Amalkanti's desire is so deep that
he constantly dreams about it and is not ready to compromise with it.
b. At first it does seem that Amalkanti’s desire is unrealistic as well as foolish
because we know that no one can become sunlight! Our disbelief however,
results from a purely literal interpretation of this unique desire. If however we try
to look at it metaphorically then Amalkanti’s desire is neither unrealistic nor
foolish because his desire is to brighten up the world by doing something that
would bring joy into the people's lives. He does achieve this desire partly by
getting engaged in the business of printing books. Books too spread light in the
metaphorical sense and also brighten up people's world. So in a sense Amalkanti
is able to achieve his dream of spreading light.
c. We are told by the speaker that it was Amalkanti’s deepest desire to become
sunlight. But then the next few lines describe for us the kind of sunlight that he
wanted to be. There is a perceptible change in tone - from being condescending it
becomes lyrical when we are told that Amalkanti wanted to be the soft and warm
sunlight of the late afternoons when it has just stopped raining. The feeling
associated with this sunlight is of happiness and warmth. We can say that the
poet’s perspective is coming into play here as against the speaker’s perspective
which we had seen earlier.
Key to Exercise 1.6.1
a. The speaker tells us that except Amalkanti all the students in the class were more
or less able to achieve their goals. Some became doctors, some lawyers and some
teachers but Amalkanti could not become sunlight.
b. We know that Amalkanti still values his friendship with the speaker because he
comes to visit him sometimes and spends some time with him.
77
 c. In comparison to Amalkanti, the speaker's attitude towards life is very casual. Phrases
like ‘now and then’, ‘this and that’, ‘more or less’ indicate that nothing matters to him
very deeply.
d. The speaker tells us that Amalkanti works in a poorly lit room for a printer. He
obviously has a low paid job. Yet when he visits the speaker he never complains but
seems to be quite content and talks of ‘this and that.’ We have to read between the
lines here to understand the poet’s point of view. Amalkanti wanted to become
sunlight. He wanted to brighten up people’s lives. By working for a printer he is
involved in the process of spreading the light of knowledge through the printed word
in the form of books. The poet has given us a clue in his name which if translated
means ‘pure radiance.’ He spreads the light of knowledge. And in that sense
Amalkanti has come very close to realizing his dream. He has finally become the
means of spreading ‘light’ therefore we can say that far from being a failure he has
been successful.
Key to Exercise 1.7.1
a. The speaker is pointing out that he and his classmates were quite indifferent to the kind of
professions that each followed as long as they could earn money.
b. The poet’s attitude towards Amalkanti is very different from that of the speaker’s. First of
all the choice of name ‘Amalkanti’which means ‘pure radiance’ itself indicates that the
poet’s attitude is not very critical. In fact it is sympathetic even full of wonder. As we read
the poem a change in tone has occured in stanza 2 lines 12-17. From being amused and
condescending it has become soft, lyrical and almost wishful in describing how Amalkanti
wants to become the ‘timid sunlight of late afternoon’ and sunlight that clings like a smile.
In the last stanza we notice this change in tone once again when it becomes full of wonder at
the depth of Amalkanti’s desire in comparison with the shallowness of his classmates.
Amalkanti is very clear in his head about what he wants to be. He may be an idealist but at
least he does not compromise with his heart’s desire and tries to spread light in the
metaphorical sense by engaging in a task that spreads knowledge.
c. In conventional terms Amalkanti is a failure because he has not been materially successful
and is not making a future. In fact he is confined to a low paying job. But in another sense
he is a success because he has been able to do what he most wanted to in life and that is to
spread light. If we look at his desire literally then we are missing the point that the poet is
trying to make. Metaphorically Amalkanti has been able to do what he most wanted to. Thus
in this poem we are being given yet another definition of success. Success does not always
mean to be rich. It also means to be able to join a profession of your choice. To be able to do
what you most wanted to.
d. Amalkanti means “pure radiance” in Bangla and Hindi. Knowing the meaning of the word
certainly affects our understanding of the poem for we are able to not only catch the irony in
the poem but also the attitude of the poet towards the subject. Out of the group of boys in
Amalkanti’s class, it is only Amalkanti who has a clear focus and knows what he wants to
become when grown up. It is as clear in his mind as his name itself suggests. Irony is
working at two levels in the poem. For the speaker, it is ironical that a person who wanted
to become sunlight is ultimately confined to a poorly-lit room in a low paying job. But
because we have realized that there is a difference in the attitude of the speaker and the poet
towards Amalkanti, we can see that the irony is working in the opposite direction too.
From the poet’s point of view it is ironical that the speaker cannot see that Amalkanti has

78
 in fact been able to spread light metaphorically through books and haslived up to his name.
1.11 Key to Exercises given in the textbook at the end of Unit 8

Vocabulary
Poets choose words and structures with great care and after much thought, for they can affect
our response with their sound, connotations and subtle nuances of meaning. In groups of 3
examine the lines given below and list as many alternatives as you can find for the words and
phrases underlined and then briefly state why the poet’s formulation is the best in the given
context.
1. Amalkanti is a friend of mine [This is a solved example in the text]
a. My best friend is Amalkanti.
b. A classmate named Amalkanti.
c. Amalkanti is my friend.
d. Amalkanti is an acquaintance.
The poet’s choice is best because it combines intimacy with distance, neither too close nor too
indifferent. This helps to define exactlythe relationship between thespeaker and the subject.
2. he looked out of the window/in such puzzlement
a. he looked out of the window in such confusion.
b. he looked out of the window in such bewilderment.
c. he looked out of the window in such a confused state
The poet’s choice is the best because the word ‘puzzlement’ itself indicates Amalkanti’s confused
state of mind.
3. He wanted to be ... the timid sunlight of late afternoon.
a. He wanted to be ... the weak sunlight of the latter half of the day.
b. He wanted to be the waning sunlight of afternoon.
c. He wanted to be the fearful sunlight of noon.
The poet’s choice is the best because the words clearly express that Amalkanti wants to become
the kind of sunlight that brings warmth and yet is not harsh. It glows rather than burns.
4. The sunlight that clings like a smile.
5. He works in a poorly-lit room.

Try and attempt nos. 4 &5 by yourself.

Writing
Letter of Recommendation: a letter of recommendation is required when you may be
applying for a course in higher education or for a job. It is not addressed to anyone in particular
but carries the heading ‘To whomsoever it may concern.’ The letter has to be written by either
your former teacher or your former employer. It should briefly touch on the positive aspects of
your personality and should particularly emphasize your capabilities to handle the course or job
you are applying for. The example given in your textbook has been worked out for you below:

79
 To Whomsoever It May Concern

I have known Mr. Amalkanti Guha for 30 years. Though never a high performer he has always
been a meticulous worker. What is more, he truly enjoys the work he does and since he rose up to
his position as Printing Press Supervisor with UjwalJyotiPrakashanfrom the workshop floor, he is
familiar with every aspect of printing. He is also creative and hard-working and therefore I would
recommend him unreservedly to every reputed printer or publisher. Finally I would add that he
would prove to be an asset for any company. I wish him all the very best in the new assignment.
Sudhir Kumar Das
Advocate
Kolkata High Court.

1.12 Activity
III. Imagine you are the English teacher in a college and one of your students wishes to apply
for higher studies abroad. Write a recommendation letter for your student highlighting the
abilities that he or she possesses to pursue the course of his or her choice.
IV. Try and write a paragraph or a poem on any of your classmates that you find interesting.

80
 UNIT 9
UNDERSTANDING ARGUMENTS
HITTING DOWRY FOR A SIX
Kalpana Sharma
-- Dr. Neeta Gupta
1.1 Introduction
‘Hitting Dowry for a Six’ is an article by Kalpana Sharma, first published in the June l, 2003 issue
of the well-known newspaper The Hindu. It is an article against the system of dowry and uses the
incident of Nisha Sharma’s case to launch into a discussion about the various reasons for the
persistence of this evil in our social system and also suggests a few ways to deal with it.
The article is in the form of an argument therefore it is full of very pertinent and provocative
questions. One question leads to another and the answers to these questions lead to yet more
questions. This is how an argument works. The article probes the issue of dowry deeply and from
various perspectives. Having argued against the prevalence of the evil of dowry, the article
concludes by saying that laws alone cannot help in changing the mindset of people and proceeds to
give some suggestions on how we can get rid of this social evil.

1.2 Learning Objectives

After you finish reading this lesson you will be able to:

• Appreciate a piece of writing that works as an argument.

• Recognize that any issue can have arguments and counter arguments.

• Critically examine the issue of dowry.

• See the movement from problem to solution as presented in the article.

• Understand the use of the mixed metaphor in the title.

1.3 Summary (Para 1):An Individual’s Struggle against Dowry

The first paragraph introduces us to the main issue and the main character Nisha Sharma who
seems to have sparked off an anti-dowry movement with her actions. Satyarani Chaddha who lost
her own daughter because of the social evil of dowry is the other name mentioned whose tragic
experience and whose subsequent struggle prove that Nisha was not the first one to raise her voice
against the evil of dowry.Both women launched their struggle as individuals.
Critical Commentary
Nisha Sharma, a software engineer from Noida, had the courage to refuse to marry into a family
that was demanding dowry and she had the courage to go even further and report the matter to the
police. The article begins with a question, "So has young Nisha Sharma of Noida sparked off a
new anti-dowry movement?" In fact, posing questions is going to be the major thrust in the article,
questions that disturb us and make us think. We might think that the article is going to be about
Nisha Sharma. But as we read on we find that such is not the case. Nisha Sharma’s case is just

81
being used as an example or rather a springboard to launch into a discussion about the menace of
dowry system that still prevails in our society despite there being explicit laws against it. The
question, whether Nisha Sharma has sparked off a newanti-dowry movement,implies that there
have been anti-dowry movements in the past. Satyarani Chaddha’s case is then cited as the other
example when one woman was able to spark off a movement against dowry.
There is a difference between the two cases, however. In Satyarani Chadha’s case she had already
lost her daughter who had been tortured and killed for bringing insufficient dowry whereas in
Nisha Sharma’scase a similar sad outcome is averted because the girl is determined not to go
ahead with such a marriage and finds support in her parents. In both cases however, itis an
individual’s action that brings about awareness and has far reaching consequences. Taking a cue
from these two cases, the writer suggests that we should not shy away from doing something we
believe in just because we are alone.
Thus the first argument that has been made is in favour of raising our voice against injustice. A
question is posed which provokes us to think and a response is then given which makes us arrive at
a deduction. This is how an argument works. The point being emphasized here is that even an
individual’s actions can have far reaching consequences.
1.3.1 Check Your Progress
a. Who is Nisha Sharma and what has she done?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. What happened in the case of Satyarani Chaddha?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

c. What are the similarities and what are the differences between the case of Nisha and
Satyarani?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

82
 d. What is being emphasized in the above paragraph?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.4 Summary (Para 2-5):Dowry in the Name of Customs?

The writer now turns her focus on these individual cases and tries to look deeper into theissue and
asks many ‘hard questions.’ While she applauds the parental support that Nisha receives, she at the
same time questions why, both Nisha and her parents go along with the demands as long as these
remain within "reasonable" limits.
The next paragraph asks one question after another exposing notonly the kind of demands that are
made in the name of dowry but also laying-bare the fact, that none of these demands (often marked
as customs) is rational or reasonable. Why should there beany demands at all? People justify their
demands by saying that a girl should take various household items etc. with herso that she is nota
burdenon her husband’s family. But the rest of the paragraph exposes how hollow that belief is
because in her marital home the girl is expected to serve and take care of the entire household. If
we look at it logically then she should be paid forthis work ratherthan the other wayround. These
are some of the pertinent but logical questions we need toask ourselves because they are central to
the issue. If we ignorethese key issues then individual cases will be forgotten and the evil of dowry
will continue to prevail. Our first step should be to come to grips with this ‘central issue.’
Critical Commentary
Having stated the issue in the first paragraph the article now moves on to look at the reasons why
the evil of dowry prevails in our society. For every argument there is a counter argument given to
prove that the reasons are hollow and are only a pretext to take advantage of the situation by the
groom’s side. For example, to ask the bride to bring with her an odd number of saris 21, 31 or 41,
complete with separate blouses and petticoats and sometimes even with matching chappals, is
surely a brazen attempt to take undue advantage of the bride’s family and cannot be termed
reasonable at all.
You must make a note of how an argument is working – a question is posed, an argument is given,
a counter-argument proves the premise wrong and then an example is given to make the
counterargument strong. The same pattern will be followed throughout the article. The entire
exercise hinges on logic and rationality and aims at giving us different perspectives on the same
issue.
1.4.1 Check Your Progress
a. What ‘hard questions’ do we need to ask ourselves?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

83
 b. What are the two issues that stand out in Nisha’s case?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

c. Under what pretext are demands made from the groom’s side?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

d. What is the ‘central issue’ that we need to come to grips with?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.5 Summary (Para 6-8): What can bring about a Change?

The writer goes on to probe the ways and means that can bring about a change in the prevailing
situation. Education is one issue. In Nisha’s case, her being educated might have made a difference
in the sense that it gave her some confidence in herself and she decided to call off her marriage.
The writer, however points out that there have been other cases where the girl was not so qualified
yet she could take a stand because she got support from her parents and other family members.
Educationalone cannot help because there have been cases where educated and working women
have bowed down to dowry demands. In a state like Kerala where women are educated and hold
jobs, dowry demands continue to be made and to be met. The writer goes on to argue that parental
and family support plays a major role in such situations whena woman refuses to give in to unjust
social customs. A girl’s ability to say no in such situations depends a great deal on the support she
gets from her family.
Critical Commentary
The argument moves forward and the writer now tries to analyze the factors that helped Nisha and
gave her the courage to raise her voice. Once again the earlier pattern of argument and counter-
argument is followed and finally a solution is arrived at, which is offered as a suggestion. At first it
is argued that Nisha’s education helped her. Then a counter-argument is given that even educated
girls have bowed down to dowry demands. Next a solution is sought and it is argued that parental
and family support is the most important aspect in the struggle against dowry. The final conclusion
is that education alone cannot help. Parental support is crucial for a girl to raise her voice against
the menace of dowry system.

84
1.5.1 Check Your Progress
a. What are the factors that enabled Nisha to raise her voice against dowry?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

b. Do you think education alone can help a girl to fight the dowry system? If not then what
else is needed?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

1.6 Summary (Para 9-10): Related Issues

Another issue that the articlehighlights isthat of women not being allowed to workoutside home
after marriage. In fact, it has been seen that even professionally qualified womenhave been
asked to sit at home simplybecause the husband wants it so. There is something drastically wrong
here. The time effort and money spent on a girl’s education is no different from that spent on a
boy’s. After all those yearsof hard labour if a woman is barred from putting that education to
professional use then it is not only a personal waste but a national waste as well.The fight against
dowry needs a multi-pronged approach. It needs to tackle these various issues prevailing in our
society. The writer points out thatgirls have an advantage over boys inthis fight because they have
numbers on their side. They are less in number so they should play hard to get and should in fact
dictate the terms. Girls being less in number than boys also exposes a very alarming and sad trend
that has resulted from the ‘son’ preference in our society. The imbalance in sex-ratio can leadto
innumerable other problems in society towards which we are turning a blind eye at the moment.
Critical Commentary
The argument now turns to probe the mindset of people who call themselves modern and
progressive. So-called word ‘modern’ educated men ask equally educated girls to set aside their
jobs and careers for the sake of marriage. It is argued how the word ‘modern’ should be
understood. If a man considers himself modern and progressive he should have a mindset that
recognizes the needs and rights of women. He should not subsume these rights under hisown rights
or the needs of his family.
The writer next gives an argument to make the position of girls even stronger in society by arguing
that since the sex ratio shows that there are less number of girls in society they can afford to wait
for the right man to come along and not give in easily.

85
1.6.1 Check Your Progress
a. Is it fair to not allow educated and professionally qualified women to work after marriage?
Give reasons.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Why do you think the writer says that girls can dictate their terms?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

1.7 Summary (Para 11): There is a need to change the Mindset

In the end, the writer suggests that only a combination of the determination of girls,
supportive parents and a change in our perverted culturecan end this ‘evil’ of the dowry system. A
Law can only help to a certain extent,itcannot change the way people think. Taking the example of
a film "Bend it like Beckham" where a girl defies her parents to play football, which is her heart’s
desire, the writer asks ‘Why can girls not hit dowry for a six and send it flying out of our social
system?’

Critical Commentary
The final paragraph sums up the argument and offers suggestions to combat the
menace. The paragraph ends with a reference to the title of the piece and asks why if girls can
‘bend it like Beckham’ they cannot hit dowry for a six? There is a mixed metaphor being used
here. Bend it Like Beckham was an English film about a British-Indian girl who wanted to play
professional football while her family was completely against it. In the last sentence of this essay
the metaphor from football is mixed with another metaphor from another sport which is cricket. In
cricket if a ball is hit for a six (meaning six runs with one shot) then the ball goes flying out of the
boundary without once hitting the ground. The same is being used in the metaphorical sense by the
writer here. The field is our society and the boundary is that of our socialcustoms. The ball is being
used to represent dowry and is being hit for a six and is being sent out flying from our social
system. The writer says that ifgirls haveconfidence in themselves and if they receive parental
support they can certainly hit dowry for a six and rid our society of this social evil.

1.7.1 Check Your Progress

a. Can a law by itself change the mindset of people?
____________________________________________________________________________

86
 ____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________

b. Explain the metaphor used in the title of the article?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________

1.8 Let Us Sum Up

• We have seen that Kalpana Sharma’s article ‘Hitting Dowry for a Six’ is a provocative
and powerful argument against the evil system of dowry that continues to prevail in our
society even today. It looks at the various reasons for the persistence of this evil in our
social system and also suggests a few ways to deal with it. Some of the reasons for the
persistence of this evil system are:
 Dowry is demanded in the name of customs.
 Parents agree to ‘reasonable’ demands.
 Education alone cannot help because even educated girls have been seen to bow
down to dowry demands.
 Parental and family support is crucial in the direction of enabling girls to take a
stand against dowry.
 There is a need to change the mindset in order to bring about a change in society.
• We have seen how the entire article has been written on a pattern of argument and
counterargument which gives us different perspectives on the issue of dowry. The entire
exercise hinges on logic and rationality and works towards a resolution.
• We have also tried to understand the use of the mixed metaphor in the title Hitting
Dowry for a Six where the metaphor from the game of football is mixed with a metaphor
from the game of cricket. Refer to Section 1.7.1 to recall the discussion.
1.9 Glossary
sparked off started
campaign movement, struggle
triggered started, began
raise the banner raise a voice, start a struggle or movement
tortured put through pain and suffering
sufficient enough
far-reaching repercussions far-reaching consequences

87
feted and felicitated made famous and congratulated
media spotlight getting public attention through media
deception fraud
marital married
wedding trousseau clothes and other possessions of a woman getting married
virtually nearly
apparent privilege seem to be honour
in the midst of in the middle of
hype publicity
tackled attempted
come to grips with to understand
relegated demoted
yell shout
glimmer flicker
trend tendency
son-preference preference or liking for a son
mindset mentality or attitude
subsumed included
ostensibly supposedly or seemingly
mate companion or friend
perverted corrupt
demonstrated showed or proved

1.10Key to Check Your ProgressExercises

Key to Exercise 1.3.1
a. Nisha Sharma is a software engineer from Noida. She asserted herself and refused to
go forward with a marriage in which dowry was being demanded from the groom’s
side. She even lodged a complaint against the groom’s family with the police.
b. Satyarani Chaddha lost her daughter to the evil of dowry. Her daughter was harassed
and tortured for bringing insufficient dowry and finally lost her life.
c. Both Nisha Sharma and Satyarani Chaddha raised the banner against the evil system
of dowry but there are differences between the two cases. Firstly Satyarani Chaddha is
not a victim herself as Nishais. In Satyarani’s case it was her daughter who lost her
life to this system. Secondly in Nisha’s case the disaster is averted in time due to
Nisha’s courage and her parent’s support. In Satyarani’s case however, her daughter
loses her life as she is tortured and killed by her in-laws. Thirdly, one major difference
between the two cases is that while Nisha’s parents stand by her and supporther in her
stand against such a marriage, Satyarani, being a parent, had gone along with dowry
demands and acted only after she lost her daughter. Nisha’s case teaches us to act in
time.

