An elementary school classroom in a slum

Question bank with answers


(Q.) Far far from gusty waves these children’s faceslike rootless weeds, the hair torn around their pallor:The tall girl with her weighed-down head. The paper-
Seeming boy, with rat’s eyes.
a) Which children are referred to here?
b) Explain ‘like rootless weeds’. Identify the literary device.
c) What is the comparison drawn with rat’s eyes?
(2 Marks)
(Ans) (a) The slum children who are sitting in an elementary school are being referred to.(b) Rootless weeds suggest growth device without any nurturing. The slum children’s scattered hair look like the haphazard growth of weeds. The literary device is simile.
(c) Rat’s eyes suggest eyes searching for food. The poet compares the boys eyes with that of a rat because the undernourished boy is looking out for food and security.




(Q.) . …..The stunted, unlucky heirof twisted bones, reciting a father’s gnarled disease,His lessons from his desk. At back of the dim classOne unnoted, sweet and young. His eyes live in a dream,Of Squirrel’s game, in the tree room, other than this.
a) Who is the unlucky heir? Why is he called unlucky?
b) Who sits back unnoted? Why?
c) Pick two images each of despair and disease from these lines.
(2 Marks)
(Ans) (a) The thin slum boy is the unlucky heir. He is so called because he has inherited poverty, despair and disease from his parents.(b) A young boy sits at the back. He is different from others. His eyes not full of despair but are lost in a world of his dreams.
(c) The images of despair are, ‘unlucky heir’, ‘dim class’, and that of diseases are, ‘twisted bones, gnarled disease’.

(Q.) On sour cream walls, donations. Shakespeare’s head, Cloudless at dawn, civilized dome riding all cities.Belled, flowery, Tyrolese Valley. Open-handed mapAwarding the world its world.
a) What is the colour of the walls? What is it symbolic of?
b) Which two worlds does the poet hint at?
c) What does ‘donations’, ‘Shakespeare’s head’ and ‘Tyrolese Valley’ suggest?
(2 Marks)
(Ans) (a) The colour of the walls is pale yellow or sour cream. Sour suggest dull, decay and decadence.(b) The poet hints at two worlds. The world of poverty and disease contrasted with the progressive world represented in the pictures on the walls.
(c) The pictures are all donations which represent a world that is deprived to the slum children. Shakespeare’s head or good literature may raise desire which can never be fulfilled. Tyrolese Valley suggests natural beauty which is deprived to these children.




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

a) What is ‘their world’ for these children?
b) What future is in store for these children?
c) What does ‘lead sky’ symbolize?
(2 Marks)
(Ans) (a) Their world is the slums which are characterized by poverty and disease.(b) The future for these children is bleak and foggy.
(c) Lead sky symbolizes pollution, burden of the industrial world. It also represents a grey and dull existence which comprises their life.




(Q.) Surely, Shakespeare is wicked, the map a bad examplewith ships and sun and love tempting them to steal-
For lives that slyly turn in their cramped holes
From fog to endless night?
a) Why is Shakespeare wicked?
b) What tempts these children?
c) Explain ‘From fog to endless night’.
(2 Marks)
(Ans) (a) Shakespeare represents good literature which uplifts a person’s soul. He is wicked to let slum children aspire for a life beyond their world.(b) The beautiful world of ships, the sun and love tempts these children as they are deprived of these things.
(c) The children in the slums struggle from morning to night merely to exist. It also means that they struggle from the beginning of their life to their death.




(Q.) . ….On their slag heap, these childrenwear skins peeped through by bones and spectacles of steelWith mended glass, like bottle bits on stone.
All of their time and space are foggy slum.
So blot their maps with slums as big as doom.
a) Explain ‘skin peeped through by bones’.
b) Identify two literary devices in the above lines.
c) What comprises the world for these children?
(2 Marks)
(Ans) (a) The slum children look like skeletons with a thin layer of skin covering them. This image brings out the pathetic condition of these children.(b) The two literary devices are:Simile: Like bottle bits on stones
Metaphor: Spectacles of steel
(c) The world for these children comprises the slums. Their life is shrouded in fog and their life is clouded, diseased and bleak.