88
 d. The point that is being emphasized in the above section is that we must never think
that just because we are alone we cannot raise our voce against injustice or evil. Even
an individual’s actions can have far reaching repercussions and bring about a change
as we have seen in the case of both Nisha and Satyarani.
Key to Exercise 1.4.1
a. The hard questions point at the faults that lie within all those people who go along
with dowry demands. Though Nisha receives parental support when she decides that
the cash demand had become too much, yet till that time both she and her parents had
gone along with unreasonable demands.This leads to further questions whether any
demands can be reasonable and whyshould there be any demands at all.
b. The two issues that stand out in Nisha’s case are:
• Parental support when she decided that the cash demand was too much.
• Both Nisha and her parents bowed down to the demands as long as they
thought they were within ‘reasonable’ limits.
c. Demands are made and met under the pretext that girls should not be a burden on their
husband’s family.
d. The central issue is the social mind-set-that considers a woman to be a burden firstin
her parental home and then in her marital home. The belief that dowry is given
andaccepted so that a woman is not considered a burden in her marital home results
from such a mentality. We need to change such an attitude or else individual efforts
like those of Nisha and Satyarani will be forgotten very soon.
Key to Exercise 1.5.1
a. Two factors enabled Nisha to raise her voice against dowry. First was her education
that gave her the courage to assert herself and second was the support of her parents
when she decided to refuse the match.
b. Education alone cannot help a girl to fight the dowry system because even educated
girls are known to have bowed down to the system. What is needed is support of
parents and family members without which it would be hard to take any step against
the social menace.
Key to Exercise 1.6.1
a. It is certainly not fair to make educated and professionally qualified women give up
their careers in the name of marriage. An equal amount of money, effort and time is
invested in educating girls as it is in educating boys.A girl should not be asked to
compromise with her career in the name of marriage. There is a need to change the
mindset of people and make them aware of the needs and rights of women as they
come into their marital homes.
b. Girls can dictate their terms because their biggest advantage in the fight against dowry
is that they have the numbers on their side. There is less number of girls than boys in
our country. So it is the girls who should be playing hard to get. They should not give
in so easily.
Key to Exercise 1.7.1
a. Law alone cannot change the mindset of people. It can only help to some extent.
Ultimately a change can come about only if the girls are determined and courageous, if the
parents and family are supportive and if we can bring about a change in our perverted

89
 culture which in the name of customs makes such unreasonable demand on the girl’s
family.
b. The title of the article is ‘Hitting dowry for a Six’. This metaphor has been taken from the
game of cricket. In cricket when a batsman hits a ball for a six (meaning six runs with one
shot) then the ball goes flying out of the boundary without once hitting the ground. The
same is being used in the metaphorical sense by the writer here. Metaphorically speaking,
the cricket field represents our society and the boundary is that of our socialcustoms. The
cricket ball is being used to represent dowry in this metaphor. By saying that girls should
hit dowry for a six, the writer is in fact implying that just as the cricket ball is sent flying
out of the boundary, so also dowry should be sent out flying from our social system. The
writer says that ifgirls haveconfidence in themselves and if they receive parental support
they can certainly hit dowry for a six and rid our society of this social evil.
1.11 Key to Exercises on given in the textbook at the end of Unit 9
Vocabulary
I. Study carefully the following phrases taken from the essay. Substitute the adjective (which
has been underlined) with another, similar word or phrase and then replace the phrase in
its original place and see if there is any significant change in meaning. Take the help of the
dictionary if you find the exercise difficult.
a. a sufficient dowry: an adequate dowry (no change in meaning).
b. far-reaching repercussions: extensive, sweeping, broad repercussions (not much
change in meaning)
c. unreasonable demands: unfair demands (does not convey the sense of logic or
rationality behind it)
d. central issue: key issue (no change in meaning)
e. suitable boy: appropriate, fit boy ( does not convey the sense of suitability as in
a matrimonial proposal)
f. apparent privilege: obvious privilege (not much change in meaning)
g. ostensibly superior needs; seemingly superior needs (no change in meaning)
II. Here are some more phrases taken from the essay. Fill in the blanks in the given sentences
with the phrases.
Phrases: to raise the banner: how on earth; feted and felicitated; sense of self-worth; to
take a stand, to give in; to set aside.

Fill in the Blanks

I wonder why boys and young men never take a stand against dowry, why it is left to women alone
to raise the banner against it. Any man with any sense of self-worth should not give in to the
demands of customs and tradition and agree to be feted and felicitated while his bride’s family is
ruining itself financially. How on earth can young men agree to a custom which may seem
pleasant enough to them today but which they would love to set aside tomorrow, when it could be
their turn to be marrying off their daughter.
Writing
I. Read through the given text carefully and then provide 1-2 sentence summaries of the last
six paragraphs of the essay.

90
 For example one line summary of the first paragraph would be: ‘We need to come to grips
with the central issue.’
Now try and write out 1-2 sentence summaries of the last six paragraphs on your own.
II. Write a short essay on the role of parents in the growth and development of children.

1.12 Activity
The writer suggests that there are three factors which determine whether a girl will be able to
fight the menace of dowry. These are:
i. Education
ii. Parental support
iii. The freedom to work after marriage.
Rank these factors in their order of importance. Make a presentation on whichever factor you
think is the most important highlighting its role.

91
 UNIT 10
________________________________________________________________________
UNDERSTANDING HUMOUR
CHOCOLATE
Manju Kapur
— NaliniPrabhakar

1.1 Introduction

Chocolate is a short story which centres around certain events in the marital life of Tara. The
narrative style of this story is humorous but the subject matter of the story is anything but that. The
story raises some very serious issues concerning marriage and individual self-respect. In the
process of our analysis we shall take a closer look at these issues.

1.2 Learning Objectives

After you finish reading this lesson you will be able to:

• Summarize the story

• Critically analyse the various issues at work in the text
• Appreciate the humour in the style of narration

1.3 Summary—Short history of Tara’s life up to the time of her marriage

Tara is sent to an all-girls convent school until she attains the age of 17 years, where the
emphasis, as in most schools is entirely on academic work. The free time that is available, Tara
utilises it by attending dance and music classes. After schooling she is sent to an all-girls college
for three years. Here she decides to pursue the Honours Course in English, and this decision is
taken by her for all the wrong reasons. She doesn’t exactly know what to do with her life and so
she opts for English, which at that point seemed a “good no-purpose subject”. She realizes very
soon that English (Hons) is not just about reading stories, but also requires a far greater
involvement of grey cells, what with its emphasis on ideas, history and various kinds of
interpretations, sometimes extremely obscure. So Tara spends her time bunking classes to watch
films with her friends. All the time she complains about the strenuousness of the course and is duly
consoled by her mother. Meanwhile Tara’s wedding is fixed and the wedding preparations
coincide with the preparatory leave before the exams. Tara makes a feeble protest, and given her
lack of aptitude for studies, one can only guess how ill-prepared Tara is for her exams. When the
results are declared Tara is surprised that she has passed with a third division. Needless to say, by
this time, she is back from her honeymoon.

92
Critical Commentary

Although Tara is made to go through school and college, it is very clear that her education is not
oriented towards any career goal. Education in her case is considered mostly as an ornament that
would brighten her chances of getting a good husband. Her growing dis-affection for the course
she is pursuing, does not alarm her parents. Clearly they do not expect her to take up a career.
Tara, at this stage, still warm from the embraces of her husband does not have the foresight to
figure out the importance of economic independence which a career would give her. It is only
much later that she realizes the importance of education, but by then it is too late.

1.3.1 Check Your Progress

a. Analyse Tara’s and her parent`s attitude towards her education.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

b. Had Tara been a boy, would the parents have a similar approach towards his education?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.4 Summary: The stigma and trauma of being barren

In the Indian social set up, birth of a child, preferably a male child is seen as a natural by-product
of marriage and that too within the prescribed time limit of a year or at most two from the time of
marriage. Tara’s case is no different. When it becomes increasingly clear that Tara is unable to
bear a child in the normal course of time Tara goes in for a series of remedies, both rational and
irrational. The narrator describes the various remedies undertaken in a humorous fashion. Tara
suggests to her husband Abhay, that they should visit a doctor. Abhay refuses to see a doctor with
the assertion that there is nothing wrong with him. The doctor after examining Tara declares that
there is nothing wrong with her and suggests that the problem could be with Abhay. Abhay after a
heated discussion agrees to see a doctor but on condition that he would do it alone. Tara never
comes to know what transpired between the doctor and Abhay or what verdict was given by the
doctor. We can however assume that the report is not positive as Abhay is “tight lipped and
cross”. He moreover calls the doctor a fool and prohibits Tara from visiting the doctor. With this
rational option closed, Tara we are told explores the divine front. She crawls on her hands and
knees upto Vaishno Devi and repeats it at various others shrines. When this exercise does not pay

93
dividends she takes to wearing stones (rashi-stones perhaps). Her mother-in- law shows her
appreciation but none-the-less would on the sly comment “she is unhealthy from inside”.

Critical Commentary

Abhay’s attitude in this sequence of events, seems extremely unreasonable. Abhay seems
to believe that the inadequacy rests, solely with the woman. He is stubborn in his belief that the
problem does not lie with him. This reflects a certain mind-set, a mind-set which is shared by the
society at large, that the cause of infertility is always the female and not the male. Tara is unable to
challenge Abhay on this issue, as her position in the house is that of a dependent. She has to
quietly submit to her husband’s stubbornness. It is also quite possible that men in general do not
wish to acknowledge their infertility in the mistaken belief that their manhood and virility may be
questioned.It is interesting to note that Abhay’s mother too seems to be on her son’s side. Instead
of rationalizing the problem and constructively counselling the son, she chooses to lay the blame
on Tara’s “unhealthy inside.”

1.4.1 Check Your Progress

a. Critically examine the attitude of Tara, Abhay and the mother to the problem.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

b. Identify the lines in your text which add humour to Tara’s ordeal.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.5. Summary: Tara’s Tryst with Chocolates

It is around this time that Abhay starts feeding Tara Chocolates and thus begins Tara’s tryst with
Chocolates. It is the casualness with which Abhay seemed to bring her Chocolates that alerts Tara
to something else. Abhay keeps getting an excess of peppermints and despite requests for more
variety, persisted in bringing the same peppermints. His excuse is that he is very busy and airports
stock only peppermints, which Tara knew was a lie. It dawns on Tara that Abhay picked these
mints with a total indifference to her taste. It also dawns on her that he is most of the time not at
home, and on occasions when he is at home he is greatly preoccupied. Tara’s obsession with
Chocolates leads to obesity. Abhay makes fun of her and makes it quite clear that her rolls of fat

94
did not do his image much good. He nonetheless continued to supply her with Chocolates, not one,
not two, but all twenty at a time. He never takes Tara on any of his frequent trips. The physical
intimacy of their relationship is restricted to an occasional rub around her fat belly. Given these
circumstances, Tara puts two and two together, does some spying and discovers what is obvious to
everyone else, that Abhay is having an affair.

Critical Commentary

Abhay’s offering of Chocolates could mean three things. Firstly it would avert any suspicion
in Tara’s mind, as the Chocolates which he so diligently brings for her are meant to be a token of
his love. Secondly Chocolates probably assuaged his own guilt over his extra-marital affair.
Finally Chocolates make Tara so ungainly and ugly that Abhay probably finds justification in this,
for his own attraction towards the other woman. It is more difficult to understand Tara’s obsession
with Chocolates. She shows no moderation in her consumption of Chocolates, despite her growing
obesity and her husband’s taunts. Is Tara’s weakness for Chocolates merely gastronomical or is it
her way of overcoming the unhappy state of her marriage? It is very clear that Tara’s and Abhay’s
marriage is on the rocks. The following points are a clear indication of this.

1. Abhay stays away from home most of the time.

2. He is constantly making fun of Tara’s rolls of fat.
3. On the physical front their relationship is non-existent. Although Tara is surprised when
she learns of another woman in Abhay’s life, the reader is hardly surprised as all
indications clearly point to this conclusion.

1.5.1 Check Your Progress

a. Examine the role of Chocolates in this section of the story?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

b. What makes Tara spy on Abhay?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

95
1.6 Summary: Tara’s Revenge

On discovering Abhay’s infidelity, Tara experiences all the emotions normal to a person in her
situation. The immediate fall out of this emotional trauma for Tara is her total distaste for
Chocolates. Chocolates now begin to symbolize Abhay’s betrayal and her earlier obsession now
turns to nausea. And so she begins to lose weight steadily until she is thinner than ever before.
Tara decides to discard sarees for salwarkameez and begins to look young and beautiful Tara
decides to win over her husband and so adopts the age old adage that the path to a man’s heart is
through his stomach. She joins a cookery class and starts dishing out delicious, mouth-watering
food from her kitchen. Abhay succumbs to this offering from Tara and slowly gets addicted to all
the delicacies. It seems as if he cannot get enough. His demand for good dishes keeps growing and
Tara is more than willing to appease her husband. There is now a reversal of roles. Where earlier it
was Tara who was obese, it is Abhay now who suffers this fate.

As expected Abhay’s growing girth leads to the break-up of his affair. So far so good. Tara has
won her husband over from the other woman. But the story does not end here. It takes a very
interesting turn. What had started as an innocent attempt by Tara to win back her husband, at some
point of time becomes a plan for revenge. She begins to find Abhay ugly, what with all his layers
of fat, and complexion turned unhealthy due to his excessive consumption of alcohol. Tara to give
her revenge a grand finale chooses to have an affair with Abhay’s best friend and very cleverly
puts an end to the affair, the moment she discovers that she has conceived a child. She announces
the news to her husband and attributes it to his improved good health. Abhay is puzzled over this
new development and is suspicious about the child’s paternity. Tara, however, had been so careful
and circumspect in her affair with Abhay’s friend, that Abhay finds no grounds for his suspicion.
Abhay of course is not a fool. He tamely accepts the child, although he is not totally convinced
that he is the father. You will of course, at this point recall his meeting with the doctor and his
reluctance to talk about it. Tara now has what she wants, a child and a girl child at that. But Tara is
now a more mature person and as a mother is determined not to make the same mistake as her own
mother. She is determined to give her daughter a good education—an education that would
culminate in a career, making her daughter independent and self-sufficient. Even the lullabies she
sings are of brave women warriors and not of tame submissive women.

Critical Commentary

Tara adopts Abhay’s strategy to work out her elaborate revenge plan. Where Abhay picked
Chocolates off airport shelves, Tara laboured in the kitchen to feed him. She makes him fat and
obese, like he had once made her. Like him, she also has an affair and that too with his best friend.
Unlike Abhay, Tara earns for herself a wonderful gift for all her pains. The gift for her perfect
revenge plan is a baby girl and her own baby girl at that! Tara’s attitude towards the baby girl
also evidences her maturity and growth as an individual. We might agree with the author that
Abhay justly deserves what he gets and feel happy for Tara, but the story and its ending none-the-
less raise some very pertinent questions regarding the institution of marriage.One cannot but feel

96
sorry for both Tara and Abhay. It is very evident that there is no love, respect or even affection
between Tara and Abhay, yet they both choose to remain trapped in their loveless marriage. The
marriage is indeed a farce for both. For Tara it is so because she no longer loves her husband
because of his infidelity. Moreover towards the end of the story she finds him positively repulsive.
For Abhay because he probably knows that the child is not his, yet is forced to acknowledge the
child, lest he become a laughing stock in the society. Is marriage then merely a social institution
which has to be preserved at all costs? Or should marriage be a coming together of two people
based on love, trust and mutual respect. In a scenario where a woman is economically dependent,
does she have the option of walking out of a marriage which cannot physically and emotionally
sustain her? Even where the woman is economically independent is it very easy to end a marriage,
especially when a single divorced woman does not have much social acceptability and sanction?
These are some of the questions the short story raises, to which you must turn your thoughts.

1.6.1 Check Your Progress

a. Comment on Tara’s plan of revenge

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

b. Do you think Tara will make a good mother?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

1.7 Humour in Style

In your text this short story Chocolate is given under a broad heading “Understanding Humour.”
According to the Co-build English Dictionary, “Humour is a quality in something that makes you
laugh for example in a situation, in someone’s words or actions or in a book or film.” The
narrative style of this story is definitely humorous. Tara’s choice of subject at college, her reasons
for opting to English (Hons.), her subsequent disenchantment with the course are described in a
light hearted manner and we are quite familiar with such situations. Tara’s various efforts to
conceive a child are also familiar and quite comic. But one might at this point argue that although
the style of narration is humorous, the subject matter of the story—husband’s betrayal and wife’s
revenge—is not in the least humorous.Surely there is nothing humorous about a relationship
breaking up especially the one between husband and wife.The trauma, the pain and the

97
helplessness of someone in Tara’s position is glossed over by the humorous treatment of the
subject. But let us look at the plus points of adopting a humorous style for what is obviously a very
painful situation. The story does not become melodramatic at any point of time and manages to
keep the focus firmly on the problem. One never loses sight of the many issues involved.

1.8 Let us Sum up

We have not only summarized the short story but have also tried to understand the following
issues:
• Our society’s attitude towards education of girls
• The mental trauma that women in our society undergo if they are unable to bear children
• The importance of conditioning the girl child right from childhood to be courageous and
assertive of her identity
1.9 Glossary
waddling walking with short steps swinging the body from one side to the other,
usually of a person with short legs and a fat body.
jiggling move about quickly from side to side or up and down.
flabby (of a part of a person’s body) soft, loose, and fleshy.
svelte (of a person) slender and elegant.
marzipan Marzipan is a confection consisting primarily of sugar or honey and almond
meal, sometimes augmented with almond oil or extract
piece de resistance An outstanding accomplishment.
liqueur A liqueur is an alcoholic beverage made from a distilled spirit that has been
flavored with fruit, cream, herbs, spices, flowers or nuts and bottled with
added sugar or other sweetener.
Banality the fact or condition of being banal; unoriginality.
intervention An intervention is an orchestrated attempt by one or many people – usually
family and friends – to get someone to seek professional help with an
addiction or some kind of traumatic event or crisis, or other serious problem
infertile (of a person, animal, or plant) unable to reproduce itself
acrimonious (typically of speech or discussion) angry and bitter
brochure A brochure is a flyer, pamphlet or leaflet that is used to pass information
about something. They are advertising pieces mainly used to introduce a
company or organization and inform about products and/or services to a
target audience
delectable (of food or drink) delicious
cordon bleu denoting or relating to the highest class or standard of quality in cookery
cuisines a style or method of cooking, especially as characteristic of a particular
country, region, or establishment.
aesthetic the philosophical theory or set of principles governing the idea of beauty at
a given time and place.
errant : erring or straying from the accepted course or standards
moroseness gloomily or sullenly ill-humored, as a person or mood.

98
1.10 Key to Check Your Progress Exercises

Key to Exercise 1.3.1

a. Although Tara is made to go through school and college her education is not oriented towards
any career goal. Education in her case is considered mostly as an ornament that would brighten
her chances of getting a good husband.

b. No, had Tara been a boy the attitude of the parents would have been different. This is because
in most Indian families men are considered as wage earners and women as home makers.
Hence education for boys is taken much more seriously as it is intended to lead to a Good
career.

However, more people nowadays are giving importance to career oriented education for girls,
as there is a growing realization that financial independence which a career can give is the best
form of empowerment for girls/women.
Key to Exercise 1.4.1

a. Tara is unable to bear a child and like all sensible people she first adopts a rational course
and consults a doctor for a remedy. Abhay on the other hand initially refuses to see a doctor
but visits one on Tara’s insistence. Tara never comes to know what transpired between the
doctor and Abhay as he comes back from the visit “tight-lipped and cross”. He also forbids
Tara from visiting the doctor. Tara being a dependant is unable to challenge Abhay on this
issue. With the option of medical intervention closed Tara begins to adopt irrational means
– visiting shrines, wearing stones – in the hope that she will be blessed with a child.
Abhay’s attitude of not seeking medical help reflects a mindset that the cause of infertility
is always female and not male. This mind set stems from a mistaken belief that their
manhood and virility may be questioned. Abhay’s mother instead of rationalizing the
problem and constructively counselling the son, blames Tara’s “unhealthy inside” without
any basis whatsoever.

b. Lines which add humour to Tara’s ordeal “on the divine intervention front, Tara was told
he should take a trip to Vaishnodevi crawling on her hands and knees. After she had
crawled up vaishnodevi on her hands and knees, she decided to do the hands and knees
stuff at other shrines”. “When there were no signs of conception after all this Tara took to
wearing certain stone around her neck and fingers…”.

Key to Exercise 1.5.1

a. The main twists and turns of the narrative are linked to chocolates.
i) Abhay starts feeding Tara enormous amounts of chocolates around the same time when
she is unable to conceive a child and there is a rift between the two on the subject.

99
 ii) Overeating chocolates makes Tara fat and ugly thereby giving Abhay a good excuse to
have an affair with another woman.

iii) Tara is alerted to Abhay’s infidelity because despite her requests to the contrary, he
keeps bringing just mint chocolates.

iv) Finally, Tara’s aversion to chocolates upon discovering her husband’s infidelity,
changes her course of life and makes her more assertive and independent.

b. Tara becomes suspicious of Abhay and decides to spy on him because he keeps getting an
excess of peppermint despite Tara’s request for more variety. Moreover, most of the time
he’s not at home, and when he’s at home, he is always preoccupied. There is no physical
intimacy between them and he refuses to take her on his many trips.

Key to Exercise 1.6.1

a. Tara initially attempts to win back her husband by losing weight, dressing more
attractively and dishing out delicious food from her kitchen. Abhay gets so addicted to the
delicacies that he becomes what Tara was earlier – fat and ugly. Now, Tara finds him
positively unattractive and at some point her innocent plan of regaining her husband’s
affection turns into a plan for revenge. She has an affair with his best friend and once she
conceives a child, she breaks the affair and announces that Abhay’s improved good health
has worked this miracle.

b. Yes, Tara will be a good mother to her daughter because she will not make the same
mistakes which her own mother made in her upbringing. Her experiences have taught her
that for a woman to live with dignity and self-respect it is imperative that she should be
financially independent. She is determined to pass on this wisdom to her daughter.

1.11 Key to exercises given in the text book at the end of - Unit 10

Vocabulary

1. Match the words and phrases taken from the story in Column A with their meanings in
Column B. Either look up the dictionary or go back to the word in the story to help
you to decide.

Column A Column B
1. Ulterior motive That which can hardly be noticed because it is slight
(4)
2. Soft option Hard-working; working seriously and with attention to
detail ( 7)
3. Acrimonious not difficult; the easier of two choices ( 2)

100
 4. Imperceptible Bitter and angry ( 3 )

5. Circumspect To be able to think of things/do something on the spur

of the moment (8)
6. Marital Demanding physical or mental effort or energy (10)

7. Assiduous Boring, ordinary and not original ( 9)

8. Improvisation To do with marriage ( 6)

9. Banality A secret, often bad reason for doing something ( 1 )

10. Strenuous Careful and attentive ( 5 )

2. Use the words/phrases from Column A to fill the blanks in the sentences below. You
may need to change the word form/ending to keep the sentence grammatically correct.

(i) The internal assessment requirements have made college life rather Strenuous.
More and more students, therefore, choose Soft option of correspondence
courses.

(ii) The police, though circumspect were tight-lipped about how far they had
proceeded in their investigations.

(iii) As we grow old the changes come upon us so slowly that they are almost
imperceptible.

(iv) The discussion became quite acrimonious and we had a hard time winding up on
an amicable note.

(v) Children should be taught not to accept foodstuff from strangers; there may be
ulterior motive in their show of generosity.

(vi) Soon after the start of their marital life Soraya found that her husband was a very
good storyteller. His Improvisation at storey telling made him famous all over
the country.

(vii) I couldn’t watch that film for more than ten minutes, it was so full of banal
song and dance sequences.

(viii) MedhaPatkar has been assiduously fighting for the cause of the displaced rural
poor for many years.

101
 3. Find out what the idioms and expressions given in the box mean. Dictionaries list
idioms at the end of headwords. Most of these idioms are frequently used, so make
them a part of your active vocabulary.

Keep/place in perspective; a flair for; established pattern; draw your attention to; like
a duck into water; toy with an idea.
Now use these expressions in the sentences below:

(i) I would like to draw your attention to the fact that this area has gone without
water for a whole week.

(ii) Reena took to acting like a duck to water. She had a flair for singing and dancing
which made up for her inability to learn her script.

(iii) My father wanted me to follow the established pattern and practice law like he did
and his father before him. But since I very much wanted to be singer I toyed with
the idea of running away from home but could not muster the courage to do so.

(iv) When choosing a career, one should think not only of the status and money that
the job provides; one should also keep in perspective one’s interests and aptitude.

Writing

Suppose Tara has graduated this year and is applying for a job at a call center. Prepare her
curriculum vitae and write a covering letter addressed to: The General Manager, Biopolar
Industries Ltd., 38/35 Udyog Vihar, Gurgaon, Haryana. Supply Tara with a surname, address and
other details.

Please keep in mind that an application for a job has two parts:

a) A letter to the prospective employer

b) Curriculum Vitae/Bio-Data

Please note that your C.V. should match the job profile, especially your educational qualifications
and work experience. Sample of a covering letter and a C.V. is given below.

102
COVERING LETTER:

APPLICATION FOR JOB AT CALL CENTER

Tara Gulati
66, Yamuna Road,
Prem Nagar
New Delhi 101211

14th February 2015

The General Manager,

Biopolar Industries Ltd.
38/35 Udyog Vihar,
Gurgaon, Haryana.

Subject: Application for job at call center.

Sir/Ma’am,

This is with reference to your advertisement dated 31st January 2015 in the Hindustan Times for
the job at your call center. I have recently graduated from XYZ College with a degree in English
Honours.

Given an opportunity I shall work to the best of my ability and to your satisfaction. Please find
enclosed a copy of my C.V. and relevant certificates for your perusal.

Thank you

Sincerely yours,

Tara Gulati

103
 BIO-DATA / CURRICULUM VITAE

Personal profile:

Friendly outgoing person with good communication skills in English as well as Hindi. I will be
happy to work both as part of a team as well as independently.

Achievements:
1. Represented the school in dance and music competitions.
2. Captain of under-18 Badminton team.

Educational qualifications:

1. 2014 - BA (Hons.) English from XYZ College Delhi University (3rd division, 45%)

2. 2011 - Class XII CBSE, All Saints Convent, Rohini (1stdvision, 82.43%)

3. 2009 – Class X CBSE, All Saints Convent, Rohini (1st division, 83.72%)

Personal details:

1. Name : Tara Gulati

2. Date Of Birth : 13th November 1993

3. Contact details : 9236571940

tarag@gmail.com

4. Address : 66, Yamuna Road, Prem Nagar, New Delhi 101211

5. Age : 21 years

6. Gender : Female

7. Marital Status : Unmarried

1.12 Activity (Writing)

How would you describe your course of study? Write a paragraph describing its strengths and
weaknesses.

104
 UNIT 11
UNDERSTANDING BIOGRAPHY
A GANDHIAN IN GARHWAL: CHANDI PRASAD BHATT
Ramchandra Guha
— NaliniPrabhakar

1.1 Introduction

In the previous units you have learnt how to read various kinds of writings like essays, stories,
poetry, etc. In this unit we will learn about biographies. This particular biography ‘A Gandhian in
Gharwal: Chandi Prasad Bhatt’ deals with the life of Bhatt, a well-known environmental activist
who is often credited with founding of the Chipko movement. The writer of this biography is
Ramachandra Guha, a well-known social historian. While normally biographies are much longer
in length and cover the entire life of the subject, this biography is a short essay focussing on some
important events in the life of the protagonist. So we can call it a biographical essay. In this unit
we will learn about the life of Chandi Prasad Bhatt, biography as a form of writing and some
environmental issues that concern all of us.

1.2 Learning Obectives

After going through this lesson you will be able to:

• Identify the features of a biography

• Describe the important events in the life of Chandi Prasad Bhatt
• Understand the importance of ecological conservation in our lives
• Appreciate the importance of mass movements to protect the environment
• Understand the crucial role played by women in conservation
• Write a short biographical essay on a person of your choice

1.3What is a Biography?

Let us begin this unit by asking ourselves a simple question. What is biography? Well the word
biography comes from the Greek words ‘Bios’ meaning life, and ‘Graphein’ meaningwriting.
Hence biography means writing a life. Now writing biography has a very long history, notonly in
the western world but also in India. Initially, biographies were written to praise kings and their
achievements. They chronicled the great lives and deeds of the Kings, often during their lifetime.
Subsequently, we find biography of saints and religious leaders. The intention was to recordthe
purity of these people and set them as an example for the common men to emulate and
leadexemplary lives. But the biography in modern times moves beyond these limited objectives. It
isno longer about the selection of a few facts and the presentation of these facts as a guide to good
life.

A good, modern, biography not only recounts details and facts of a life but also establishes a link
between what the individual did and the life and the circumstances that made it possible.

105
It maps, not just the individual’s thoughts, actions and emotions but also maps the social space
within which the subject existed. It highlights the different textures or shades of personality as well
as the intimate details of experiences. A biography should:

• Be authentic and honest

• Provide an objective assessment of the subject
• Neither omit nor gloss over controversial matter
• Make available feelings, beliefs, actions, and daily decisions made by the individual
• Have a clear narrative thread
• Be grounded in the historical context in which the individual lived

This was a very brief discussion of biography but sufficient for our purposes. Now the task at hand
is to examine Ramachandra Guha’s biography of Chandi Prasad Bhatt. I am sure you have read
some biographies. Since this is a short biographical, the structure, style and scope of this essay will
be a little different from the more formal and traditional biography you might have read.

1.3.1 Check Your Progress

a. What are the differences between biographies written in earlier times and modern biographies?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.4 Critical commentary (Para 1-4)

The first thing that one notices is that it is a short biographical sketch. And the objectiveis made
very clear in the first paragraph itself. The author obviously reveres Chandi Prasad Bhattand hence
he calls his journey a sacred pilgrimage. A pilgrimage is a journey to a sacred placewhich has a
religious significance. The author clearly regards Chandi Prasad Bhatt as a livingdeity, not in a
religious sense, but in a very secular way. He is the founder of Chipko movement.It is obvious
then that the author regards the Chipko movement as sacred and consequently thebirthplace of the
founder Gopeswar, a place of pilgrimage.Thus the first paragraph (a very short one) introduces the
reader to:

1. The objective and nature of the journey.

2. The living deity (Chandi Prasad Bhatt).
3. The achievement of the living deity (The Chipko movement).

We have earlier observed that a good biography must establish the relationship betweenthe
achievement of the individual and the life that made it possible.The next three paragraphs provide
us with that information. The early life of Chandi Prasad Bhatt is covered quickly without any

106
great details about the circumstances of the family.He was born into a family of priests who tended
the shrine of Lord Shiva at Rudranath. Howeverwhat the author does point is the informal
education in ecology that Chandi Prasad Bhatt acquiredon his trips to the shrine at Rudranath. He
learnt that nature must be respected at all costs andthat man must exist in a natural symbiotic
relationship with nature. The taboos and prohibitionsimposed by the people were meant to protect
nature. For instance people were allowed to pluckflowers only after Nandasthmi because the
flower would be ripe by then and plucking flowersat that time released the ripened seeds. Further
there was a ban on spitting coughing and pissing on anything within a radius of four kilometre
stretch above the Amrit Ganga so as not to pollute it.

The fourth paragraph, very quickly, takes us though the early phase of his life. He losthis
father early in life and to support his mother he started out by doing odd jobs. He, however,finally
joined Garhwal Motor Owners Union (GMOU) as a booking clerk. He was posted at manyplaces
along the Alakananda which entailed a lot of interaction with people from various parts ofthe
country. It is here and through this interaction that Chandi Prasad Bhatt got his first experienceof
the immense diversity of India

1.4.1Check Your Progress

a. Where did Chandi Prasad Bhatt get his first lessons in ecology?
_______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
b. How did the taboo’s and prohibitions help in preserving nature? Give one example.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

c. What did Chandi Prasad Bhatt do after his father passed away? What did he learnas a booking
clerk with GMOU?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

107
_______________________________________________________________________________

1.5 Critical Commentary (Para 5-8)

The fifth paragraph introduces us to the circumstances which transformed thisordinary

booking clerk at GMOU into an influential social worker. I am sure you are familiar withthe
saying “The journey of a thousand miles begins with the first step”. This small step, whichwould
change the course of Chandi Prasad Bhatt’s life, was attending a public meeting inBadrinath in
1956. The meeting was addressed by Jayaprakash Narayan as well as a localSarvodaya leader Man
Singh Rawat. As you would know the Sarvodaya movement was aGandhian movement started by
Sri VinobaBhave. It had JP (Jayaprakash Narayan) as the otherprominent leader. This movement
aimed at general awakening and all round upliftment of allsections of the people.Chandi Prasad
Bhatt was deeply impressed by the two leaders who addressed thatmeeting and immediately
became interested in the Sarvodaya movement. What impressed himeven more were the personal
sacrifices made by its leaders, especially Man Singh Rawat. ManSingh Rawat who came from a
fairly rich family, had given up his inheritance for Sarvodaya.Chandi Prasad Bhatt began spending
his leave with Man Singh and his wife SashiBehn andlearning more about Sarvodaya. And in 1960
was inspired enough to donate his life (JeevanDaan)to the Sarvodaya movement. This was an
enormous sacrifice when we consider the fact that hewas already married and even had a child by
then.

In the seventh paragraph we see the beginnings of a movement and a new direction
takenby Chandi Prasad Bhatt. This small step would, eventually, result in the Chipko movement
adecade later. Beginning with a labour co-operative, Bhatt established the Dashauli Gram
SevaSangh. The foundation stone for the organisation was laid by SuchetaKripalani, the Chief
Ministerof Uttar Pradesh. The land was donated by another woman Shyama Devi.Did you notice
how swiftly and skilfully, Ram Chandra Guha, has managed to shift fromthe private world of
Chandi Prasad Bhatt into the public domain where you see Chandi PrasadBhatt. The transition
from private to public is not a sudden one. It has been in the making formany years. But by
focussing on significant events which mark this shift, Rama Chandra Guhahas very skilfully,
achieved this objective. He has managed to focus on the man, his achievementsand the
circumstances that made this possible.The DGSS truly was a Sarvodaya outfit. The focus of the
organisation was on livelihood.The DGSS tried to generate employment by promoting activities
which were consistent with thelocal environment and ethos. You can see that the activities
designed by DGSS already have aslant towards sustainability and conservation.

1.5.1 Check Your Progress.

a. What is the experience which transformed an ordinary booking clerk at GMOU into an
influential social worker?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

108
_______________________________________________________________________________
_______________

b. What sacrifice did Chandi Prasad Bhatt make in 1960? And why is it significant?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

c. How was DGSS formed?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
______________________

d. What were the activities of the DGSS? And why should we regard it as the mother of the
Chipko movement?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
________________________

1.6 Critical commentary (Para 9-11)

These three paragraphs recount the specific circumstances of the birth of Chipko. SinceDGSS was
involved in social reconstruction and sustainable development it occasionally came intoconflict
with the government. However it was commercial forestry (trees cut for commercialpurposes) as
against social forestry which led to the growth of Chipko. DGSS was refused theuse of some trees
with which they wanted to make some agricultural equipment. But the sametrees were auctioned
off to a sports goods company in Allahabad. The local people stronglyresented this commercial
exploitation of their forest. To protect the trees from being cut downBhatt gave a call to embrace
the trees (Angalwaltha in Gharwali). Similar action was followedat many places in the Alakananda
Valley. At this point SunderlalBahuguna not only joined theprotesters but also wrote about it in
Yugvani. He hailed the efforts of Chandi Prasad Bhatt andthe other workers and
109
regarded it as the first step in the process of a transformation in therelationship between man and
nature. Thus Chipko was born in the Alakananda Valley with the efforts of DGSS under the
leadership of Chandi Prasad Bhatt. Subsequently the movement spread to Kumaon, Uttarakhand
and the Bhagirathi Valley.

1.6.1 Check Your Progress

a. What were the specific circumstances of the birth of Chipko?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

1.7 Critical commentary (Para 12-17)

Ramchandra Guha, as you must have noticed, has approached the task at hand in aphased manner.
The first four paragraphs which deal with the childhood of Chandi Prasad Bhatt, establish a link
between the child and his environment. The child learns about the importance ofliving in harmony
with nature from his surroundings. The next sections (Para 5-8) take us throughhis early youth and
the momentous change that happens in Chandi Prasad Bhatt’s life after heattends a meeting
addressed by Sarvodaya leaders, Jayaprakash Narayan and Man Singh Rawat. The next phase in
Chandi Prasad Bhatt’s life (the birth of a social worker and the birth of DGSS)is captured in
paragraph 9-11.And now in these paragraphs we see a consolidation of the Chipko movement and
the success it achieved under the leadership of Chandi Prasad Bhatt. During this period we see
Chandi Prasad Bhatt emerging as a great pioneeringenvironmentalist as well as a great thinker.
Under the leadership of Chandi Prasad Bhatt DGSS had entered a phase of reconstruction. DGSS
not only protected the forests but also startedreforestation projects. The DGSS met with
remarkable success in their endeavour. While thesurvival roll of saplings planted by the forest
department fluctuated between 20 to 50 per cent,the survival rate of saplings planted by DGSS was
in excess of 70 per cent. Chandi Prasad Bhatt was not only a great environmentalist but also a
great social reformer.This is testified by many people including MurrariLal a dalit member of
DGSS.

Chandi Prasad Bhatt worked tirelessly towards the upliftment of Dalit women and the removal of
social inequalities.Thus the first tree plantation drive was flagged off from Murrari Lal’s village.
His ranges of concerns were indeed wide. Apart from ecology and environment DGSS worked in
the areas of traditional rights of people, the participation of dalits and women in decision making,
safeguardingand using the indigenous knowledge of people and so on. In fact some of the
development issuesnow being adopted by leading NGO’s and governments were in fact worked
out by DGSS under Chandi Prasad Bhatt some thirty years ago.Yet, as Rama Chandra Guha has
pointed out, Chandi Prasad Bhatt remains much lessknown than he should be. He was a modest
and self-effacing man who shunned publicity andworked quietly. Since Chandi Prasad Bhatt
lacked fluency in English, the English language press, Rama Chandra Guha believes, never gave
him his due. The Chipko movement demonstrated to the world that the poor and tribal had indeed

110
 a greater stake in the responsible management ofnature. He was the person who demonstrated to
others that it is not enough just to protest againstenvironmental degradation. It is important to
begin reconstruction as well. The last two paragraphsnot only bring out the simplicity of Chandi
Prasad Bhatt through an anecdote, but are also an ironicalreflection on the city bred and high
flying environmentalists who move around in the smart officesof WWF and other environmental
agencies. Unlike these academic environmentalists Chandi Prasad Bhatt demonstrates the values
of quiet service and selfless dedication which unfortunatelyhas disappeared from our public
domain.

1.7.1 Check Your Progress

a. What was the second phase of the Chipko movement?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________
_______________________________

b. In this phase Chandi Prasad Bhatt emerges as a great environmentalist as well asa thinker. Try
to substantiate this statement.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________
________________________________

c. The last two paragraphs highlight some personal traits of Chandi Prasad Bhatt.What are these?
And how do they contrast with other environmentalists?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.8 Let us Sum up

After discussing this short biographical essay we can say that Ramachandra Guha has managed to
present a fairly balanced view of Bhatt`s life and his contribution towards conservation. He has
touched briefly on some of the defining moments of Bhatt`s life, like the first lessons he learnt
from the folk ecology or the lessons he learnt as a booking clerk at GMOU, that made him the

111
environmental crusader that he was. This essay has also managed to place Bhatt within the
historical context of his times. Some of the important things we have learnt in this unit are:

• Modern biographies, unlike biographies written earlier, try to present an objective and
balanced view of the subject by presenting the good as well as the not so good aspects of
the personality and by placing him within the historical context of his times.

• The author clearly regards Chandi Prasad Bhatt as a living deity, not in a religious sense,
but in a very secular way. He is the founder of Chipko movement. It is obvious then that
the author regards the Chipko movement as sacred and consequently the birthplace of the
founder Gopeswar, a place of pilgrimage.

• Chandi Prasad Bhatt learnt his first lesson on ecology on his trips to the shrine at
Rudranath. He learnt that nature must be respected at all costs and that man must exist in a
natural symbiotic relationship with nature

• Inspired by Man Singh Rawat and his wife SashiBehn Bhatt decided to donate his life to
the Sarvodaya movement in 1960. This was an enormous sacrifice when we consider the
fact that he was already married and even had a child by then.

• The formation of DGSS in 1964 marked an important phase in Bhatt`s life. He became a
public figure. DGSS marks the beginning of the phase of activism for C.P.Bhatt.

• The Chipkoandolan started as a protest against commercial forestry at Mandal(a village).

The guiding principle of this movement was to safeguard the hills and transform the
relationship between humans and nature.

• Starting with local employment generation the DGSS went on to involve itself in
reconstruction of the hills with large scale tree plantation and other environmental
activities.

• It is primarily through the efforts of C.P. Bhatt and DGSS (Changed to DGSM in early
80`s) that people have begun to realise that the peasants and the tribals have a greater stake
in the management of nature.

• Despite the tall achievements Bhatt remains a modest and self-effacing man.His life has
taught us the values of quiet service and selfless dedication.

1.9 Glossary

pilgrimage a religious journey

ecology the relationship between organisms and their environment
taboos a social or religious custom that prohibit or restrict certain practices
informal Having a relaxed friendly or unofficial style

112
obscure unclear and difficult to understand
self- effacing not claiming attention to oneself, modest
pioneering involving new ideas or methods
indigenous native to a place or originating in a particular place naturally
high voltage powerful, Important
chronicler a person who writes accounts of important or historical events
venerated treat with great respect
restraint acting with self- control
acquiring learn or develop (a skill or quality)
abjure relinquish, reject
dismay to feel concern and distress
adjacent next to something
resonant having a lasting presence or effect
subside go down to a lower or normal level
fostering encourage the development of something
midwives women who are trained to assist in childbirth
barren: unproductive without any vegetation
irritant a thing that is continually annoying
innate inborn or natural
just deserts something that someone really deserves
humanize make something more humane or compassionate
excised to remove something by cutting it away
gravely with all seriousness

1.10 Key to Check Your Progress Exercises

Key to Exercise 1.3.1

a. Biographies were earlier written to chronicle the achievements of kings or recount the life of
saints. The intention was to recordthe purity of these people and set them as an example for the
common men to emulate and leadexemplary lives. But the biography in modern times isno
longer about the selection of a few facts and the presentation of these facts as a guide to
goodlife.A good, modern, biography not only recounts details and facts of a life but also
establishes a link between what the individual did and the life and the circumstances that made
it possible.It maps, not just the individual’s thoughts, actions and emotions but also maps the
social space within which the subject existed.

113
Key to Exercise 1.4.1

a. Chandi Prasad Bhatt learnt his first lesson on ecology on his trips to the shrine at
Rudranath. He learnt that nature must be respected at all costs and that man must exist in a
natural symbiotic relationship with nature.
b. The taboos and prohibitions imposed by the people were meant to protect nature. For
instance people were allowed to pluck flowers only after Nandasthmi because the flower
would be ripe by then and plucking flowers at that time released the ripened seeds. Further
there was a ban on spitting coughing and pissing on anything within a radius of four
kilometre stretch above the Amrit Ganga so as not to pollute it.

c. C.P. Bhatt joined Garhwal Motor Owners Union (GMOU) as a booking clerk after his
father passed away. It is as a booking clerk here and through his interactions with people
from various parts of the country, got his first experience of the immense diversity of
India.

Key to Exercise 1.5.1

a. The experience that transformed Chandi Prasad Bhatt’s life, was one where he attended a
public meeting in Badrinath in 1956. The meeting was addressed by Jayaprakash Narayan
as well as a local Sarvodaya leader Man Singh Rawat. This movement aimed at general
awakening and all round upliftment of all sections of the people. Chandi Prasad Bhatt was
deeply impressed by the two leaders who addressed that meeting and immediately became
interested in the Sarvodaya movement.

b. He donated his life to the Sarvodaya movement in 1960. This was an enormous sacrifice
when we consider the fact that he was already married and even had a child by then.

c. Bhatt established the DGSS as a labour cooperative in 1964.Starting with local

employment generation the DGSS went on to involve itself in reconstruction of the hills
with large scale tree plantation and other environmental activities.

d. The DGSS truly was a Sarvodaya outfit. The focus of the organisation was on livelihood.
The DGSS tried to generate employment by promoting activities which were consistent
with the local environment and ethos. You can see that the activities designed by DGSS
already have a slant towards sustainability and conservation.

Key to Exercise 1.6.1

a. It was the practice of commercial forestry (trees cut for commercial purposes) as against
social forestry which led to the growth of Chipko. DGSS was refused the use of some
trees with which they wanted to make some agricultural equipment. But the same trees
were auctioned off to a sports goods company in Allahabad. The local people strongly
resented this commercial exploitation of their forest. To protect the trees from being cut
down Bhatt gave a call to embrace the trees (Angalwaltha in Gharwali). Thus Chipko was
born in the Alakananda Valley with the efforts of DGSS under the leadership of Chandi
Prasad Bhatt.

114
Key to Exercise 1.7.1

a. Under the leadership of Chandi Prasad Bhatt DGSS entered the second phase of its
activities. This second phase was a phase of reconstruction. DGSS not only protected the
forests but also started reforestation projects. The DGSS met with remarkable success in
their endeavour.

b. Chandi Prasad Bhatt worked tirelessly towards the upliftment of Dalit women and the
removal of social inequalities. His ranges of concerns were indeed wide. Apart from
ecology and environment DGSS worked in the areas of traditional rights of people, the
participation of dalits and women in decision making, safeguarding and using the
indigenous knowledge of people and so on. In fact some of the development issues now
being adopted by leading NGO’s and governments were in fact worked out by DGSS
under Chandi Prasad Bhatt many many years ago.

c. The last two paragraphs not only bring out the simplicity of Chandi Prasad Bhatt through
an anecdote, but are also an ironical reflection on the city bred and high flying
environmentalists who move around in the smart offices of WWF and other environmental
agencies. Unlike these academic environmentalists Chandi Prasad Bhatt demonstrates the
values of quiet service and selfless dedication which unfortunately has disappeared from
our public domain.