(Q.) Unless, governor, inspector, visitor,This map becomes their window and these windows
That shut upon their lives like catacombs
a) Why does the poet invoke ‘governor, inspector, visitor’?
b) How does this map become their window?
c) Explain ‘shut upon them like catacombs’.
(2 Marks)
(Ans) (a) The poet says thata lot of the children cannot be improved unless important people of the society like governor, inspector or a visitor takes interest.(b) The map represents the beautiful world deprived to them. The beautiful world becomes a window to a better life but it is shut upon them.
(c) The world of nature and literature are denied to these children. The window that can show them the world is shut tightly upon like a catacomb or a grave.

(Q.) Break O break open till they break the townand show the children to green fields, and
Run azure on gold sands make their world
History theirs whose language is the sun.
a) What should they break?
b) What kind of a world does the poet imagine for these children?
c) What does the word ‘sun’ symbolize?
(2 Marks)
(Ans) (a) They should break all barriers and obstructions that hinder the school children’s growth.(b) The poet imagines a world where these children run around in the fields oron sea beaches in a carefree manner. They should also enjoy freedom of knowledge and expression.(c) ‘Sun’ symbolizes light and brightness which, comes from education. Proper education alone can improve the lives of these slum children.




(Q.) What is the theme of the poem ‘An Elementary School Classroom in a slum’?
(2 Marks)
(Ans) In the poem, Spender depicts the pathetic life of slum children who are victims of government apathy. He presents social injustice and class inequalities that prevails in society. The poem is a bitter criticism on the state of education in elementary schools in slum areas.

(Q.) What picture of the slum children is depicted in the poem?
(2 Marks)
(Ans) The slum children in an elementary school look pathetic. Their hair are like wild weeds. They are undernourished and diseased. They are used to dark, dirty, narrow cramped areas closed in by a grey sky.




(Q.) What do slum children receive as inheritance?
(2 Marks)
(Ans) The children inherit their parents’ poverty and disease. A boy has twisted bones like his father. The slum children inherit the diseases as they are subjected to inhuman dirty cramped conditions.




(Q.) Explain ‘far from gusty waves’.
(2 Marks)
(Ans) ‘Gusty waves’ represents energetic children who are like strong waves. The slum children are unlike the usual children. They are undernourished and miserable.

(Q.) What is the comparison drawn with squirrel’s game?
(2 Marks)
(Ans) This is suggestive of the world of dreams, the sweet and young boy lives in. He dreams of squirrel’s game in trees away from his gloomy classroom.

(Q.) Explain ‘like bottle bits on stones’.
(2 Marks)
(Ans) This simile describes the shattered glasses of the spectacles some slum children have to wear. It looks like the bits of glass on stone walls. It highlights the poverty and hardships of people in slums.

(Q.) Explain ‘like bottle bits on stones’.
(2 Marks)
(Ans) This simile describes the shattered glasses of the spectacles some slum children have to wear. It looks like the bits of glass on stone walls. It highlights the poverty and hardships of people in slums.

(Q.) In spite of despair and disease, the slum children are not devoid of hope. Give an example of their hope or dream.
(2 Marks)
(Ans) Even though the world of the slum children is dark and their future bleak, their eyes dream of a better future which is distant and beyond their reach. They dream of open seas, green fields and squirrel’s game.

(Q.) Explain ‘future’s painted with a fog’.
(2 Marks)
(Ans) The future of slum children is uncertain and bleak. Just as fog blurs one’s view in winter, poverty and apathy of the officials have dimmed the future of the slum children.