115
1.11 Key to exercises given in the text book at the end of -Unit 11

Vocabulary

Reconstruction Destruction Process

Humanize Demonize Bureaucracy
Public Private Individual
Indigenous Alien/western Science
Formal Informal Education
Obscure Influential Person
Secular Religious Pilgrimage

Writing

Imagine that you have been asked to speak on Bhatt at an eco-club meeting. Make notes on a card
to keep with you as you speak. An outline with some details has been provided below. Reread the
text to complete the notes.

Chandi Prasad Bhatt: A Pioneering Environmentalist

Date of Birth: 23rd June, 1934 Place: Gopeswar

Family Background: Family of priests who tended the temple of Rudranath

Early Influence: Local traditions of folk ecology

Jobs Held: (i) art teacher (ii) booing clerk at GMOU

Later Influences:

Names Nature of their influence

Jayaprakash Narayan Moving speech, call for ‘jeevandaan’

Man Singh Rawat Abjuring wealth inheritance for Sarvodaya

Shashi Behn Rawat’s wife, educative treks

Vinobha Bhave Educative treks and his spirit of sacrifice

Chandi Prasad’s Contribution

1960: Joined Sarvodaya Movement. Ran a labour co-operative to repair houses, build roads.

1964: Formation of DGSS

116
1968: Promoted sustainable use of forest produce, weaving, bee-keeping and herb collection

1973: Conflict with Forest Department over auctioning of trees. Call for Chipko Andolan.

Chipko Gains Momentum Due to Networking

Name of Person/Org Nature of Contribution

Gauri Devi Led all women group protest against commercial
forestry in Remi, Alaknanda valley
Sunderlal Bahuguna Protest against commericial forestry in Bhagirathi
valley
Uttarakhand Sangharsh Vahini Protest against commercial forestry in Kumaon

1.12 Activity (Writing)

Find out whatever you can about the Bishnoi community of Rajasthan and write a short paragraph
about their contribution to the preservation of wildlife.

117
 Unit 12

Understanding Poetry III

Process
Shrikant Varma
Nalini Prabhakar
1.1 Introduction
The poem “Prakriya” by Shrikant Varma was first published in the Hindi anthology
“Jalsagar” in the year 1973. This was translated from Hindi by Vishnu Khare and published in
Signatures: One Hundred Indian Poets (2000) with the title “Process”. The Cambridge dictionary
describes “Process” as a series of actions that one takes in order to achieve a result. The process of
opinion formation in a society and the problems that such opinions could create in a multi
religious/cultural society such as ours, are highlighted in this poem.

This poem also highlights the predicament of individuals in society who become a part of
such opinions,which go against their own fundamental beliefs and principles, often resulting in
disastrous consequences. As in the case of the speaker in the poem, they do so either out of fear or
out of wanting to belong to a particular social/ religious/cultural/ economic or caste group.

In this poem, we shall look into one instance of opinion formation of one dominant group
which results in the death of a human being.

1.2 Learning Objectives

After you finish reading this unit you will be able to
• Understand the “Process”- the series of actions that lead to the death of Aziz
• Understand the importance of not compromising on individual beliefs and principles on
various issues within the society
• Recognize how agreeing with violent and irrational opinions/views/beliefs of others even
when one does not share them can result in harming other citizens/groups within the society
and destroy the social fabric of the society.
• Understand how one’s silence in the face of such irrational opinions formation can make
one complicit in the crime perpetrated on the basis of such opinion.

1.3 Critical Commentary : Lines 1-19

What was I doing
When
Everyone was saying “Hail”?
I was also saying “Hail,”
And was afraid,
As everyone was.

What was I doing

When
Everyone was saying,
“Aziz is my enemy”?
I too said,
“Aziz is my enemy”

118
 What was I doing
When everybody was saying.
“Don’t open your mouth”?
I also said,
“Don’t open your mouth.
Say
What everyone says.”

When everyone was saying “Hail” the speaker in this poem also said “Hail” The speaker like
everyone else said this not because he wanted to, but because he was afraid, just as everyone else
was afraid. Now, what were they afraid of ? The speaker does not specify.

However, as individuals living in a society given a similar situation, would we also behave
like the speaker ? If yes, what would this situation be?

The society in which we live consists of many groups based on religious, cultural, linguistic
class, and caste affiliations. Sometimes on certain issues there could be friction between the groups
and this could lead to animosity and confrontation between people belonging to two different
groups. Sloganeering is one way in which people belonging to one group try to garner support for
their point of view and also to assert their power and strength vis-viz the other group. Often when
we are in complete disagreement with the majority view of the group to which we belong, we still
endorse it and do not express our differences. This silence could sometimes lead to tragic
consequences. when sane rational voices choose to remain silent because of fear, then irrational
and aggressive voices take over and create mayhem. When everyone was saying “Aziz is my
enemy” the speaker in the poem concurred with the others and just like everyone else chose not to
“Open” his mouth.

The name Aziz in the poem, hints at the some kind of communal tension which as you know
has plagued our nation. But this however is not the central point of interest in the poem. Who is
Aziz? Why is he being called an enemy? These questions are not relevant to the point that is being
made in this poem. The main concern in this poem is opinion formation in groups and the inability
/reluctance/fear of individuals within the group to take an independent stand. Freedom of speech,
thought and expression become simply hollow phrases in the face of such situations.

1.3.1 Check your progress

a. The speaker in the poem says “Hail” because he is afraid. What is he afraid of?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________

b. Do you think Aziz is known to the speaker and is actually his “enemy”?
________________________________________________________________________
________________________________________________________________________

119
 ________________________________________________________________________
________________________________________________________________________

c. Explain “Don’t open your mouth’ in the context of the poem.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

d. Is it always right to say and do what everyone else is saying and doing.?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.4 Critical commentary : Lines 20-27

The shouts of “Hail” have ceased.

Aziz has been killed;
Mouths have been silenced.

Bewildered, everyone asks

“How did it come to pass”?
As others ask
So I ask,
“How did it come to pass?”

The consequences of targeting an individual or group by a more dominant, vocal, aggressive

group invariably results in a tragedy. In this case the mobfrenzy of which the speaker is also a part
results in “killing’ of Aziz. When groups turn into mobs, they become irrational and violent and
this results in senseless bloodletting. With the death of Aziz, the shouts of “Hail’ have stopped and
mouths have been silenced. When people say “hail” it is usually to cheer, salute or
enthusiastically acclaim something. Whatever it was, that was being saluted and cheered by
everyone, seems to conclude with the killing of Aziz. It is almost as if all “hails” were leading to
this particular end.

The speaker in the poem like everyone else is bewildered and unable to comprehend how
something like this could have come about.

The poem ends abruptly and is a chilling reminder to individuals that it is important to
exercise their option of independent thought and expression. Silence on their parts makes them
complilcit in the crime that is perpetrated and any regret or bewilderment after the crime is done, is
simply meaningless.

120
1.4.1 Check your progress

b. What has “ come to pass” that makes everyone bewildered.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

c. Why is the speaker uncomfortable with what has “ come to pass”?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

d. The speaker is guilty of both action and reaction . Explain?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.5 Let us sum up

We have understood the “Process”- the series of action that lead to an end result i.e killing
of Aziz. It starts with
1. Celebratory cheering (Hail)
2. Branding of Aziz as enemy
3. Silencing dissent(Don’t open your mouth)
4. Killing of Aziz

The speaker who has participated in the first three of the above actions, was however a
reluctant participant and did it out of fear like so many others. We know this because the speaker
is truly bewildered and unable to make sense of Aziz’s death. This poem by describing one
instance of opinion formation and the disastrous consequences of the same emphasizes the need of
sane and rational voices to express themselves freely and fearlessly. Differences between groups
however serious in nature, in a civilized society should be settled by discussion and debate and not
by irrational mob violence.

1.6 Glossary

Process :A series of actions that you take to achieve a result. (Cambridge English
Dictionary)
Hail : Praise, applaud, glorify, salute, cheer.
Bewildered : Confused, completely puzzled.

121
1.7 Key to check your progress

Key to exercise 1.3.1

a. The speaker says “hail” along with the others, probably because he does not want to be
perceived as going against the majority opinion and is not ready to face the consequences
of expressing his dissent.
b. No. The poem does not suggest that Aziz is known to the speaker or that there is any
personal enmity between them.
c. “Don’t open your mouth” in the context of the poem means not to express any opinion or
say anything that goes against the majority opinion.
d. No. it is not always right to say or do, what everyone else is saying and doing, especially
when those acts are governed by prejudices and irrationality.

Key to exercise 1.4.1

a. What has “ come to pass” is the fact that Aziz has been killed.
b. The speaker is uncomfortable with the killing of Aziz, probably because
• He did not expect that saying “Hail” and “ Aziz is my enemy” along with the
others would lead to this violent act.
• He feels guilty that his actions of going along with everyone else have made him
complicit in the crime.
c. The speaker is guilty of action because he along with everyone else joined the chorus of
“Hail” and branded Aziz as an “enemy”.
The speaker is guilty of inaction because he did not express his disagreement with branding
Aziz as an “enemy”. He silenced his own rationality and conscience and chose to keep his mouth
shut.

1.8 Key to exercises given at the end of Unit 12.

Speaking:
This is the original Hindi poem,
izfØ;k@Jhdkar oekZ

122
 रहे थे

पूछ

1. Read both the poems aloud. Which one do you prefer and why?You can consider the
following points.
a. Each language has a natural rhythm. It is often difficult to capture the same rhythm in
translation. Does the English version capture the rhythm of the original Hindi version? Pay
attention to the repetition of the j]g ]d] sounds.
b. Each language has words and phrases that are unique and do not have equivalent
counterparts in other languages. So while translating one ends up using words and phrases
that are semantically weak and do not convey the same sense. This is especially so, in the
case of poetry, because in translating poems one has to convey the meaning as also the
beauty of expression. Do the following English counterparts convey the same meaning and
expression?

t;dkj & Hail

eqg¡ er [kksyks &Don’t open your mouth
gSjr &Bewildered
;g dSls gqvkA & How did it come to pass

1.9 Activity

Have you ever faced a similar situation as described in the poem. Write briefly about it.

123
 UNIT 13
READING REVIEWS
LOST AND FOUND: BENEGAL’S BOSE
Mihir Bose
P.K. Satapathy

1.1 Introduction

You have already learnt how to understand various kinds of writings like poetry, stories
arguments, etc…, in the earlier units of this module. In this unit we are going to learn how to read
a review. We will also discuss the specific features that go into writing a good review. And we are
going to do this by reading and discussing a review of Shyam Benegal’s film The Forgotten Hero,
written by Mihir Bose and published in Tehelka.

1.2 Learning Objectives

After reading this unit you will be able to:

• Identify a review as a specific kind of writing

• List out the various features of a review
• Make a distinction between a good review and a bad review
• Identify the specific features of the review essay Lost and Found: Benegal`s Bose
• Understand ‘poetic licence’
• Understand how phrases are used to praise or criticise indirectly
• Be able to write a small review on your own

1.3 What is a Review?

Reviews are common place in newspapers these days. Most of us have read a review or two about
various things. The most common forms of reviews that we come across in the newspapers are the
film and book reviews. But one does also find reviews of musical composition or recitals, games,
annual reviews, etc… What then is a review?

There are various kinds of reviews. Some of them are:

• Reviews are undertaken by people in authority to examine a situation to consider what is

wrong with it and to improve it. (The police chief reviewed the security preparations for
the President’s visit to Delhi University.)

• Reviews are undertaken by companies to assess the system or processes in a factory or

market to improve profitability.(A review of the manpower deployment was carried out at
Tata Motors to rationalise recruitment needs of the company.)

124
 • A review is a piece of writing that gives us an author’s opinion or critical assessment of a
book, movie, a game, etc…. (Subrat has written a review of the film P.K in the Times of
India.)

In this unit we are going to study the third kind of review.

1.3.1 What is a Good Review?

Reviews give us an idea about what to expect from a book, a movie or a musical composition
etc.… We expect a good review to give us a balanced overview on the subject underconsideration.
For example a good film review must tell us about not just the story, plot andcinematic qualities of
the film but also highlight all the dimensions of the film both good and notso good. It helps the
reader to take a decision on whether he would like to see the film or not.But we must keep in mind
the fact that any review, especially the reviews dealing with literaryproducts, films or music and
the other arts, contains a strong subjective element. The review is,after all, an individual
reviewer’s opinion. Thus, when we read a review, we must try and filterout the authors personal
preferences and focus on the formal features of the analysis.

1.4 “The Forgotten Hero”: A bold Beginning

The Forgotten Herois a film made by Shyam Benegal on the life of Subhas Chandra Bose. In this
essay Mihir Bose reviews the film ‘Bengal’s Bose’. He begins by recounting an incident where
Satyajit Ray was asked if he ever considered making a film about Gandhi, and Ray had avoided
the question. For Mihir Bose, this incident highlights the Indian film maker`s unwillingness to
make films on the lives of our national heroes because they feel that these subjects could be highly
controversial. Thus, Shyam Benegal’s film on the life of Subhas Chandra Bose can be considered
as a bold and path breaking attempt. Mihir Bose applauds Benegal for this attempt. Benegal’s film
is all the more laudable because it deals with the life of one of the most controversial as well as
important figures in India’s freedom struggle. It marks the beginning of maturing of Indian cinema
in the sense that with this film Indian cinema has proved that it can also deal with its history
through films.

1.5 Critical Commentary (Para 1-2)

Mihir Bose begins this review by making a few general observations about the larger issue of
making biographical films on great historical figures. Even a great film maker like Satyajit had
avoided answering the question about making a film on Gandhi. While Richard Attenborough
went on to make his film Gandhi, Indian film makers have never had the courage to make films on
great historical figures because they considered such subjects tricky and controversial. It is in this
context that Mihir Bose decides to write a review of Benegal’s film The Forgotten Hero. Mihir
Bose considers this film to be very important because this film breaks new grounds. It was the first
film on a great son of India by an Indian film maker. It is in this context that Benegal’s film makes
Indian mainstream cinema a part of the world culture where it is acceptable to make films on great
political figures and controversial phases of a nation’s history.

125
1.5.1 Check Your Progress

a. What has Shyam Benegal’s film achieved for Indian Cinema?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

b. What other books or films is Mihir Bose thinking about while writing this review?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.6 Critical Commentary (Para 3-5)

In the third paragraph Mihir Bose begins a discussion on the title of the film. He finds the
title of the film slightly ambiguous. The title of Mihir Bose’s own biography of Subhas Bose is
The Lost Hero. By calling him the Lost Hero he is emphasizing on two things:

a. That though Subhas Bose was a very important political figure he is lost in our popular modern
imagination, and that we know very little about him.
b. That we should focus on what he lived for and his life rather than the vexing issue of his
mysterious death.

On the other hand Shyam Benegal calls his film “The Forgotten Hero”. But his film only
focuses on the last four years of his life. The problem is that it seems like Benegal is saying that
only the last four years of his life is worth remembering. The word forgotten creates some
ambiguity about the focus.

Bose observes that Benegal has not dealt with the death of Subhas Bose. It is here that he
finds some interesting differences with the way Attenborough dealt with Gandhii’s life in his film
Gandhi. The first difference is the fact that Attenborough unlike Benegal, deals with a longer time
span in Gandhi`s life. Further Benegal calls his film a fictional treatment of S.C. Bose’s life.
Consequently there are lot of historical inaccuracies in the film. Mihir Bose observes that
Benegal’s own additions are mostly untrue. But these incidents (like the incident of Abid Hasan
Cooking Khichri) are interesting and add much drama to the narrative. In fact he finds the incident
of Hassan joking with the Germans about Khichiri very comic. He does not find these small
inaccuracies extraordinary because most good film makers did that in their films including
Attenborough in his Gandhi.

126
1.6.1 Check Your Progress

a. Mihir Bose justifies the title of his biography of Subhas Bose by saying that ‘though Bose
was important he was lost both to Indian nationalism and modern Indian life’. What does
he mean?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. Mihir Bose feels that Bengal, in his film, has made additions which are historically not
true though they add a touch of drama and make the film interesting. What incident is
Mihir Bose referring to?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. How is Benegal’s title different from Mihir Bose’s? Which one is better?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

1.7 Critical Commentary (Para 6-9)

While conceding that all films, including Attenborough’s Gandhi, take liberties with
historical truth, Mihir Bose takes Benegal to task for taking too much liberty with historical facts.
Two of the major incidents pointed out in this context are;

a) The transfer of S.C. Bose and Hasan from German to the Japanese sub-marines.
b) The presentation of Bose’s marriage.

Mihir Bose observes that the presentation of these two incidents add a touch of unreality to
the film which could have been avoided. Much of Mihir Bose’s criticism about the historical
inaccuracies of the film is based on his own biography of S.C. Bose. For instance the reviewer
contests the presentation of Bose’s marriage to his secretary Emilie Schenkl in Berlin sometime in
1941. Mihir Bose contends that the marriage took place in 1937 and not in 1941. He further, finds
fault with the way the relationship between Hitler and S.C. Bose is presented in the film.

127
Mihir Bose accuses Benegal of taking a great deal of poetic licence with Bose’s relationship with
his secretary. (When a writer, film maker or other such creative artists deviates from facts or logic
to produce a desired literary or poetic effect we call it poetic licence. Or in other words unlike
historians and biographers, it is considered normal for creative writers and artists to take liberties
with facts and logic to produce a desired effect). But Mihir Bose also concedes that making a
historically accurate film on the personal side of Subhas Bose was a difficult task because Bose
himself hid much of his private life. He was very secretive about his relationship with Emilie
Schenkl. The fact is that he made a short visit to Europe in 1937 and married Emilie in the
December of the same year. On being asked about this relationship after his return in 1938, he lied
to everyone. He did so, perhaps, to safeguard his image as a celibate. There was not only no
marriage ceremony, there was no marriage certificate either. But a letter Subhas Bose wrote to his
brother Sarat and the existence of his daughter Anita is proof enough that indeed he was married.

1.7.1 Check Your Progress

a. Mihir Bose believes that Benegal took too much liberty with historical facts and that these
inaccuracies add a touch of unreality to the film. What are the incidents he is referring to?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. What is the meaning of ‘poetic licence’?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

1.8 Critical Commentary (Para 10-14)

Mihir Bose complains that Benegal’s film makes S.C. Bose more anti Hitler than he
actually was. He contends that though Bose maintained his independence from the Nazis he was
not prepared to confront Hitler. Benegal in his film shows Subhas Bose lecturing Hitler when he
met him. Mihir Bose claims that this presentation is not true and that Bose was kept waiting by
Hitler for more than a year before he finally agreed to meet Bose. And in this meeting Bose had
praised Hitler as a great revolutionary. Mihir Bose considers this as a major fault and attributes it
to Benegal’s desire to present Bose in a glorious light. Mihir bose believes that Subhas Bose was
caught in a tight situation and that he could have sought help from only two people, Hitler and
Stalin, and both of them were monsters. He further argues that it was Nehru and not Bose who had
a clearer idea about the dangers of Nazism. It is here that Mihir Bose finds Benegal’s film lacking.
Benegal could have explored this critical issue in his film but chose not to.

128
There are some other things in the film that the reviewer is unhappy about. He thinks that the
battle scenes in Imphal and Burma are overdone and feels that Benegal has glorified the INA much
more that it really deserves. According to him the INA’s contribution to the battles can hardly be
considered heroic or significant. The film presents the battle as a battle between the INA of Bose
and the British army whereas in reality it was Indians fighting against the Indians in the British
Army. Apart from this unnecessary glorification, Mihir Bose does not find anything else
objectionable. He concedes that the theme of Indian collaboration in helping the British rule India
could be the subject of another film and that Benegal was right in not going into those details.

1.8.1 Check Your Progress

a. It is clear thatMihir Bose does not idolize Subhas Bose. He feels that Benegal unnecessarily tries
to glorify Bose and that is one of the weaknesses of the film. What are the observations made by
Mihir Bose that proves this point?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

b. Do you think criticising a great leader like Subhas Bose will diminish our admiration for him?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

1.9 Critical Commentary (Para 15-18)

Despite finding many faults, Mihir Bose finds the film beautiful in parts. Thepart he likes the best
is Bose’s escape from Kolkota to Berlin via Afghanistan. He especially likedthe scene where Bose
after stepping on free Afghan soil kicks on George VI’s face on a coin. It is here that Mihir Bose
finds Benegal at his best as a film maker.Benegal’s film ends with the plane, carrying Bose, taking
off and shows Emilie hearing the newsof Bose’s death through a BBC broadcast. Though the film
hints at the possibility of the air crashbeing the cause of Bose’s death, it finally steers clear of this
controversial issue. Mihir Bose feelsthat Benegal could have ended the film with the air crash
which would have helped finish off thecontroversy surrounding Bose’s death. Eg. But Benegal
side steps the controversy regarding the death of S.C. Bose. Mihir Bose considers the controversy
surrounding his death silly because the manner of his death is not as important as the manner in
which he lived his life and fought for the liberation of this country.

The review ends with a scathing comment on the Bengaliswho are critical of Benegal’s
film. Mihir Bose observes that the reaction of some Bengali’s to this film is symptomatic of the
degeneration of Bengali culture. He hopes that Benegal’s film will contribute much not only to

129
the understanding of Subhas Chandra Bose but will also put some sense into the degenerate
Bengalis who revere S.C. Bose but hardly take the trouble of knowing the man better.

1.9.1 Check Your Progress

a. Mihir Bose thinks that Benegal should have dealt with the controversy of Subhas Bose`s death.
Why is it important?

___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________
1.10 Let us Sum up

Mihir Bose’s review of Shyam Benegal’s film, The Forgotten Hero, draws our attention to both
the merits and short comings of the film. Though he finds fault with the film on many counts, he
finds the film interesting in parts and applauds Benegal for having done something bold and
remarkable for Indian cinema. Some of the things he likes about the film are:

• The dramatic presentation of Bose’s journey in a submarine from Germany to Japan. He

also finds the comic elements in the film interesting.
• The presentation of Bose’s escape from Kolkotta to Berlin via Afghanistan.
• The fact that Benegal’s film will certainly lead to a better understanding and rehabilitation
of S.C. Bose.

Some of the things he did not like about the film are:
• Benegal’s deviations from the historical truths and too much fictionalization of some of
the incidents in Bose’s life especially the issue of his marriage and his relationship with
Hitler.
• Benegal’s attempt to glorify Bose’s personality so that it confirmed to popular perception
rather than historical truth.
• Glorification of the role of INA in the battles of Imphal and Burma.

Finally when we try and evaluate the review we do find that, Mihir Bose, has focussedfar too
much on the historical authenticity of the film narrative and has ignored the cinematic qualities of
the film. Much of the review is informed by his own biography of S.C. Bose and Richard
Attenborough’s film Gandhi. What the review lacks is an analysis of the filmic qualities like
cinematography, acting, screenplay, etc. thereby making the review one dimensional. It seem she
is reading Benegal’s film more as a historical document and not as a fictional representation of a
part of S.C. Bose’s life as ideally it should be.

130
1.11 Glossary

neatly duck skilfully avoid

intrigued becoming curious
eminent respected and well known
tackle a determined effort to deal with a difficult task.
trudging labouring through a task very slowly
put a gloss to emphasize on only the good things in something to make it look
better depict to describe or narrate or represent something.
riveting something that draws your complete attention.
mucking about to treat something carelessly.
dingy a small boat often made of rubber.
justified made for a legitimate reason.
wretched pack of cards very poor quality.
deceitful misleading others.
agonies extreme mental or physical suffering
emerged to become known, come to light.
celibate a person who abstains from sex and marriage.
overwhelming very strong, very large.
evidence proof.
awful very unpleasant.
fateful a crucial moment that affect your future often in a negative way.
stooge a subordinate who is made to do all the unpleasant work.
farsighted to be able to see future possibilities and act accordingly.
conceivable something that can be imagined as possible.
assessing to evaluate the nature or ability or quality of something.
menace something which can become a threat or cause harm.
negligible small or unimportant
hardly very little not worth much.
dwell on think, speak or write in some detail about something.
collaborators cooperating with an enemy against one`s own country.
peeling remove the outer covering of a fruit or vegetable.
silly foolish and mindless.
agitating causing trouble or disturbance.
rail against to oppose or criticise bitterly
degenerated decline mentally and morally.
rehabilitate to restore the good reputation and importance of a person.
antics foolish behaviour.
fall from grace to lose your reputation and the admiration of others.

131
1.12: Key to Check Your Progress Exercises

Key to Exercise 1.5.1

a. Shyam Benegal’s film was the first film on a great son of India by an Indian film maker. It
is in this context that Benegal’s film makes Indian mainstream cinema a part of the world
culture where it is acceptable to make films on great political figures and controversial
phases of a nation’s history.

b. Mihir Bose is thinking about his own biography of Subhas Bose and the film Gandhi by
Richard Attenborough.

Key to Exercise 1.6.1

a. What Mihir Bose is trying to say here is that though Subhas Bose was a very important
political figure he is lost in our popular modern imagination, and that we know very little
about him. He also wants us to focus on his life and his contribution to India’s freedom
struggle rather than the vexing issue of his mysterious death.

b. Mihir Bose is referring to the incident of Abid Hassan cooking Khichiri and joking with
the Germans about it.

c. Mihir Bose’s title The Lost Hero refers to the fact that Subhas Bose no longer available to
us and that we know very little about his life. Benegal’s title The Forgotten Hero seems
to suggest that the Subhas Bose is no longer remembered by the people. Both titles have
similar meaning with a very subtle difference. You have to make a choice here and decide
which one you like better.

Key to Exercise 1.7.1

a. Mihir Bose takes Benegal to task for taking too much liberty with historical facts. Two of
the major incidents pointed out in this context are; a) The transfer of S.C. Bose and Hasan
from German to the Japanese sub-marines, b) The presentation of Bose’s marriage.

b. When a writer, film maker or other such creative artists deviate from facts or logic to
produce a desired literary or poetic effect we call it poetic licence. Or in other words
unlike historians and biographers, it is considered normal for creative writers and artists to
take liberties with facts and logic to produce a desired effect. In this case Benegal
sometimes distorts facts to glorify Subhas Bose.

Key to Exercise 1.8.1

a. Benegal in his film shows Subhas Bose lecturing Hitler when he met him. Mihir Bose
claims that this presentation is not true. Mihir Bose considers this as a major fault and
attributes it to Benegal’s desire to present Bose in a glorious light. He claims that contrary
to what Benegal presents Bose was actually kept waiting by Hitler for more than a year

132
 before he finally agreed to meet Bose. And in this meeting Bose had praised Hitler as a
great revolutionary.

b. Criticism of Subhas Bose is not going to diminish our admiration for him. We must be
mature enough to understand that all human beings, including the great leaders make
mistakes. It makes them human and makes their achievements all the more admirable.

Key to Exercise 1.9.1

a. Mihir Bose feels that Benegal could have ended the film with the air crash which would
have helped finish off the controversy surrounding Bose’s death. This is important because
too much attention is paid to his death than his life. Mihir Bose considers the controversy
surrounding his death silly. What is important is the manner in which he lived his life and
fought for the liberation of this country.

1.13 Key to exercises given in the text book at the end of - Unit 13

Vocabulary 2

Look at the list of phrases taken from the review and write which ones are meant to praise and
which one’s are critical.

(i) Not to put too fine a print on it: To speak plainly and directly (Critical)
(ii) A pity that/because: It is often used to express disappoint about something and you wish that it
could have happened differently. (Critical)
(iii) I wish that: Used to express that you are sorry or sad about a certain action in the past.
(Critical)
(iv) Break new ground: To begin to do something that no one else has done. (Praise)
(v) Deserves to be congratulated: Actually deserves the praise. (Praise)
(vi) Did not come clean: Not to be honest about something with someone. (Critical)
(vii) I am less convinced by: Not impressed by. (Critical)
(viii) To be fair: To be fair means to give right weight and measure to something. (Praise)
(ix) Duck the question: Evade the question. (Critical)
(x) Could have done without: It would have been better had he left it out. (Critical)

133
1.14 Activity (Writing)

Now that you have learnt how to read a review it is time you try writing a review on your own.
You could either do it on your own or do it with some of your friends. To begin, try and read a few
reviews of a film or a book that you have seen or read. If you chose to work in a group then ensure
that your friends are also familiar with the film or book that you plan to review. In sections 1.3 and
1.3.1 we have discussed about reviews in general and what constitutes a good review. Now start
writing your review, keeping all those points in mind. Your review must have a general
introduction that gives an overview of the film/book followed by sections on what is good and not
so good about it. Conclude the review by summarising your findings and listing your
recommendations if any.

134
 UNIT 14
_______________________________________________________________________________
UNDERSTANDING NARRATIVE
SOAPNUT LEAVES
Chaaso
--P.K. Satapathy

1.1 Introduction

By now you are familiar with short stories having read a few in units 3, 4 and 10. You have learnt
about styles of storytelling, understanding point of view and understanding humour. In this unit we
will read a different kind of story, Soapnut Leaves, by Chasso. The real name of the author is
Chaganti Somayajulu (1915-1994) and he wrote in Telegu. Most of his stories deal with issues of
socio-economic imbalance between people of different castes and class in rural areas. It is quite
possible that you might have experienced some amount of discrimination for various reasons. It
isn’t a nice feeling. But that is a fact of everyday life for millions of people in our country. In this
unit we will read about some such experiences in the story Soapnut Leaves. We will also study
some specific features of narratives in general that will help us in understanding narratives better.

1.2 Learning Objectives

After reading this unit you will be able to:
• Identify a narrative as a specific kind of writing
• List out the various features of a narrative
• Make a critical assessment of a narrative
• Understand how caste and class creates barrier between people
• Understand the injustice suffered by poor people
• Use unusual adjectives to add richness to a description

1.3 What is a Narrative?

Let us begin with the question, what is a narrative? A narrative is, first of all, a story or a part of a
story. A narrative describes a chain of events initiated and experienced by characters. The
characters could be real or fictional. They could be human beings or animals like you find in
fables. A narrative is written or narrated orally and has a narrator who may be a character or
someone who witnessed the incidents. A narrative may have one or many points of view from
which the narration takes place. Having made these general observations let’s deal with the
narrative prescribed for you, “Soapnut Leaves.” Now this is, as you all know, a short story. We
know that the short story has its own characteristics.

1.4 What are the specific features of a short story?

Though there are no hard and fast rules which govern the short story, we do find some features
which are, more or less, common to short stories. To begin, with let’s point out some of the
features that are likely to be found in a short story;
a. A short story, unlike the novel which has a complex structure, has a single and simple
plot, a single setting and a limited number of characters.

135
 b. The incidents narrated in the short story cover a short period of time. Normally short
stories begin abruptly in the middle of the action. But they also have a climax or crises or
what you may call a turning point in the narrative.

c. It is very difficult to define the length of a short story. However, it is commonly held that
the length of a short story should be such that a reader is able to read the story in one
sitting.

d. Finally the short stories, typically, have abrupt and open endings and they may or may not
have a moral.

So when we read a short story we must try and pay special attention to, amongst other things,
the plot, the characters and, the narrative point of view.

1.5 Soapnut Leaves: A short summary

Soapnut leaves is a short story by Chaaso. This story was originally written in Telugu. Theplot of
this story is very simple. This story is about two village girls, Paaramma and Gaviri, who go out
into the fields and the vastly different kinds of experiences they have on this outing. Paaramma is
the daughter of a respectable farmer and Gaviri is the daughter of a labourer. On their way to the
fields they come across fields of green gram and Paaramma keeps picking the green pods without
worrying about getting caught. She believes that being the daughter of a respectable farmer no one
would dare do anything about it. But Gaviri being the daughter of a labourer dare not do the same,
though she is very hungry. They keep walking and soon they find a carpet of soapnut leaves on
their path. Paarammma has no use for soapnut leaves, but for Gaviri they are a fine source of fuel
and she gathers as much as she can and puts them in her basket. Finally they reach the field of the
Prime Landlord Kaambhukta garu. They find a tamrind tree laden with fruit. Paaramma flings a
few stones and manages to pick a few tamarind fruits. When Gaviri asks for a few tamarind fruits,
Paaramma asks her to pick her own fruits and moves away. Gaviri gathers all her courage and
flings a few stones. But instead of fruits, she manages to bring down a big dry twig. She is very
happy because the twig is good fire wood. She breaks the twig into smaller pieces and puts them in
her basket. In the meantime the Prime Landlord arrives and kicks her basket scattering the twigs
and the soapnut leaves. Gaviri tries gathering the leaves and the twigs once again. These further
angers the Prime Landlord and he starts abusing her. He, obviously, did not know what the
soapnut leaves meant to Gaviri. She promises the Prime Landlord that she will never visit his field
again. But the Prime Landlord does not relent. He accuses her of thieving cattle dung which he
finds hidden under a bush. Despite Gaviri protesting her innocence she is given a thrashing by the
landlord. Gaviri picks up courage and fights back and showers abuse on the landlord. The landlord
hits her with his wooden sandal. Gaviri falls on her face with pain and the landlord, satisfied with
the outcome, leaves. Gaviri, after a long bout of weeping, and in much pain, picks herself up. She
collects her soapnut leaves. As a mark of her protest she leaves the tamarind twig behind in the
landlord’s field. While she walks back, still sobbing, the school children are still singing their
multiplication tables.

136
1.6. Commentary

Let us now try and analyse this story in terms of its theme, plot, style and characters. We can
begin by looking at it in terms of small segments. Let us divide the story into three parts for the
sake of convenience;

• Part 1 begins from the time the girls leave the village and ends with the girls going into the
fields.
• Part 2 begins with the girls going into the fields and continues till they hear the voice of
the Prime Landlord.
• Part 3 begins with the appearance of Prime Landlord and continues till the end of the
story.

While we discuss the story part by part we will also discuss all the other aspects narratives that
we have discussed earlier.

1.7 Critical Commentary (Part 1)

The plot of this story, as we have seen in section 1.5, is very simple. It revolvesaround two
small girls. But the theme is not so simple. The narrator begins by describing the dress of the two
girls as they move out of the village. This description clearly marks a very sharp distinction
between the social classes of both the girls. Paaramma is a rich farmer’s daughter and Gaviri is the
daughter of a labourer. The fact that Paaramma, being the daughter of a rich farmer, is wearing a
ragged (old and worn out) dress is ironic. It seems that the word ‘rich’ is used here to highlight the
extent of rural poverty. Paaramma can only be considered rich when compared with Gaviri`s
family who are practically starving.

The other thing that we notice is that Paaramma is a Naidu which is a forward caste. But
Gaviri’s caste is not mentioned. Do you think that the author has deliberately done so? The author
only says that Gaviri belonged to the ‘loin-cloth class’ (labourers). The difference of class is, as is
very usual, reflected in the way they are dressed, the food that they eat and also in their attitude
towards life and fellow human beings. It is interesting to note that the issue of class has a primacy
over the issue of caste in the story. We all know that caste is the dominant determinant in our
social interactions, especially in rural India. On the other hand class is more of an urban issue. But
does it suggest that the narrator, by adopting the point of view of class, is rejecting caste as the
defining characteristic of social organization? The answer, according to me, is that the author is
trying to demonstrate the overlapping nature of caste and class in Indian society.

But at the same time the author is trying to reveal the nature of this overlap. Our social
interactions and attitudes are shaped more by the class rather than the caste that we belong to. For
instance Paaramma’s attitude towards Gaviri, school, and other things are shaped by the fact that
she is Appala Naidu’s (a big and moneyed farmer) daughter. Though they are friends Paaramma
behaves in a very insensitive way towards Gaviri. She does not hesitate to make fun of the fact
that Gaviri had nothing to eat in almost two days. She even makes fun of the fact that Gaviri has
no oil to apply on her hair. On the other hand Gaviri is defensive all the time. She pretends to
have had some food because she does not want Paaramma to pity her. She wants to be treated as
an equal. Paaramma declares that she will be attending school soon. But Gaviri social condition

137
does not allow her to go to school because unlike Paaramma, Gaviri has lot of responsibilities on
her small head. Let us list out some of the things that we have learnt about both the girls and their
socio-economic condition in this part.

• Paaramma is Appala Naidu’s (forward caste, rich farmer) daughter and Gaviri is the
daughter of a labourer (loin-cloth class)
• Paaramma is wearing a torn long skirt and Gaviri is wearing only a piece of cloth. It shows
that Paaramma can only be called rich when compared to Gaviri.
• Gaviri is secretly envious of Paaramma.
• Paaramma is arrogant and Gaviri though poor has lot of self-respect and tries to defend it.
• Paaramma is insensitive towards her friend and does not hesitate to mock Gaviri’s
poverty.
• Paaramma will soon be attending school but Gaviri is too poor to attend school. She has a
lot of responsibility. Consequently she tries to rationalise her condition by saying that
school is of not much use to a girl like her.

1.7.1 Check Your Progress

a. In part 1 of the story we come to know that Paaramma and Gaviri belong to two different
classes. How do we know this?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________________________

b. What do you think of Paaramma’s behaviour towards Gaviri? What does it tell you about
Paaramma’s character?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

c. Gaviri says school is of no use for a girl like her. Why does she say that?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

138
1.8 Critical Commentary (Part 2)

In part 2 of the story we see the girls going into the fields.While Gaviri gets busy with the
task of collecting dry twigs to be used as fuel for the cooking fire, Paaramma roams around with a
carefree attitude. She starts picking green gram from other people’s fields and eats them. Though
Gaviri is starving from the night before, she dare not do the same. Being poor she had learnt a few
lessons from life itself. This bitter lesson in life is that the poor cannot expect just treatment from
the rich. Both Gaviri and Paaramma know that if they are caught eating green grams from other
peoples fields they won’t be treated in the same way. If caught, Paaramma will go scot free but
Gaviri will get a severe beating. The difference between Paarammaand Gaviri’s social situation
becomes very stark in this part and this is reflected in their behaviour as well.

Though Gaviri is only eight years old she had the responsibility of fetching water,
collecting dry twigs, leaves or anything that can be used as fuel at home. Without Gaviris efforts it
will be difficult for the family to cook anything at all. Thus she has no time for any of the normal
things that other children of her age do. Gaviri’s sense of responsibility is such that she forgets her
hunger and her sadness at being so poor the moment she lays her eyes on the soapnut leaves.
Soapnut leaves are especially good for cooking fire. On their way back, they see a fruit laden
tamarind tree. Paaramma, being the daughter of a Naidu, is not afraid of taking down a few for.
But she refuses to share it with Gaviri. This seems heartless. Though Paaramma is supposed to be
a friend, she tries at every opportunity to put down Gaviri. She is a proud and arrogant girl. She
shows off her privileges to Gaviri and lacks decency and sympathy. Her attitude, typifies the upper
class attitude towards their less privileged counterparts.

The village school serves as a backdrop in this story. Paaramma is going to attend school
very soon. Most people believe that education can bring in great social changes and can help in
establishing a just and equitable society. However, in this story, it seems to have failed in its
mission. The school hasn’t actually changed the attitude of the people. The village remains trapped
in its unjust practices. Consequently the attitude of people towards education is nothing short of
sceptical. Gaviri’s father believes that the school will not help Gaviri in her life because the life
skills that Gaviri needs to learn are not to be found in books or the multiplication tables taught in
the school. For Gaviri and people of her class the prime concern is to keep the cooking fires
burning in their huts. It is a daily struggle for survival. And these skills are best learnt from life.
And you can see for yourself, in this story, that life’s lessons are bitter. Gaviri must learn to curb
her hunger, must suppress her desires and must submit herself to the unjust social system in order
to survive.

1.8.1 Check Your Progress

a. Gaviri has learnt a few lessons from the school of life. What are they?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

139
b. Would agree with Gaviris father’s view that Gaviri does not need a formal school education?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

c. Has the school in the village changed the attitude of the people? Has it helped build a just
society?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.9 Critical Commentary (Part 3)

The Prime Landlord, hearing the noise of the broken big dry twig falling on the ground, appears on
the scene. This is a crucial moment in the story. Gaviri’s worst fears come true in this part. We
also get to see the actual nature of justice in our society. This is also a section where we discover
something more about both the girls. The Prime Landlord spells trouble for both Paaramma and
Gaviri. Paaramma runs away but Gaviri stays there to face the consequences of her being there.
Two questionscome to our mind here:

a. Why did Paaramma run away leaving her friend there?

b. Why did Gaviri, knowing the attitude of the rich people, not run away?

The answer to these questions tells us a lot about the girls. We have already seen in the earlier
section that though Paaramma is supposed to be a friend, she tries at every opportunity to put
down Gaviri. This incident shows apart from being insensitive she is a coward as well. She knows
that she has done something wrong but she is unwilling to face the consequences of her action. On
the other hand instead of helping her friend prove her innocence in front of the Prime Landlord,
she runs away deserting her friend Gaviri to her fate. Consequently Gaviri suffers, not just the
beating, but also the indignity of being called a thief. Gaviri has done no wrong and she has the
courage to face the Prime landlord though she is scared of him inside.

Despite not being at fault, Gaviri is beaten and punished by the Prime Landlord only on the basis
of mere suspicion. Gaviri fails to understand this injustice. It seems that the Prime landlord (by
implication the moneyed class) takes it as a matter of right to punish the children or people of the
lower classes. Thus the system of justice here seems to be the preserve of the higher classes. In
fact in an instance of supreme irony the Prime Landlord becomes the accuser as well as the judge,
thereby effectively shutting out the possibility of justice for the lower classes. Gaviri suffers

140
twice. First she is abandoned by her friend and then punished unfairly for a crime she did not
commit. But the most striking thing in this part is not the punishment or the suffering that Gaviri is
subjected to. It is the response of Gaviri to this adverse situation that holds our attention. We do
not often see anyone from the lower classes stand up to the injustice dished out by the higher
castes/class. The people from the lower classes accept this as their fate. But Gaviri is made of
sterner stuff. She stops weeping and starts asserting herself. She fights hard to protect herself
respect. She will not tolerate the unfair accusations of the prime Landlord. It is amazing to see that
that this small girl not only has the courage to stand up and fight this injustice but also has the
courage to abuse the Prime Landlord.

The story ends, once again, with the school coming into focus where the children are still learning
the multiplication table. Gaviri gathers the soapnut leaves once again and as a mark of her final
defiance she throws away the tamarind sticks saying, “You-son-of-bitch! No one needs your
tamarind twigs”. The contrast between the situation of Gaviri in the school of life and the school
where the children are learning the multiplication tables, once again brings the role of education
into focus. The irony of the situation is that there seems to be a wide gap between this school and
the school of life. What the author is, perhaps, suggesting is that this gapbetween the village
school and the school of life must be bridged for education to become meaningful. Till then the
soapnut leaves would remain immensely more valuable to Gaviri and children from her class than
the education dished outin the schools.

1.9.1 Check Your Progress

a. Paaramma runs away as soon as Prime Landlord appears. Why does she do that? What
does it tell us about her character?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

b. The Prime Landlord keeps on punishing Gaviri even after she proved her innocence. Why
does he do so?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

c. What does this story tell us about the nature of justice in our society?

_______________________________________________________________________________
_______________________________________________________________________________

141
_______________________________________________________________________________
___________________________________________________________________________

1.10 Let Us Sum Up

Soapnut Leaves gives us a lot of insight into the nature of social discrimination and injustice
practised in India through the story of two small girls. Paaramma and Gaviri, though friends, come
from different socio-economic strata. Let us try and list out some of the things that we have
observed in the story:

• Paarama is a Naidu and her father is a rich farmer. Gaviri is a labourer’s daughter. They
are friends but their friendship is coloured by their respective social status.

• Gaviri goes to the fields to fulfil her family responsibility but Paaramma, having no
responsibilities, goes with her to while away the time.

• The difference in their social class is reflected in the dress they wear and the food they eat.
Paaramma wears a dress (slightly torn) and even some gold jewellery. Gaviri wears just a
piece of cloth and some copper wire as a nose pendant. Paaramma had soup of wolf fish
and cooked rice for dinner but Gaviri did not have any dinner,not even the congee (water
boiled with rice) that they normally have for dinner.