(Q.) How is ‘map’ a bad example?
(2 Marks)
(Ans) Map opens before the slum children a beautiful world. The map is a bad example because it tempts them to aspire for a world which is beyond their reach. Their world is confined to the dark narrow lanes in the slums.



(Q.) Bring out the optimism in the last stanza.
(2 Marks)
(Ans) Spender feels education is the instrument of change. It can release the slum children from the miserable life they lead. He appeals to the officials to become sensitive to their needs. This will break down the barriers that hinder their growth.




(Q.) How can powerful people improve the lot of slum children?
(2 Marks)
(Ans) Powerful people can liberate the slum children. They can do so by removing social injustice and class inequalities. They must provide opportunities to these children so that their childhood does not get lost in dreary ‘foggy’ slums.




(Q.) Explain ‘history is theirs whose language is the sun’.
(2 Marks)
(Ans) Those people create history who outshine others. Through this metaphor, Spender feels that only those people who have courage can leave their mark. To create history, their language must have the power, brightness and warmth of the sun.



(Q.) Far far from gusty waves these children’s faces.Like rootless weeds, the hair torn round their pallor:
(2 Marks)
(Ans) The children in an elementary school of a slum have faces which are very different from those of other children. They are not exuberant and full of energy (far far from gusty waves).Their faces are like weeds in a garden (like rootless weeds-simile) – They are rootless, unsure and lack stability. Their hair is unkempt around their pale faces. The gusty waves symbolize the energy that ought to be in children.



(Q.) The tall girl with her weighed-down head. The paper-seeming boy, with rats’s eyes.
(2 Marks)
(Ans) The poet expands on the theme of the miserable existence of the slum dweller’s children. The tall girl is physically and emotionally exhausted. Her head hangs down in exhaustion. All life has been dredged from her body and sapped from her mind. The children are underdeveloped and live like rodents. A very sick and lean boy has “rat’s eye” symbolizing that he is defensive and scared like a rodent. His prospect for survival, let alone success seems bleak.


(Q.) At back of the dim classOne unnoted, sweet and young his eyes live in a dream, Of squirrel’s game, in tree room, other than this.
(5 Marks)
(Ans) The classrooms are equally dim and pathetic. There is a child who is sweet and young but his “eyes live in a dream” .This phrase has various interpretations: 1) He wants to get out as he is bored and distracted.
2) He is mentally challenged and he lives in a dream and not in reality.The child’s desire is to be a squirrel playing in a hollow tree. This ironically reflects his current life and is also suggestive of the world of dream he lives in; being mentally challenged, he does not live in a world of reality like the others but lives in a world that he himself has created.
à The “tree room” is symbolic of the cramped holes in which the children live. The squirrel in contrast is free.
à The first stanza evokes pity and empathy reflecting the pathetic and miserable existence of the slum children. There is despondency and pessimism in the first and second stanza but hope and optimism in the last two stanzas.




(Q.) On sour cream walls, donations. Shakespeare’s head,Cloudless at dawn, civilized dome riding all cities.Belled, flowery, Tyrolese valley. Open-handed map Awarding the world its world.
(5 Marks)
(Ans) The walls of the classroom are off white or yellowish (sour cream). This dull colour echoes the situation of the children and underlines the neglect in their lives. The walls are decorated with pinups of Shakespeare’s head, domes of the institution of the civilized world, photographs of the alpine valleys; etc. The life of the slum children is far removed from all that is represented in maps, books and pictures. These are contrasted with the reality of the situation. ‘Open handed maps’ suggest the map drawn by powerful people – ‘Awarding the world its world’ suggests how the world is determined by the powerful leaders. The poet thus hints at two worlds: the world of poverty, misery, depravity represented in the slums which is contrasted with the world of progress and prosperity peopled by the rich which is shown in the pictures on the wall. This world is far removed from the lives of these slum children.