• Paaramma and Gaviri are both aware of these differences and it is reflected in their
attitude to each other and life in general.

• Paaramma is arrogant, insensitive and even heartless at times. She not only mocks
Gaviri’s poverty but abandons her when she needed her most, to prove her innocence in
front of the Prime Land Lord.

• Gaviri is hardworking, strong, responsible and honest. She is sad because her father is
poor but she has enough self respect not to steal anything from anyone.

• The school forms an ironic backdrop to this little story. Paaramma will soon attend school.
But will it help her learn the real lessons of life? Will it be able to make her see the
injustice and discrimination that is so widespread?

• Gaviri’s learning has already begun in the school of life. She has to learn that survival is a
struggle. She needs to be strong and hardworking. For her the soapnut leaves are
immensely more valuable than the multiplication tables taught at the school. She has also
learnt that the poor have no rights.

• The behaviour of the Prime Landlord is a prime example of the absence of a system of
justice in the society. Despite knowing that Gaviri did not steal anything he keeps
punishing her. It seems that the moneyed class takes it as a matter of right to punish the
children or people of the lower classes even when they are not guilty. Thus the system of
justice here seems to be the preserve of the higher classes. In fact in an instance of

142
 supreme irony the Prime Landlord becomes the accuser as well as the judge, thereby
effectively shutting out the possibility of justice for the lower classes.

• Finally, Gaviri fights back at this injustice. She displays great courage of conviction to
stand up against the Prime Landlord.

1.11 Glossary

ragged worn out, not in a good condition

cloutpiece a piece of cloth to wrap around
sported wear to show off
humble of low social class
wretched boastings sad and useless pride
relish a relish is a tasty cooked food item
prominent important or famous
chagrined feel humiliated
threshing fields a field where the grain is separated from the stalk
gorge a narrow depression between two high grounds
welled up filled up
hedge a boundary made up of closely growing bushes
liberally in a generous manner, in large amounts
tuck push in
bawling screaming, shouting
crooned sing in a soft voice
chanting say repeatedly
shelling removing the outer shell
munching making noise while chewing something
comforted to lessen the grief of someone
stupor: a state of near unconsciousness
exhaustion a state of extreme physical or mental tiredness
pilfer steal things which are not very valuable
indulge allow oneself the pleasure of doing something
petty minor, insignificant
pewter vessel vessel made of a grey alloy of tin with copper and tin or lead

143
carpeted the path a thick covering
yelling scream loudly
startled feel sudden shock
sprouted grow
palpitating irregular and rapid heart beat
thud dull and heavy sound
rustling make a soft and crackling sound
whoop loud cry of joy
pounced to spring forward suddenly to catch something
handy bits easy to use size
mumbled say something in a way which is difficult for others to hear
thundered speak strongly against
trash waste material, of very little value
pleaded make an emotional request, beg
affirmed assert, declare confidently
trace evidence, mark
august respected, impressive
personage a person of importance
intrepid fearless
stalwart strong supporter of a cause
chit of a girl immature and insignificant
obscenities rude and dirty
decapitated fowl a chicken with its head cut off
writhed make twisting movement of the body in pain
weeping bitterly crying with resentment because of unjust treatment
smarted feel a sharp stinging pain
welt a raised red mark, red and painful swelling
sceptical having doubts about something

144
1.12 Key to Check Your Progress Exercises

Key to Exercise 1.7.1

a. Paaramma is the daughter of a Naidu and Gaviri is the daughter of a labourer.The

difference in their social class is reflected in the dress they wear and the food they eat.
Paaramma wears a dress (slightly torn) and even some gold jewellery. Gaviri wears just a
piece of cloth and some copper wire as a nose pendant. Paaramma had soup of wolf fish
and cooked rice for dinner but Gaviri did not have any dinner, not even the congee (water
boiled with rice) that they normally have for dinner.

b. Paaramma’s behaviour towards Gaviri is insensitive and she looks down upon Gaviri. Her
behaviour shows that she is arrogant, insensitive and even heartless at times. She has no
loyalty towards her friend. Her attitude reflects the attitude of rich people towards the
poor. She not only mocks Gaviri`s poverty but abandons her when, to prove her innocence
in front of the Prime Land Lord, she needed Paaramma most.

c. Gaviri says that school is useless for a girl like her for two reasons: a) To rationalise the
fact that even if she wanted to, she could not have attended school because of her socio-
economic condition, and b) The subjects taught in school will not help her deal with the
day to day struggles that she has to face just to survive. Hence, for her, what she learns
from the school of life is more important than what she would get to learn at a formal
school.

Key to Exercise 1.8.1

a. For Gaviri and people of her class the prime concern is to keep the cooking fires burning
in their huts. It is a daily struggle for survival. And these skills are best learnt from life.
And you can see for yourself, in this story, that life’s lessons are bitter. Gaviri must learn
to curb her hunger, must suppress her desires and must submit herself to the unjust social
system in order to survive. She has learnt that if poor people make a mistake it is treated as
a major crime and if the rich make the same mistake it is overlooked.

b. Gaviri’s father believes that the school will not help Gaviri in her life because the life
skills that Gaviri needs to learn are not to be found in books or the multiplication tables
taught in the schools. But he may not be entirely right. Education, when properly used, can
help people break unjust social systems and bridge the socio-economic gap between the
rich and the poor. It may take some time but we cannot lose faith in education.

c. It is widely believed that education can bring in great social changes and can help in
establishing a just and equitable society. However, in this story, it seems to have failed in
its mission. The school hasn’t actually changed the attitude of the people. The village
remains trapped in its unjust practices. Consequently the attitude of people towards
education is nothing short of sceptical.

145
Key to Exercise 1.9.1

a. Paaramma runs away because she is guilty of stealing green gram pods and tamarind fruits from
the Prime Landlords field. She is scared of the Prime Landlord and doesn’t want to get caught. But
she also abandons Gaviri who is innocent. It shows that she lacks basic honesty and the courage to
face the consequences of her action. It also shows that she has no loyalty to her friend.

b. The Prime Landlord starts punishing Gaviri on mere suspicion. It seems that the Prime landlord
(by implication the moneyed class) takes it as a matter of right to punish the children or people of
the lower classes even if they are not guilty. He is too arrogant to even consider the fact that Gaviri
might be innocent. Since it is he who has accused Gaviri, she stands proved guilty.

c. The system of justice here seems to be the preserve of the higher classes. In this society if the
poor make mistakes it is considered a major crime and they are punished disproportionately. The
rich, on the other hand, can make no mistakes. In fact in an instance of supreme irony the Prime
Landlord beats up a small innocent Gaviri while the real culprit runs away. In this society the rich
become the accuser as well as the judge, thereby effectively shutting out the possibility of justice
for the lower classes.

1.13 Key to Exercises given in the text book at the end of -Unit 14

Vocabulary 1

Respectable------------------------------farmer
Loin-cloth---------------------------------class
Ragged------------------------------------long skirt
Wretched----------------------------------boastings
Threshing---------------------------------fields
Dead-dry----------------------------------twigs
Wooden-sandaled----------------------foot

Vocabulary 2

Humble------------------------------------cloutpiece
Bitter---------------------------------------tears
Sweet scented--------------------------- pandanus
Chit of a-----------------------------------girl
Intrepid------------------------------------stalwarts

Now you can try and use them in sentences of your own

1.14 Activity (Writing)

Now that we have discussed the story in some detail, you can try and write a small
paragraph on an incident which brings out the injustice in our society. You could perhaps take up
the subject of a street vendor who is constantly harassed by the police. You can focus on the
differential treatment handed out to street vendors and big business men for the same crime of
encroaching on public land.

146
 UNIT 15
UNDERSTANDING POETRY IV
THE LOST WORD
Esther Morgan
— P.K. Satapathy

1.1 Introduction

We have already discussed how to read poetry in Understanding Poetry III. Please gothrough the
introduction to that section once again before reading this unit. In this Unit we are going to discuss
a short poem The Lost Word by the British poet Esther Morgan. She was born in 1970. This
particular poem is taken from her first collection of poems called Beyond Calling Distance,
published in 2001. Many of the poems in this collection are full of people who are unable to find
their voices and affirm their independent identity.

1.2 Learning Objectives

After going through this unit you will be able to:

• Understand the nature of poetic language

• Critically analyse the poem in terms of its theme and style
• Engage with the hidden biases within language itself
• Understand the issue of voice and identity
• The marginal position of women in traditional societies

1.3 Poetic Language and How to Read a Poem

You will find some discussion on poetic language in other Units on Understanding Poetry in this
Module and you are advised to read the points mentioned there. We will make some broad
observations here that will help you read a poem without much difficulty. Poetry, as we have
discussed earlier, is primarily suggestive and has layers of meaning. Reading poetry is like peeling
an onion which has several layers but hardly a core. So instead of looking for a core meaning we
should try to understand the various layers of meanings that a poem contains. To begin with we
must try and understand that the words in a poem are like clues in a treasure hunt. One clue leads
to another. But unlike the treasure hunt where the objective of the hunt is to find the treasure in
poetry the objective is not to find the hidden meaning but to find the network of clues that give the
poem its form and substance. Thus, while reading a poem, we should try to figure out all the
possible clues that are hidden in the words.

1.4.The Title of the Poem The Lost Word

Let us begin our treasure hunt with the title of the poem. This poem, as the title tells us is about a
lost word. Does it sound a little strange? It does sound strange if we take the title literally. We
often lose things but a word is not a thing. How can we lose a word? But we must admit that the
image of a lost word is striking because we never hear of a word being lost. Obviously we cannot
take this literally. There must be a deeper meaning which is not stated but implied. Let us then

147
probe a little more. When we lose a thing we cannot use it for our needs. So when we cannot use a
word we can regard it as lost to us. How do we lose words? We lose words if we forget them or do
not use it for a very long time. At the same time if we have not learnt to use a word then it is as
good as a lost word. But our learning and using of words is largely dependent on the society we
live in. We don’t use words that the society does not allow us to use. Later on in the unit we will
discuss the relationship between language and society. But for now let us conclude that in the title
of the poem the word ‘lost’, refers to a word which the woman has not leant to use or has forgotten
how to use.

1.4.1 Check Your Progress

a. What does the title Lost Word tells us about the poem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.5 CriticalCommentary (Stanza 1)

She’s lost a word

and searches for it everywhere-
behind the sofa, at the back
of dusty cupboards and drawers.
She picks through the rubbish sacks.

In the first stanza of the poem we find a woman searching for a word she has lost. Andshe is
searching for it in places which are hidden from view or places where we keep our rubbish. But
isn’t it unusual to look for a word in places where we find things? The hidden places mentioned
here are places which do not require our attention on a day to day basis. Or rather places we tend
to ignore in our daily lives, places which are difficult to reach. The poet then seems to suggest that
the woman has lost this word in the world of her domesticity. This domestic world is not just a
physical world it also is a mental world. The woman is so preoccupied in this world that she fails
to remember this word which is certainly an important word.

Like we have observed in section 1.4, we should try to go beyond the literal meaning and explore
the things that are implied. This is especially so in this case where the thing lost is not a thing at all
but a word. Like these physical spaces which are hidden we all have mental spaces which are
hidden as well. And they remain hidden because we do not choose to speak about them, or we
afraid to speak about them. Often we are afraid to speak about things that are not acceptable to the
people and society we live in and consequently we push these thoughts to the back of our minds.
The back of the mind is a place to hide thoughts like the back of a sofa to hide things. All of us
have some experience of hiding our feelings or not saying things or even lying about things. This
is especially true in case of women in traditional societies. From our childhood we are told about
what is acceptable and what is not. And we learn to avoid speaking. Much of this has to do with
structures of power that exist in our families and the society we live in. For instance in our society

148
the father remains the head of the family and we are supposed to obey him even when he is wrong.
This is especially true for girls. They are supposed to concentrate on cooking and learning how to
keep the house because they are expected to be home makers when they grow up. They are not
allowed to have a voice in the sense of having an independent identity. The woman in this poem
seems to be trapped in the power structure of her world. So much so that she has forgotten
something vital to herself.

1.5.1Check Your Progress

a. Why is it difficult for women to have a voice?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.6 Critical Commentary (Stanza2)

Under the carpet she finds lots of others

She’d forgotten she’d swept under there
But not the one she’s is looking for.
The trouble is it’s small- only two letters
Though no less valuable for that.

In the second stanza the same theme of the lost word is continued. We see her looking under the
carpet and there she finds many otherwords that she had swept under the carpet but not the one she
was looking for. The phrase ‘swept under the carpet’ is used to indicate that something was hidden
deliberately. What are these words that ‘She’ had swept under the carpet? We tend to sweepunder
the carpet things we don’t want others to see orthings that embarrass us. And we tend to hideor
suppress things when we are not very confident about them. The woman here seems to bein the
habit of sweeping many words under the carpet. It shows that she is not a very confidentperson.
She has hidden and suppressed or forgotten to use many words because she is notconfident about
using them.

Using language is the beginning of our socialisation. Language is not just a vehicle for
communication it is also something that transmits values. For instance we always use good before
bad and in opposition to bad. This is a system of hierarchy. We always use day before night, man
before woman, God before Devil and so on. What it implies is that, day is superior to night, man is
superior to woman, and so on. We learn these things as children and carry them for most of our
lives. We must examine the search for the ‘lost’ word in this context.There are some words that
give us a sense of independent identity. ‘Yes’ and ‘No’ are such words. We often hear our parents
use these words to control us. The power to say yes/no comes with authority. It seems the ‘She’ of
the poem is a woman without much authority and that is why she needs to sweep words under the
carpet. It is also quite possible that she does not have much authority because she is a woman.
What word is she looking for now? It is a word that is very valuable. The last two lines of this

149
stanzas throw more light on the nature ofthe particular word that she is looking for now. It is a
very small, two letter.

1.6.1 Check Your Progress

a.Do you think the woman is troubled by the word she has lost?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.7 Critical Commentary (Stanza 3)

She stands racking her brains

for the last time she used it
but all that comes to mind
are failed attempts
when her mouth was full
of someone else’s tongue

In the third stanza she takes a break from this frantic search to think about the word.She
tries to remember the last time she had used this word. This is a very common way ofremembering
about things which are lost or misplaced. But this attempt also ends in failure. Shecan hardly
remember the last time she used it. The only thing that she remembers now is not theuse of the
word but the failure to use it, though she had tried several times. And she had failedto use it
because her mouth was full of someone else’s tongue. When the poet says that her mouthwas full
of someone else’s tongue it does not mean that she did not have a tongue of her own.Tongue here
is used in the sense of a voice.When the woman tries to remember the word she has lost she is
unable to do so becauseshe had been using not her own but someone else’s language. She was
saying what others wanted her to say.

The ending of this poemdoes not give us any definite clues about the word she is
lookingfor. If we probe further and think about the word she is looking for we will realise that it is
atwo letter word and that it is an important word. The woman, it seems, has never been able touse
the word because she has never used her own voice. We know that voice, or in other wordsthe
freedom to choose and express ideas and opinions, gives us an identity. And the loss of thisresults
in loss of identity. Thus we can guess that the word she is looking for would be a wordwhich could
give her an identity. Words like “me”, “am”, “no”, assert one’s individuality. Perhapsit is one of
these words that she is looking for. Is she looking for the word no? We know thatthe ability to say
“no” gives us a sense of freedom. Perhaps she has never been able to say “no”in her life. If we
look at the position of women in traditional societies we will realise that for awoman to say “no”
is, often, a great challenge. And they often fail to say “no” because they aretaught to obey what
others ask them to do. Perhaps, the woman here is lookingfor the word “no”, so that she can regain
her voice. But her attempt ends in failure once againbecause when we lose our voice we have
nothing more to say. Thus the poem ends on this abruptnote to suggest that when we adopt the
tongue of others and speak in their voice, it is very difficultto break free and find one’s own
tongue. So we end up having very little to say and the only optionthat is open is silence.

150
1.7.1Check Your Progress

a. Can you guess the two-letter word the woman has lost? Could it be one of these words: do
be, me, am, no, it, us? Does the meaning of the poem change if it is one word or the other?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

b. What does the last line of the poem ‘ when her mouth was full of someone else’s tongue’
suggest?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________

1.8 Let Us Sum Up

After reading the poem we have learnt a few things. Let us summarize all that we have learnt so
far:

• The title of the poem is unusual and sounds strange if we take the title literally. However if
we go deeper we realise that the poet is suggesting that, like any other thing, when we
cannot use a word we can regard it as lost to us. How do we lose words? We lose words if
we forget them or do not use them for a very long time.
• The ‘She’ in the poem is searching for a very important word that is lost to her.
• It seems like she is not a very confident woman and that she has been hiding many words
over the year because she is afraid to use them.
• Language is not value neutral. It instils values in us in our childhood and that these are
values that are accepted by the society at large.
• We grow up following these values and it is very difficult to either question or break these
value systems.
• Woman I have occupied a subservient position in our societies for a long time and it
becomes very difficult for them to break free. Consequently most women learn to hide
their feelings and try not to challenge the established order.
• Having a voice is an indication of having an independent identity. Consequently it is
important for the women to have a voice. But they are constantly denied this and are
pushed to the margins. Women are expected to remain within the domestic world and find
their identity within the confines of this world. That is why it is important for the woman
in this poem to remember a word that is vital to her identity but lost to her.
• Words like “me”, “am”, “no”, assert one’s individuality. Perhaps it is one of these words
that she is looking for.

151
 • But her attempt ends in failure once.
• Her mouth was full of someone else’s tongue does not mean that she did not have a
tongue of her own. Tongue here is used in the sense of a voice. When the woman tries to
remember the word she has lost she is unable to do so because she had been using not her
own but someone else’s language. She was saying what others wanted her to say.
• The poem ends on an abrupt note to suggest that when we adopt the tongue of others and
speak in their voice, it is very difficult to break free and find one’s own tongue.

1.9 Glossary

Rubbish Waste material, garbage

Carpet A thick heavy covering, made of wool or synthetic fibre, for the floor
Valuable A thing of great worth
Racking To think very hard
Confines Enclosure, to keep someone within boundaries
Abrupt Sudden and unexpected
Subservient Inferior, secondary position obedient
Marginal Minor and not important
Vital Absolutely necessary
Frantic Hurried and anxious and often disorganised

1.10 Key to Check Your Progress Exercises

Key to Exercise 1.4.1

a. The title of the poem sounds a little strange if we take the title literally. We often lose things but
a word is not a thing. We must try to find the implied meaning. When we lose a thing we cannot
use it for our needs. Similarly we lose words if we forget them or do not use them for a very long
time. At the same time if we have not learnt to use a word then it is as good as a lost word. . So
this poem is about a word which is lost because it was either not used for a long time or was
forgotten due to circumstances and is now lost.

Key to Exercise 1.5.1

a. In traditional societies women have always been placed in a subservient position. From their
childhood they are told about what is acceptable and what is not. Much of this has to do with
structures of power that exist in our families and the society we live in. Women are supposed to
concentrate on cooking and learning how to keep the house because they are expected to be home
makers when they grow up. They are not allowed to have a voice in the sense of having an
independent identity. Thus it is difficult for a woman to have a voice.

152
Key to Exercise 1.6.1

a.Yes the woman is troubled by the word she has lost. The woman here seems to be in the habit of
sweeping many words under the carpet. It shows that she is not a very confident person. She has
hidden and suppressed or forgotten to use many words because she is not confident about using
them. She now wants to use the word that is important to her but it is lost now and she is unable to
find it.

Key to Exercises 1.7.1

a. We can guess that the word she is looking for would be a word which could give her an identity.
Words like “me”, “am”, “no”, assert one’s individuality. Perhaps it is one of these words that she
is looking for. Is she looking for the word no? We know that the ability to say “no” gives us a
sense of freedom. Perhaps she has never been able to say “no” in her life. If we look at the position
of women in traditional societies we will realise that for a woman to say “no” is, often, a great
challenge. And they often fail to say “no” because they are taught to obey what others ask them to
do. Perhaps, the woman here is looking for the word “no”, so that she can regain her voice.

The meaning of the poem will change very much if we replace the word ‘no’ or ‘me’ with a word
like ‘us’. ‘Us’ is a collective pronoun and can in no way fit in with the overall scheme of the poem.
Similarly, the other words in the list do not fit into the scheme and if we use them they will change
the meaning of the poem substantially.

b. When the poet says that her mouth was full of someone else’s tongue it does not mean that she
did not have a tongue of her own. Tongue here is used in the sense of a voice. When the woman
tries to remember the word she has lost she is unable to do so because she had been using not her
own but someone else’s language. She was saying what others wanted her to say. When we adopt
the tongue of others and speak in their voice, it is very difficult to break free and find one’s own
tongue.

1.11 Activity (Writing)

In this Unit we have discussed the gender biases that are built into language. We have
pointed out the system of hierarchy that always treats men as superior to women. Try and write a
paragraph about such biases, be it gender or caste or class that you find in the various units of this
book.

153
 UNIT 16
READING BETWEEN THE LINES
LAMB TO THE SLAUGHTER
Roald Dahl
— Usha Anand

1.1 Introduction

The short story is a relatively young literary genre whose rise and popularity arise out of
people’s being busy and having little time on their hands for leisure reading. A short, compact
piece is a refreshing source of entertainment. However, there are inputs in a short story which add
to its quality as a literary composition.

The intensity of impact in a short story is what is valued most highly. Like a fine lyric
poem, the short story requires the reader’s utmost attention, a focusing of the mind on each detail
in order to realize the final fullness of effect. The short story depends on concreteness, on sensual
impressions that deliver their meaning without waste. The action of a conventional short story is
compressed within a short time and space. The characters, few in number, are revealed, not
developed. The background and setting are implied, not rendered. The story gets going as quickly
as possible.

A question we ask is, “How does a story manage to tell so much in such a brief space?”
The answer is that every word, gesture, description, stands for so much. Sometimes a single detail
will stand for a wealth of meaning—for a whole social class or a character’s background. In Lamb
to the Slaughter, a middle-class family, an organized household, are described well enough. But
the beauty of the irony arising out of food imagery is amazing. Right from the title where the word
“lamb” occurs, there are many ways of interpreting the word “lamb”. It could be a victim, a
sacrifice, literally an item of food, a murder weapon, evidence destroyed etc. But more of this
later.

1.2 Learning Objectives

After reading this lesson you will be able to:

• Understand what is meant by ‘Reading between the Lines’.

• Identify figures of speech such as metaphors and idioms.
• Understand the concept of a short story.
• Appreciate detective fiction.
• See the links in a sequence of events which constitute a narrative.
• Observe the cultural specifics of the setting of the story.
• Identify what constitutes black humour.
• Improve vocabulary and language skills.

154
1.3 Summary of Section I (pp 110-113 of your text book): Pre-dialogue State of Mind
As the story begins, we meet a happy, contented, Mary Maloney. She is waiting for her
husband to return from work. He arrives at the usual time but is withdrawn. After a few stiff
drinks, he tells Mary he wishes to divorce her. This news leaves her stunned.

Critical Commentary
Recalling some of the features of a successful short story, you can observe that the setting,
as described in the first paragraph, is a comfortable one in readiness for a couple to spend a relaxed
evening. A loyal and committed wife, Mrs. Mary Maloney is waiting for her husband to return
from work. Six months pregnant, she glows with contentment and security, ready to welcome Mr.
Maloney. Familiar with his habits, she revels in his almost silent company. She knows he will not
speak much till the first drink is finished. The entire description of their sitting together is an
interesting one. She, unaware of what is going on in his mind, is ready to do anything to make him
comfortable, please him. He, on the other hand is trying to bring himself to break the news of his
intention to abandon her. He empties his glass of whisky, refuses to have anything to eat, and then
tells her what he intends to do.

In keeping with the principle that in a short story, less is more, the author does not quote
all the details of what Maloney tells his wife. But we understand very well that he plans to leave
her for another woman. Of course he’ll give her money and she will be looked after. This is what
is called revealing the tip of the iceberg. The iceberg here is the huge volume of distance that has
come to exist between the couple. The presence of an iceberg, a very large dangerous block of ice
is visible only as the tip which shows above but its hidden dangers manifest themselves in a
frightening manner only when it is too late. In this story too, Maloney simply tells Mrs. Maloney
of his intent to leave her, unaware of the fury of emotions released within her, by this declaration.

1.3.1 Check Your Progress

a. Which sentence in the introductory paragraph of the story indicates an atmosphere of
comfort?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. What time of day is it and who is Mary Maloney waiting for?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

c. What kind of mental state is indicated by activities like sewing and knitting?
________________________________________________________________________
________________________________________________________________________

155
 ________________________________________________________________________
________________________________________________________________________
d. ‘Silent’ is a significant word on page 111 of your text book, How?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
e. Who uses the word ‘darling’ very often, Mary or Patrick? Does that signify anything?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.4 Summary of Section 2 (pp. 113-115 of the Textbook): The Deed

Still in astate of shock, she realizes they will not be going out for dinner so she gets up to
go to the pantry and get something to cook. The first thing she lays her hands on is a leg of lamb,
hard and frozen. Her husband is looking out of the window with his back towards her. As she
walks past him on the way to the kitchen from the pantry, her anger causes her impulsively to hit
him on the back of his head with the frozen leg of lamb. It hits him so hard that within a few
seconds, he drops down dead. Realizing she has committed a murder, she plans to go out. She goes
to the local vegetable shop. She buys a few things from the greengrocer Sam and returns home.
She pretends to discover her dead husband and calls the police, who arrive in a very short time.

Critical Commentary
First, let us observe how the wife’s shock manifests itself. Her first instinct is not to
believe any of it. She thinks she might be imagining the whole thing. Or, it might just be a bad
dream and when she wakes up, she might find nothing has happened.

Then she gets up to prepare supper. Almost in a dare, she goes down to the cellar to fetch
something to cook. The first thing she lays her hands on is a leg of lamb. Do not miss the irony of
the word “lamb” here. Still standing by the window with his back to her, Mr. Maloney tells her
that he is going out and she shouldn’t make supper for him. In one angry reflex, Mary Maloney
simply walks up behind him and hits him on the back of his head with the frozen leg of lamb. The
blow is fatal; he falls to the carpet. The crash, the noise of the small table overturning brings her
out of her shock.

Her mind starts racing. She realizes the enormity of what she has done. Then, she plans
out her evening. She puts the lamb in the microwave to cook. Then she goes out to the
greengrocer’s and returns with stuff to be cooked for supper. Then she kneels by the body of her
dead husband, finds him dead, and calls the police.

156
1.4.1 Check Your Progress
a.“And he told her”. What did Patrick tell Mary?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

b. Why do you think Mary gets down to preparing suffer? Are Mary and Patrick really
very hungry?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

c.What is the first thing she lays her hands on in the pantry?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

d. What does she hit Patrick with?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

e.What happens to Patrick?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

f. What is the crime central to the story, “Lamb to the Slaughter”? Who commits it?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

157
 g. What does Mary do with the weapon of offence?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

h. Why does Mary go to the market? Whom does she intend to visit?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

i. What does she pretend to discover when she returns from the market?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

j. What action does she take?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________
1.5 Summary of Section 3 (pp 116- 120 of the Textbook): The Investigation
The policemen arrive. They examine the scene of the crime. They do not find the weapon
of offence. They ask Mary about her movements in the last couple of hours. When she tells them
about her visit to the greengrocer, they go and ask him several questions about her behaviour.
Back in the Maloney household, they resume their search for a heavy weapon. As it gets
late, Mary asks them to have supper. She offers them whatever is ready in her kitchen and that is
the leg of lamb. They hungrily consume it and thus destroy the weapon of offence.
Mary Maloney has the last laugh.

Critical Commentary
Then, it is as if the detectives take over the action of the story. They fuss around
completing all the procedures, finding clues, but of course not finding the weapon used for the
murder. As they work late into the right, Mary, showing genuine concern for her husband’s former
colleagues, offers them the leg of lamb that was cooking in the microwave. This, in effect,
destroys, the weapon of offence. As they eat, they remark ironically that the blunt object used to
kill Maloney is probably somewhere right there, “under their noses,” yet they are unable to see it.
Of course, the reader and Mary know that the murder weapon is right “under their noses”, being
destroyed by becoming food for the hungry cops.

158
 We know the murder cannot be solved in the conventional way. That is why Mrs. Maloney
giggles in the other room as the policemen conjecture the presence of the weapon.

This story is replete with instances of black humour. Black humour is humour arising out
of situations arising out of death and tragedy. Jokes arising out of such situations or language are
called “black”.

1.5.1 Check Your Progress

a. All the activities of the detectives are aimed at one thing. What?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b. Do the detectives succeed? If not, why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

c. Has there been a compromise in the observance of the professional code of conduct
by the policemen?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

d. Has their conduct affected the outcome of their investigations? How?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

1.6 Let Us Sum Up

We have seen that this story has introduced us to a finely narrated detective story. The
chain of events is very skillfully sequenced. But as readers we have to be constantly alert to
nuances of behavior and language. We have been able to do the following:

159
 • To understand what a short story is.
• To read between the lines to understand the hidden meaning.
• We have learnt to connect both, external physical details and depth and
complexity of behavior.
• Like all good writing, this story has also taught us a thing or two about human
nature.
• We have learnt to recognize figures of speech like metaphors and idioms.
• We have also been able to recognize black humour in the story which arises out of
a murder.

1.7 Idioms
Idioms are an integral part of language. Some of the idoms used in this story are indicated
below:
Mary was very much in love with her husband. Her heart missed a beat every time her
detective husband returned home from work. She waited eagerly for his return each evening. It
gladdened her heart to hear the tyres on the gravel outside. However, Patrick was a dark horse and
had been having an affair. He knew the news would break the heart of his wife. He decided to steel
himself though it made his heart sink.

1.8 Glossary

tranquil peaceful; free from agitation

translucent semi-transparent
slamming making a noise while shutting a door
tinkled made a series of short, ringing sounds
luxuriate to consciously enjoy oneself
sunbather someone sitting in the sun to get a tan
clinking making a sharp, short, ringing sound
see to it arrange it
fix it prepare it
bewildered perplexed, confused
frowning expressing displeasure
dared confused by a blow or a shock
blinking opening and closing eyes involuntarily
penalty punishment
frantic emotionally out of control
congealed dried and clotted blood
sobbing weeping convulsively
corpse dead body
mantel ornamental shelf on a wall
exasperated angry and irritated
sledge hammer a large heavy hammer that is wielded with both hands
smashed broken to pieces under pressure

160
1.9 Key to Check Your Progress Exercises

Key to Exercise 1.3.1

a. On page 110 of your text book, Fluency in English, the story begins with the sentence:
‘The room was warm and clean, the curtains drawn, the two table lamps alight- hers
and the one by the empty chair opposite.’ This sentence creates an atmosphere of
peace and comfort.
b. It is evening and Mary Maloney is waiting for her husband to return from work.
c. Activities like sewing, stitching and knitting indicate a relaxed and tranquil state of mind.
d. Mary’s love for Patrick is so intense that she loves everything about him. That he does not
complain about his tiredness is what she appreciates about him. But on this particular day,
his silence is ominous. It is like the calm before the storm. When he breaks his silence, her
world falls apart.
e. Mary uses the word ‘darling’ very often while Patrick does not. It indicates that he is
already emotionally very distant from her. He no longer loves her.

Key to Exercise 1.4.1

a. Patrick told Mary that he wished to divorce her. Although it was not a good time for her to
be told such unhappy news as she was pregnant, it had to be done all the same. Of course,
he said, her financial needs would be taken care of and she would be looked after.
b. Mary’s going down to prepare supper is a kind of mechanical response set off by the
stunning news Patrick has just conveyed to her. Neither of them is hungry.
c. A frozen leg of lamb is the first thing she lays her hands on in the pantry.
d. She hits Patrick with this frozen leg of lamb, lifting it high up and hitting him on the back
of his head.
e. He is fatally injured. He remains standing for a few seconds, then sways from side to side,
and then falls to the ground.
f. The killing of Patrick by Mary is the crime central to the story.
g. Mary places the weapon of offence, the frozen leg of lamb in the oven to cook.
h. Mary goes to the greengrocer in the market to buy potatoes and peas. This absence from
the scene of the crime will enable her to pretend that she found her husband knocked dead
on the carpet when she returned home from the market. This would indicate her not
knowing anything about Patrick’s being killed.
i. She pretends to find her husband lying dead on the carpet when she returns.
j. She calls the police.

Key to Exercise 1.5.1

a. All the activities of the detectives are aimed at looking for the weapon of offence. The
weapon of offence, we know, is the already cooked leg of lamb.
b. The detectives do not and cannot succeed because the cooked meat has already been
consumed by the policemen who, being friends and colleagues of the dead man have
accepted Mary’s offer of food as they work late into the might, searching all over the
house and the garden for a weapon of offence.

161
 c. Yes, the policemen have broken the rule which does not allow them to partake of food or
drink at a scene of crime. Their friendship with their colleague’s family has lowered their
defences and made them act un-professionally.
d. Of course. Their investigation will never yield results because the weapon of offence has
been consumed and will never be traced so that the crime can’t be solved. Mary Maloney
has outwitted them all.

1.10 Key to Exercises given in the textbook at the end of Unit 16

Reading Comprehension
1. The warm, clean room with curtains drawn, two table lamps alight and the side board
ready for a shared evening drink convey an atmosphere of ease and comfort. Mary
herself waits as if looking forward to her husband’s return. Her calm face, tranquil
expression and soft eyes, all convey the impression of a happily married woman.

2. Patrick Maloney’s lifting his glass of whisky and draining it in one swallow although
there was still half of it left was unusual. Then, his going over and making himself a
stiff new drink was an indication of his discomfort. Thirdly, his refusal to let her do
anything for him, get his slippers or get him something to eat indicated a hostile mood.

3. Patrick probably told Mary that he had fallen in love with another woman and wished
to get away from his wife, either by way of separation of divorce.

4. Mary would probably have behaved in the same way even if she had not been
pregnant.

5. This was because the leg of lamb was the weapon of attack which had caused
Patrick’s death. Eating it would destroy evidence.

6. She giggles because it is, quite literally, under their noses. They are biting into the
mutton with their teeth, right below their noses.

7. Interestingly, the story begins with a sideboard well prepared for an evening of
warmth. Even amidst the tension Mary offers to get Patrick food and drink. It is during
her efforts at preparing supper that she fetches the leg of lamb which she impulsively
uses to fatally hit her estranged husband. Even her strategy to delay calling the police
centres around buying potatoes etc for supper from the local greengrocer. And when
the policemen get delayed working on the detail of the murder, the murder weapon,
the newly cooked leg of lamb, is consumed as food by the cops and crucial evidence is
destroyed, letting Mary Maloney escape being discovered.

1.10.2 Activity

1. Imagine that you are the SHO of the police station under whose area this crime has been
committed. Write an FIR of about 400 words.
2. Imagine you are the investigator who questioned Sam the greengrocer about Mary
Maloney’s visit. Write a 150-200 word account of your conversation with Sam.

162
 UNIT 17
UNDERSTANDING POETRY V
SOME PEOPLE
Rita Ann Higgins
— Usha Anand

1.1 Introduction
Rita Ann Higgins, born in 1955, is an Irish-born well-known poet. She is deservedly well-
known internationally for her protests against social exclusion and misuse of power in an
increasingly brash and materialistic western world. Her poems focus on the experience of harassed
mothers’ maladjusted sons, narcotically dependent young people and victims of economic
maladjustment. The poem “Some People” included in your textbook is directly concerned with
these issues which arise out of social exclusion, letting the poor remain outside the realm of all the
comfort and dignity that material wealth can buy.

1.2 Learning Objectives

After reading this Unit you will be able to:
• Understanding poetry
• Understand the language of protest
• Become sensitive to social disparities, the difference between the quality of life
experienced by the rich and the poor.
• Differentiate between moods reflected in the language of a poem.
• Realize that the rich-poor divide is universal.
• Know what is a monologue
• Use words in context, using a dictionary, if necessary.

1.3 The Poem: Style and Language

As you can see from the very beginning, the language of Higgins’s poems is just a shade
removed from actual speech. Its stylized colloquialisms create a monologue which contains
phrases describing the suffering, day to day, of people who have not managed to survive the day to
day trauma of economic humiliation. We are all aware that poverty brutalizes human nature. It
makes us less human, less sympathetic to fellow human beings, less sensitive, and generally robs
us of a certain dignity.

Stylized colloquialisms are phrases and sentences used in day to day informal speech
which are deliberately used by a poet to convey the ordinariness of the subject. Stylized here
means ‘used for a certain design or effect’. Ordinary language and slang are deliberately used for
poetic effect.
A monologue is a long speech recited alone or as if alone on a stage or a public platform.
Remember that poetry here is also a form of addressing the public, namely, the readers. The term
derives from “mono” meaning ‘one’.

163
1.4 Lines 1 to 10

Some people know what it is like,

to be called a cunt in front of their children
to be short for the rent
to be short for the light
to be short for school books 5
to wait in Community Welfare waiting rooms full of smoke
to wait two years to have a tooth looked at
to wait another two years to have a tooth out (the same tooth)
to be half strangled by your varicose veins, but you’r 198th on the list

Critical Commentary
As the notes in your text book tell you, some words like ‘cunt’ in line 2 are socially
unacceptable. They are not polite words. Such words are used by angry frustrated people, almost
like an abuse; by frustrated people who can see no use for a woman except as a sex object. Poverty
and gender disadvantage (being female) is a deadly combination in this world. And this is what the
main character of the poem is. She says some people (she refers to herself in the third person)
know what it is like to be abused before one’s own children. “To be short” of something is not to
have enough money for a specific purpose. The speaker has on various occasions been short of
money for rent, for electricity, for children’s school books. She has experienced the indignity of
waiting for medical attention in a welfare system which is overburdened. Of course, waiting for a
troubling tooth to be attended to for two years is an exaggeration. But it humorously points to the
problem of delay in getting anything through welfare. We in India all know how the poor are
treated in government hospitals. It is a similar situation.

Talking of varicose veins, this is a medical condition especially prevalent among

hardworking people who have to stand long hours. And the list of people waiting to get treated for
this problem too, seems to be endless. Like waiting for two years for a dental appointment, being
198 on the list is again a humorous way of saying that the health system is overburdened and
crowded.

1.4.1 Check Your Progress

a.What social and gender disadvantages does the speaker of the poem suffer from?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________

b. Is the medical system being described by the poet a prompt and efficient one?
__________________________________________________________________________
__________________________________________________________________________

164
 __________________________________________________________________________
__________________________________________________________________________

c.Point out two ailments humorously referred to in the first ten lines of the poem in your text
book on page 123.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
1.5 Lines 11-17

to talk into a banana on a job search scheme

to talk into a banana on a job search dream
to be out of work
to be out of money
to be out of fashion 15
to be out of friend
to be in for the Vincent de Paul man

Line 11 onwards the double mention of banana to remind us how people are trained to use
the telephone to earn a living, is again an instance of cynical humour. And this cynicism continues
when the person is described as being out of work, out of money, out of fashion, out of friend, and
waiting for charity. Living on charity is certainly not a dignified existence.

1.5.1 Check Your Progress

a. What do you understand about the employment market from lines 11-18 of the
poem?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

1.6 Lines 18-25

to be in space for the milkman

(sorry, mammy isn’t in today she’s gone to Mars for the weekend)
to be in Puerto Rico for the blanket man 20
to be dead for the coal man
(sorry, mammy passed away in her sleep, overdose of coal in the teapot)
To be in hospital unconscious for the rent man
(St Jude’s ward 4th floor)

165
Critical Commentary
Line 18 onwards, there are references to the kind of lies people have to tell about members of their
family. When people like the milkman or coal man come for their dues the family says that
Mammy (the woman who heads the family) is not at home (gone to Mars, not literally of course,
or died, again, not really). These are humorous ways of saying, “Not at home”. It is the same for
the rent man who is told that Mammy is in a charitable hospital (St. Jude’s) for the poor.

1.6.1 Check Your Progress

a. What is the one single reason for the lies being told by the speaker’s family when people
come to ask for their dues?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Comment on the word ‘Mammy’ in lines 18 and 22 of the poem.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

1.7 Lines 26-32

to be second hand
to be second class
to be no class
to be looked down on
to be pissed on
to be shat on
and other people don’t.

Critical Commentary
This is certainly not the way respectable people behave. But the person who is the speaker
of the poem knows what is like to be second class, to be looked down upon, to not belong to any
respectable class. To be urinated upon or to be defecated upon is to receive the worst insults
possible for human dignity. She knows all this though, perhaps, other people don’t know what
these experiences feel like.

166
1.7.1 Check Your Progress
a.What do you understand by being a ‘second class’ member of society?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

b. List three words from the Last 5 lines of the poem which convey how humiliated
and disgusted the speaker feels about her situation.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

1.8 Let Us Sum Up

This poem written by someone living in the developed western world throws light on one
of the many universal truths about life. We have been able to see the following things in the poem:
• that social inequality is a fact of life all over the world.
• There are a number of people who spend their entire lives struggling along for the basic
needs of human existence and there are a lucky few who do not know what it is to want for
anything.
• This short poem of 32 lines makes a powerful statement about the underprivileged, even in
affluent western societies.
• We have understood what a monologue is.

1.9 Key to Check your Progress Exercises

Key to Exercise 1.4
a. The speaker’s biggest disadvantages are her poor economic status (poverty) and her
being a woman (gender).
In the first ten lines of the poem we get to know that she is a woman because of the
abusive language (cunt) used for her. We also get to know that she and her children
depend entirely on community welfare and are generally short of money for almost
everything they need.

b. No. The medical system is certainly not an efficient one as we are told people have
to wait very long to get medical attention for simple but painful problems like
toothaches and varicose veins.
c. The two ailments referred to are a toothache and varicose veins.
“Some people know what it is like, …………………………………………..
to wait two years to have a tooth looked at

167
 to wait another two years to have a tooth out (the same tooth)
to be half strangled by your varicose
veins but you’re 198th on the list……………….
The humour lies in the fact that nobody can wait for four years to get a tooth
extracted.
Neither can anyone get strangled by varicose veins. (See glossary in text book)

Key to Exercise 1.5.1

a. ………………. to talk into a banana on a job search scheme

to talk into a banana on a job search dream……. (page 124 of text book)
These lines present a rather dismal picture of the employment market. A banana,
because of its similarity in shape to a telephone receiver is used to train people for
basic low paid jobs like those of call-centre workers. You can imagine that talking into
a banana (even for training) is not a pleasant experience.Of course, this is a comic way
of presenting an unhappy situation, of laughing at one’s own plight.

Key to Exercise 1.6.1

a. The single reason is that the familydo not have the money to pay the milkman, the
blanket man, the coal man and the rentman referred to in these lines.
b. ‘Mammy’ is an informal, affectionate term for one’s mother. It is adifferent version
of ‘mamma’.

Key to Exercise 1.7.1

a. A second class member of society or a second class citizen is someone who is
socially, politically or economically weak or deprived. He/She never seems to have
easy access to whatever good facilities a state or system has to offer. The speaker of
our poem is such a person.
b. …………………….
to be looked down on: (to be treated contemptuously)
to be pissed on : (to be urinated upon)
to be shat on: (to be defecated upon)
Lines 29, 30, 31
The three terms are ‘looked down on’, ‘pissed’ and ‘shat’.
While the first phrase refers to a sense of humiliation, the second and third words
which refer to body waste, urine and faeces, actually convey the sense of disgust
experienced by the poor, deprived speaker of the poem.

1.11 Activity (Writing)

Keeping the poem as a model, try writing a similar poem in your mother tongue. It
could be about the difficulties experienced in daily travel to work, or about poor
hospital facilities or even about the carelessly dirty habits of people in public places.