(Q.) And yet, for theseChildren, these windows, not this map, their world, Where all their future’s painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers, capes, and stars of words.
(5 Marks)
(Ans) The world of stinking slums is the world that belongs to these poverty stricken, ill fed and under-nourished children. ‘These windows’ reflect the world exposed on the maps. Education opens doors and windows to the ‘other worlds’ but it has failed in this instance to liberate these children both physically and intellectually from their restricted and impoverished existence. Their world has unpleasant surroundings. The dirty windows figuratively and literally are their world. The fog of uncertainty dominates their future. They are doomed to live in narrow streets (symbolic of restricted life desolation) which do not lead them to a better future. Their landscapes have no rivers or lakes.à In the second stanza – all the positive symbols are far removed from the lives of the children – cloudless dawn, Belled, flowery, Tyrolese valley. The children’s future is bleak – painted with a fog and covered with a lead sky (of industrialization).



(Q.) Surely, Shakespeare is wicked, the map a bad example,With ships and sun and love tempting them to steal-
For lives that slyly turn in their cramped holes
From fog to endless night?
(5 Marks)
(Ans) These lines are in form of a poignant question. The poet questions the study of Shakespeare to these slum children. It is “wicked” because it can liberate them from their mundane life. The map shows a world which is not theirs. Therefore it is a ‘bad example’. It tempts the children with ideas of escape in the ships from their miserable world with ‘lead skies’ to a sun filled world, and a love for life rather than an existence full of dread and disillusionment. It raises false hopes in the children.






(Q.) On their slag heap, these childrenWear skins peeped through by bones and spectacles of steel
With mended glass, like bottle bits on stones.
All of their time and space are foggy sulm.
So blot their maps with slums as big as doom.
(5 Marks)
(Ans) ‘On their slag heap’ represents the physically diseased children who wander with bones peeping out of their skins. “Wearing spectacles of steel” is a symbol of industrialization in which they are all doomed. They wear spectacles with mended glass which look like pieces of broken bottles on stone. Stones also reflect the expression on their faces. This image highlights their impoverished existence. Their existence is restricted to the “foggy” slums. Foggy is symbolic of ignorance. Fate has charted out a bleak path as the future holds no promise for them. Their life is an endless fog till they die. The maps of their future are already blotted.



(Q.) Unless, governor, inspector, visitor,This map becomes their window and these windowsThat shut upon their lives like catacombs,
(5 Marks)
(Ans) This stanza is full of optimism. There is a touch of magic in its wider connotations. It is an appeal to the governor, teacher, inspector and visitors to transport them beyond the dark boundaries of today into the possibilities of tomorrow, otherwise these classrooms will become like tombs. The lives of the children are magically released from bondage. It is an appeal to these eminent people to rescue the poor and oppressed from the tomb of class discrimination and to show the children the beauty of the world. This map refers to the world of prosperity. Their windows refer to their slums. The children will be able to peep through windows only when the difference between the two worlds is abridged.The simile: - These windows (slums that shut up their lives and stun their growth) like cat combs (tombs).





(Q.) Break O break open till they break the town
And show the children to green fields, and make their world
Run azure on gold sands, and let their tongues
Run naked into books the white and green leaves open
History theirs whose language is the sun.
(5 Marks)
(Ans) Spender desperately wants that the children should break out of these catacombs (or near death existence). They should come out to the green fields and breathe in the open air so that they can grow unrestricted and liberated and be creative. The poet ‘imagines’ the liberated children running on the gold sand, delving into books and exploring the realism of knowledge. The white represents the printed word and the zeal or natural world, which forms the pages of the book of education.It is then that they will be truly liberated and the inextinguishable spirit of human creativity will abide in them. Only those people create histories whose language has the warmth of the sun i.e. – who have clarity of vision and power of life; these children will have the power of expression “Whose language is the sun" (metaphor). The children’s language world is like the sun – indicative of brightness and hope.Thus the end is optimistic, symbolizing the freedom of the children from their deathlike existence through education and social transformation.