168
 UNIT 18
UNDERSTANDING DRAMA
ROUTES AND ESCAPE ROUTES
Datta Bhagat

— Usha Anand
1.1 Introduction
Drama as an art form is thousands of years old. In Greek plays more than three thousand
years ago, themes of universal interest and relevance were exposed threadbare through dialogues
in the plays and interaction among the characters. The same is true of Sanskrit drama which deals
with themes and issues of the times in which it is written.
In the present day too, drama is considered a very vibrant and expressive art form. It takes
up age-old themes, social issues, problems of gender, dowry, the status of women, etc. and
manages to throw light on various aspects of a problem. That neither the problems nor the
solutions are simple is borne out by the fact that in drama several characters have their own views
on a problem and each is justified in his or her perception of the same. What the audience gets is a
fuller understanding of the problem or the issue at stake.
Marathi theatre is especially developed in its concern for contemporary issues like gender,
corruption and untouchability which brings us to the Dalit issue, which is the theme of the extract
prescribed for study. It does not need much prodding for any socially conscious citizen to see that
the Dalits are a section of society highly discriminated against. The viciousness of human nature,
legitimized by the caste system in the Hindu social structure, finds full, unrestrained expression in
the attitude and behavior of caste Hindus towards Dalits. The most outstanding Dalit intellectual
appeared on the scene sixty years ago in the form of Bhim Rao Ambedkar who was one of the
main architects of the Constitution of India. He managed to instill some confidence among Dalits
which resulted in a gradual rise in awareness among them. They now have their own political
groups and are able to occupy positions of the power like the office of the President, Chief Justice,
Ministerial positions etc.

However, these instances of Dalit achievers are few and far between. For the majority, life
is an uphill struggle and it is this segment of Dalits whose problems we encounter in the extract.
Fortunately, there are idealists among them who are willing to show the way to the rest of the
community.

1.2 Learning Objectives

After having gone through this lesson you will be able to:
• Examine the concept of drama as literary genre and as a performing art
• See how contemporary social issues can be addressed and discussed in a dynamic
manner through a prepared script that is enacted on stage.
• Recognize how a visual presentation, (even when imagined) is more powerful than a
running narrative.
• Witness how facts and events and developments can be reported by one character to
another.

169
 • Have an idea about the Dalit movement.
• Identify different approaches to social justice.
• Understand the theme and title of the piece.

1.3 A Note on the Characters

To put things in perspective, let us take an overview of the extract. The central characters
of the play are a couple- a Dalit Professor, Satish Godghate and his Brahmin wife Hema. Other
characters are Satish’s uncle, Kaka and Dasrao Joshi, the headmaster who is also Hema’s uncle.
Another character who enters the scene late in the extract is Arjun, the impatient rebel who takes
the law into his own hands. Importantly all the characters are from the local community and know
the area and its problems and prejudices very well. There are no regional barriers, only those of
caste.
This choice of locale and the combination of characters enables the author to allow an in-
depth analysis and discussion of issues. The characters follow the cross references, the subtle
nuances and prejudices of the speakers among themselves. This makes for greater lucidity and
intensity in the discussion. Another feature of drama is that facts and events and developments can
be reported by one character to another e.g. the episode of the Deshmukh boy being mistaken for a
Dalit.

1.4 A Note on Performance

At this point, it is important to observe that a play is basically written to be performed on a
stage. For that, you need actors, a venue for performance, publicity so that the public is aware of
an ongoing performance. Only then can an audience assemble to watch the actors perform. A
stage, costumes, lights, music, technicians are all part of the paraphernalia required for a theatrical
performance.
The stage too, is not just an acting area. It is a planned space and actors work, speak and
move according to instructions written alongside their lines in the script. The setting too, is
detailed as you see on the first page of the extract you are going to study. Take a look at page 127
of your text book where Kaka, the senior most character in the play is shown sitting in a chair,
reading a newspaper, in the drawing room of Professor Satish Godghate’s house.

All the characters who participate in a play are known as the Dramatis Personae.

1.5 A Note on the Title

Routes and Escape Routesgives you a clue to the theme of the play. It is about the Dalit
movement. Within the movement, there are different approaches to the attainment of social justice.
There are some to whom the means and the ends are both equally important. There are others who
believe the ends justify the means. There are yet others whose public postures and private actions
are at variance with each other. In other words, all those involved have a path to choose in
reaching their goals-be it a known public route or an escape route-a private, lesser- known one.

1.6 Summary (Page128-130)

This section serves to lay out before the reader/audience the main issue under debate in the
narrative. Is it possible for social reformers/ activists or progressive citizens to alter the common

170
man’s attitude to caste? The answer is, largely, “No”. Even an inter-caste marriage like that of
Professor Satish Godghate and Hema (daughter of a judge) cannot make a dent in society. But the
effort has to continue.

Critical Commentary

The description of the setting gives you some idea of what you would see on the stage if
you were watching the play performed in a theatre. It seems a neat, sparsely furnished drawing
room of an intellectual. Don’t miss the corner table with books. The portrait of Dr. Baba Saheb
Ambedkar and a Sewadal Calendar should give you a clue to the caste and ideological leanings of
the owner of the house.

Kaka, described as being between fifty and sixty years of age is the uncle of Prof.
Godghate. The rigidity of age is manifest in his initial dialogue when he calls out to Hema.
“Sunbai”, he says, and when Hema asks “What?”, he gets annoyed. He wants people to respond
with “Ji.” It also gives a clue to the rigidity of his character and views.
The fact that Hema tells him she doesn’t like to be scolded or insulted when people are
around indicates that his behavior leaves much to be desired. And, his subsequent taunt that he is
merely a Buddhist and Hema a Brahmin brings out the bitterness in a person not given his due in
society. You can see that caste-consciousness is so close to the surface that it needs very little
provocation to become a subject of dialogue. When Hema protests that she dislikes references to
her caste in every other sentence, Kaka retorts that not talking about the problem will not remove it
from society. Caste is a social reality. Therefore, people will talk about it. If Hema and Satish
broke away from their castes to get married, they were alone in their decision. Nobody supported
them. Nobody helped in times of economic hardship. Acceptance by relatives was difficult. But
even after acceptance, Hema feels that Kaka’s references to her Brahminism are undesirable.
Kaka, on the other hand, is obsessed with caste as is revealed by every word he utters.

1.6.1 Check Your Progress

a. Name the husband and wife who constitute an inter-caste couple in the play.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Did they have popular support when they decided to get married?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

171
1.7 Summary (Page 130-132)
The Kaka-Hema exchange is about the false certificate for Shewanta, a Dalit girl who
needs it to be able to do a teachers’ training course. While Kaka is in favour of a shortcut, a
practical solution to a problem, Hema is in favour of an honest and procedurally correct solution.
This section prepares us for the conflict between the ends and the means which runs through the
entire play.

Critical Commentary

The second section of this extract brings up the issue of a certificate required by Shewanta.
Shewanta is a young widow who wishes to do a teachers’ training course. She is a matriculate and
her husband. Gopya, a rickshaw puller, was run over by a truck. What she needs is a certificate
saying she has taught at a school for three months. Satish is not likely to recommend to anyone
that a false certificate be issued to her. When Kaka learns this, he decides to ask Dasrao Joshi
himself. (Dasrao being a cunning person says he will ask a friend from a different village to issue
the certificate. He will not issue it himself. This is revealed later).

1.7.1 Check Your Progress

a. Who is Shewanta?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b. What does she wish to do?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
c. What help does she need?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.8 Summary (Page 132-134)

In this section, the exchange between Kaka and Hema is about the plans for forcible
occupation of ready built houses by Arjun. It is an extension of the theme expressed through the
case of Shewanta. Dalits have suffered far too long and their desperation is evident. They want
quick solutions, having reached something of a breaking point. This bottled up frustration with the

172
system is expressed through the behavior of the young activist, Arjun. In his goal to achieve social
justice for his community, Arjun is willing to adopt any means, legal or illegal. Again, the
educated Hema, like her husband Professor Satish Godghate, expresses her disapproval. Kaka, of
course, is quietly aware of Arjun’s plan.
Critical Commentary
Another issue raised in Section II and continued in Section III is that of Dalit housing.
When Kaka decides to go out in the evening (middle of p. 131), Hema asks about when he will be
back and where he is going. Annoyed, Kaka unleashes a whole lot of sarcasm. He cooks up a story
about a community feast with a group of pilgrims who have returned from Bodh Gaya. Also about
Dalits who wish to set up a Bodh Vihar, being converts to Buddhism. He talks of a meeting of the
Bharatiya Bodh Mahasabha adding sarcastically that Hema being a Brahmin, has neither religion
nor God. Of course, the real issue is revealed later. Arjun, an activist is collecting subscription for
acquiring by force houses built for people affected by the flood. As Section III reveals, he plans to
break open the locks and allot the houses to all slum dwellers in case the government refuses to
give them the houses. Hema has heard of all this and Kaka is a silent party to it. Satish’s law-
abiding methods are different from the impatient activists’. Satish, an educated Professor can’t get
a certificate for Shewanta; he can’t get reasonable facilities for people of his community. What use
is such an intellectual to the Dalits?
You can see how various points of view on a particular social issue can be revealed in the
course of interaction on the stage. You have Kaka, the aging Dalit who has seen Dalits suffer
passively throughout his life and internalize social attitudes; there is Arjun, the impatient young
activist, a student of Professor Satish Godghate, whose views and plans are reported by Kaka,
there is also Hema, the voice of the law who echoes the views, attitudes and perception of her
husband, Satish. The reference to the law acquires a certain sting, as Hema’s father is a judge. Of
course being an intelligent woman Hema manages to show Kaka the propriety of seeing the pros
and cons of an action plan before it is taken up. In this case it is the forcible occupation of houses
built by the municipality.
1.8.1 Check Your Progress
a. Who is Arjun? What does he wish to do?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b. How do the attitudes of Arjun and Satish Godghate differ?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
1.9 Summary (Page 134-138)
Kaka is assured of a false teaching-experience certificate (for Shewanta) by Dasrao Joshi
who offers to get it from a friend in another town. We get the impression that Dasrao is a

173
manipulative, clever, practical man. A local certificate, he says, would not seem good so he
arranges for one from a different place.

Critical Commentary
As she reaches for the Bharatiya Bodh Sabha register from the cupboard, Hema changes
the subject to the medicines Kaka has forgotten to take for his heart ailment. Here you see how, in
drama, a subject can be raised, given the desired time for discussion or reference and then
suddenly be changed. A total change of mood and tone is also possible which is not the case in a
running narrative in prose, or even in a poem. Hema’s personal concern for the health of a senior
family member replaces her ideological position. This enables us to see her in a positive light as a
responsible daughter-in-law rather than as a Brahmin girl married into a Dalit family.

1.9.1 Check Your Progress

a. In two sentences, describe Hema’s behavior as a daughter-in-law in the Godghate
household.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.10 Summary (Page 138-143)

This section is a rather crowded one. Dasrao, Satish, Hema and Kaka all talk about crucial
social issues. The conversations reveal the characters of all the speakers. Kaka is keen on a Bodh
Vihara just as other Hindus are keen and successful at setting up a Ganesha temple anywhere they
want. Dasrao Joshi looks for practical solutions, escape routes (metaphorically speaking), be it for
his daughters, for Shewanta or for his rooms on rent. Satish is a man in touch with all sections of
society and Hema has an overview of all.

Critical Commentary
This section marks the appearance of a rather complex character in the play. He is the
double-faced, worldly-wise Dasrao Joshi, a Brahmin by caste as opposed to the Dalit, Kaka, and
uncle of Satish Godghate.

As we reach this section of the extract we see an encounter between a Dalit and a Brahmin
stalwart. Dasrao has come to Godghate’s house and the latter offers him tea. In his sullen old way,
Kaka adds that Dasrao should not have a problem having tea in the house of relatives by marriage.
As Dasrao understands the taunt, he says that anyway, the tea will be prepared by the Brahmin
Hema.
When two experienced men of some social standing meet, surely some socially relevant
issues will be raised. Here it is the issue of reservation- 33% reservation which the Brahmin
Dasrao resents. Of course, Kaka retorts that higher castes have always enjoyed the benefits of
power and education. Yet, when it comes to a petty certificate for Shewanta, issues of propriety are
raised.

174
 In the midst of all this petty bickering and mudslinging, Kaka gets up and goes away to
meet up with the Buddhist Samaj. He believes in interacting with Dalits, not just reading books
about them. He has walked shoulder to shoulder with Bhimrao Ambedkar. Kaka’s favourite
project is building a Bodh Vihara. This is a response to the caste Hindus who are prepared to build
a Ganesha temple anywhere they settle.
An interesting feature of this concluding dialogue is the sarcastic description of the
principled Satish Godghate as Satyavaan, the mythological character who is considered the
embodiment of truth. All this is because he refuses to get a fake teaching experience certificate for
Shewanta who needs it to get admitted to a B.Ed. course.

1.10.1 Check Your Progress

a. Who is Dasrao Joshi?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________
b. Is his behavior in real life consistent with his public image of a freedom fighter and social
reformer?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
1.11 Summary (Page 143-147)

The last section is about Arjun and his taking the law into his own hands to occupy the
houses built for flood victims. He is seen at the end of the play being handcuffed by a police
inspector.
Pawar is a lurking presence in this section of the play. He doesn’t appear in the play but is
referred to as the contractor who built the houses for flood victims but has not handed over
possession. His motives are not honest ones.
There is also a reference to Pawar Saheb, a powerful and obviously rich chairman of the
college where Satish teaches.

Critical Commentary
This section of the script (from P. 138-143) is devoted to discussion of a number of day to
day to day problems connected with the vicious awareness and importance of caste in social
interaction in India. There are problems between different castes and there are issues within the
caste, especially when it comes to marrying off daughters. Dasrao Joshi’s biggest defence for a
number of things he does or does not do, is the fact that he has three daughters to marry off. Also,
he may be a freedom fighter but as he says, he has “a stomach to fill.

175
 A weak but shrewd man, he says, “Facing these small problems in life” is difficult. He
may be a freedom fighter but he remains conservative in social attitudes. He sympathises with
Hema, a Brahmin like him, saying he can understand how difficult it is to stay with a man like
Kaka. But, an intelligent woman, she cannot be sweet-talked into accepting that Brahmins behave
better. She exposes his hypocrisy in backtracking on the agreement to rent rooms to Satish and
Hema even after he had accepted the advance. This was because he had found out about Satish
being a Dalit.
Dasrao’s daughter Sonal is not allowed to attend an NSS camp with college students
because she is of marriageable age. This is inspite of her keenness to go. This is reported to us by
Satish who teaches in the college where she studies.
An interesting incident reported in the play is that of the dark, ugly Brahmin boy being
given tea in a cup intended for Dalits. The incident is hilarious but what adds to our amusement is
the revelation that the boy, Arvind Deshmukh, is the son of a rich Brahmin and likely to become
Dasrao Joshi’s son-in-law. As is common in the Indian social set up, it is a very unromantic
perception of marriage based on practical considerations.

1.11.1 Check Your Progress

a. Who is Sonal? Write an answer of 50 words?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Who is Arvind Deshmukh? Answer in 50 words.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

1.12 Summary (Page143-147)

Arjun has learnt about the devious plans of Pawar the contractor who has built houses for
flood victims under a government plan. But he knows that Pawar wishes them to be occupied by
his relatives and friends who don’t really need or deserve government housing. Aware of this
scheme Arjun takes the law into his own hands breaks open the locks for Dalits and hutment
dwellers to move in
He is handcuffed and arrested and that is how the extract closes.

Critical Commentary
The last section of the play which is dominated by the rebellious Arjun gives you a
glimpse of how the young react to corruption and hypocrisy. The oldest character in the play,
Kaka was a long time sufferer, a victim of caste discrimination, and a follower of Bhimrao

176
Ambedkar, the Dalit intellectual. Dasrao Joshi is a hypocrite, pretender to reform, but actually a
self-server. The young Arjun has no patience so he takes matters into his own hand.

1.12.1 Check Your Progress

a. Who is Pawar? How does he figure in the play?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Why is Arjun arrested at the end of the play?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
1.8 Let Us Sum Up
Let us now briefly sum up all that we have learned in this lesson:

• Roots and Escape Routes is a play and the beauty of a play lies in its performance. The
immediacy and impact of a play is lost in reading the play as a narrative.
• We have seen how the choice of characters and place allows the dramatist to focus on the
issue of caste prejudice prevalent in our society. The play also raises some very serious
questions regarding the manner in which some of the Dalit activists like Kaka and Arjun
use the same corrupt aggressive means as the upper caste to achieve their ends.
• We have seen that Kaka and Arjun are willing to use even dishonest means to achieve
social justice. For them the end is more important than the method used. Satish Godghate,
on the other hand, refuses to use dishonest means to attain social justice.
• Upper caste men like Dasrao Joshi and Pawar Saheb exploit their connections and are
interested in grabbing the government houses for the poor for themselves or for their
relatives and friends. They try to prevent the houses built for flood victims from being
allotted to the flood victims.
• Arjun’s passionate speech in the last section of the play forces us to recognize the fact that
it is indeed painful to be born a Dalit. They suffer humiliation at every step not because of
what they do but because of their birth in a Dalit family. We feel that Arjun has good
reasons, under the given circumstances, to forcibly occupy the houses meant for the flood
victims.

1.7 Glossary

teapoy light-weight tea table

Sunbai respectful Marathi form of address for daughter-in-law
pitch quality of sound according to the frequency of vibrations

177
Furious very angry, in a state of uncontrolled anger
pause to stop temporarily
sarcasm language used to express contempt and bitterness
emphasis force or intensity of expression
apologetic regretfully acknowledging a fault or a failure
bygone past quarrels
dearth scarcity, shortage
convince persuade
subscription membership fees paid regularly
nomadic roaming from place to place
trikes families or clans with shared economic and social lies with
common culture and dialect
gulp swallow
DSP Deputy Superintendent of Police
collector an administrative officer entrusted with collection of statedues
yap foolish chatter
antics unacceptable ridiculous behavio
caustic bitterly sarcastic
consoled comforted in grief or when disappointed
virtually in essence, in effect
seething very angry, constantly moving or active
postpone to move to a later time.
Monopoly exclusive ownership or control
reformer one who works to correct what is corrupt or defective in society
trample to crush by walking over; to injure or destroy
ultimate the most extreme
consequence result

1.13 Key to Check Your Progress Exercises

Key to Exercise 1.6.1

a. Satish Godghate, a Dalit professor is married to Hema, a Brahmin lady, daughter

of a judge.

b. No. Not a soul came forward to help after they got married in the face of stiff
opposition from parents, relatives, everyone. They didn’t have jobs and used to go
hungry for days. Even Kaka, head of the Godghate family refused to see them for
a year and a half.

Key to Exercise 1.7.1

a. Shewanta is a poor widow whose husband Gopiya was run over by a truck and
killed a year ago.
b. She wishes to train as a teacher, working towards a B.Ed. or D.Ed. certificate.

178
 c. She needs a certificate stating that she has taught at a school for a specified period.
Actually, she has never taught at any school so getting a fake certificate is very
difficult.

Key to Exercise 1.8.1

a. Arjun is a Dalit activist student at the college where Satish Godghate is a teacher.
He wishes to break open the constructed houses reserved for flood-victims, which
have not been released for occupation because of the contractor’s dishonest
motives. He wants homeless Dalits to occupy the houses forcibly.
b. Arjun has the impatience of youth and wishes to achieve his goals, regardless of
the law. For him, the end justifies the means. Satish, on the other hand, is an
educated and mature person who wishes to move and act in a legally correct
manner. He would rather provide housing through a duly formed co-operative
society and ensure legitimate occupation of owned premises.
Key to Exercise 1.9.1

a. Hema is a dutiful daughter-in-law because inspite of ideological differences, she

takes good care of Kaka regarding meals and his taking medicines on time. She is
an intelligent and assertive woman but can compromise on small matters of family
decorum like making tea for visitors or responding with “Ji” rather than “haan” to
calls by Kaka.

Key to Exercise 1.10.1

a. Dasrao Joshi is a Brahmin stalwart and a teacher living in the same town. He has
three daughters and owns a house in which he rents out rooms to tenants for
additional income. His daughter Sonal studies in the college where Satish
Godghate is a teacher so we get some feedback on his conservative views
regarding the independence of girls, namely, his daughter, who is not permitted to
go for an NSS Camp.
b. No. Although Dasrao Joshi projects the public image of a freedom fighter and
social reformer he is in private life a shrewd, cunning, manipulative character. His
practical attitude is revealed when, having failed with Satish, he promises Kaka
that he will get an experience certificate for Shewanta from a friend in a different
town. Also, his clever justification for backtracking on the commitment to rent
rooms to Satish and Hema, reveal a calculating mind. His desire to not annoy
Pawar Saheb, a local strongman, reveals how he plays safe in society, keeping
everyone happy.

Key to Exercise 1.11.1

a. Sonal is the daughter of Dasrao Joshi and a student at the local college. The rich
parents of Arvind Deshmukh have asked for her hand in marriage, without a
dowry.

179
 b. Arvind Deshmukh is a college student who participates in the NSS Camp along
with other students. Because of his dark complexion and ordinary looks, he is
mistaken for a Dalit and offered tea in a cup reserved for dalits.

Key to Exercise 1.12.1

a. Pawar is the local contractor who has refused to release ready built houses for
occupation by flood-victims. He is also the president of the institution where
Dasrao Joshi works so he has a hold over locally influential people. He has
deliberately delayed submission of the completion report to gain time to play out
his strategy and make more money out of allotments to his chosen people at the
cost of genuinely needy people.
Pawar Saheb is a catalyst in provoking people like Arjun to break the law and
act in desperation.
b. Arjun is arrested for breaking open the locks on the ready built houses and allo
wing the poor to enter them. This is an illegal act; in other words, criminal
trespass.

1.13 Key to Exercises given in your textbook at the end of Unit 18

Vocabulary
In writing we convey a variety of emotions and sounds through interjections. Some are listed
for you below. Match the interjection in Column A with its meaning in Column B.

Column A Column B
Hmm Shows that you are listening
Oh well! Expresses resignation
Aha! Expresses surprise, triumph, mockery, etc.
Ow! Ouch! Expresses physical pain
Hey You want to catch someone’s attention
Phew Expresses relief
Plop Sound of drops of water falling
Crash A loud smashing noise
Clank The sound of a metal against metal; something heavy falling
Ha, ha! Expresses laughter

1.14 Activity: Writing

a. Write a 300 word appreciation of the play.
b. Write a short conversation between you and your friend on the evil of the practice
of any one of the following :
untouchability, dowry system, eve teasing, economic disparity, cleanliness, honesty in
public life.

180