Quiz Set By:
Prof. Tushar Chavan
Rashtriya Junior College,
Chalisgaon
Dist. Jalgaon
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Std.XI and Std. XII Maharashtra state board text, activity sheet, grammar, vocabulary and writing skill resources.
Tuesday, 29 December 2020
Sunday, 27 December 2020
Std. XI- Online test on 1.4 Pillars of Democracy
Online test Set by
Prof. Tushar Chavan
Rashtriya Junior College
Chalisgaon
Dist. Jalgaon
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See more information below:-
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Thursday, 24 December 2020
Std. XII- 4.3 Around the World in Eighty Days
4.3 Around the World in Eighty Days
Jules
Gabriel Verne:
He was a 19th century French novelist, poet, and playwright. Verne wrote widely popular series of adventure novels including Journey to the Centre of the Earth (1864), Twenty Thousand Leagues Under the Sea (1870), and Around the World in Eighty Days (1873).Verne is generally considered a major literary author in France and most of Europe, Verne has been the second most- translated author in the world.
Characters:
Major
Characters:
1) Phileas Fogg –
The hero and chief
protagonist in the novel. He is challenged by a fellow gambler to go around the
world in eighty days and he takes up the challenge. His rationality, calmness,
generosity and self-control appeal to the readers.
2) Passepartout –
He is the employee of Phileas
Fogg. He is an honest as well as a comic French man. He is loyal to his master
and yet gets into situations that makes difficult his master’s plans to travel
around the world. Passepartout attracts the reader with his loyalty, warmth and
his sense of humour.
3) Detective Fix –
He is the detective. He
comes to the wrong conclusion that Fogg is the bank robber and is merely pretending
to go around the world when his real purpose is to cheat the law. He tries to
capture Fogg.
4) Aouda –
Aouda is a Parsee Indian princess who is orphaned at an early age. She has to marry an old King and when he dies, she has been asked to commit the sacrifice of her life as per the Hindu Tradition of that time. She is rescued by Fogg’s group. She goes back with them to England, as she is unable to find her relative in Hong Kong.
Minor
Characters
1) Sir Francis Cromarty:
He is the Brigadier
General. He accompanies Fogg from Bombay to Calcutta.
2) John Bunsby:
He is the master of
the boat Tankadere, on which Fogg, Fix and Aouda travel. John is a skilled
sailor who takes the trio from Hong Kong to Shanghai so that Fogg is able to
board the San Francisco boat.
3) The Reform Club Members:
The engineer Andrew
Stuart, the bankers John Sullinan & Samuel Fallentin, the brewer Thomas
Flanagan and Gauthier Ralph and one of the governors Bank of England are Phileas Fogg’s partners at the Reform club.
4) The Parsee Guide:
A bright looking young
Parsee, offers to be the guide on the elephant which will take the travellers
to Allahabad. He is a brave and intelligent man and does his job well in
conveying the passengers swiftly to Allahabad.
5) Colonel Stamp
Proctor:
At San Francisco Fogg,
Fix and Aouda find themselves in Montgomery Street, which is crowded, by the
members of two opposing political parties. The opposing members become violent
and Fogg’s group is caught in between. A huge fellow with a red goatee, a ruddy
complexion and broad shoulders, raises his fist over Mr. Fogg. Fogg is very
angry and later these two men even resort to duelling.
6) Elder William
Hitch:
A priest boards the
train from San Francisco to New York at Elko Station. He is a Mormon
missionary, who gives a lecture on Mormonism in Car no. 117 of the train.
7) Mudge:
An American at Fort
Kearney station, offers to transport Fogg and group on a sledge to Omaha
station. This skipper of a land craft manages to transfer the group safely to
Omaha station in a few hours.
1) Plot:
Arrange the incidents in correct sequence as per their occurrence in the extract.
a) Aouda accepted Fogg's proposal of marriage.
b) When set free, the
first thing that Fogg did was he knocked Fix down.
c) As a part of duty, Fix
arrested Fogg.
d) At the fifty-seventh
second, Fogg entered the Reform Club Saloon.
Answer:
Correct sequence of the incidents:
c) As a part of duty, Fix
arrested Fogg.
b) When set free, the
first thing that Fogg did was he knocked Fix down.
d) At the fifty-seventh
second, Fogg entered the Reform Club Saloon.
a) Aouda accepted Fogg's
proposal of marriage.
2) Plot:
Arrange the incidents in correct sequence as per their occurrence in the
extract.
(a) Fogg knocked detective
Fix down.
(b) Passepartout had
extinguished the gas burner, which had been burning for eighty days.
(c) Fogg ordered a special
train to go to London.
(d) Detective Fix had
arrested Fogg
Answer:
Correct sequence of the
incidents:
(d) Detective Fix had
arrested Fogg
(a) Fogg knocked detective
Fix down.
(c) Fogg ordered a special
train to go to London.
(b) Passepartout had
extinguished the gas burner, which had been burning for eighty days.
3) Plot:
(i) Choose an appropriate reason from the following for Phileas Fogg starting his journey around the world.
(a) Fellow members bet Fogg
(b) Fogg
bets his fellow members
(c) Fogg wants to marry Aouda
(d) Fogg committed robbery
(ii) There
is a sudden twist in the climax of the novel. Give the line that brings this
twist.
Answer:
(i) Appropriate reason for
Phileas Fogg starting his journey around the world.
(a) Fellow members bet Fogg
(ii) Line showing a sudden
twist in the climax of the novel:
At the fifty-seventh
second the door of the saloon opened; and the pendulum had not beat the
sixtieth second when Phileas Fogg appeared, followed by an excited crowd who
had forced their way through the club doors, and in his calm voice, said, “Here
I am, gentlemen!”
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See the Marathi Translation of 4.3 Around the world in 80 days
By: Prof. Deepak Dahake
Malkapur
Click on each picture. You can see clear words.
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Around the world in eighty days- by Jules Gabriel Verne
Jules Gabriel
Verne:
Verne was a 19th century
French novelist, poet, and playwright. Verne wrote widely popular series of
adventure novels. It includes ‘Journey to the Centre of the Earth’, ‘Twenty
Thousand Leagues Under the Sea’ and ‘Around the World in Eighty Days’.
Verne is generally considered a major literary author in France and most of
Europe. He has been the second most- translated author in the world.
Characters:
Major Characters:
1) Phileas Fogg –
The hero and chief protagonist
in the novel. He is challenged by a fellow gambler to go around the world in
eighty days. He takes up the challenge. His rationality, calmness, generosity
and self-control appeal to the readers.
2) Passepartout –
He is the employee of Phileas
Fogg. He is an honest as well as a comic French man. He is loyal to his master.
He is the person who is responsible to win his master’s bet. Passepartout
attracts the reader with his loyalty, caring nature, innocence, and his sense
of humour.
3) Detective Fix –
He is the detective. He comes
to the wrong conclusion that Fogg is the bank robber and is merely pretending
to go around the world when his real purpose is to cheat the law. He tries to
capture Fogg. In fact he also travels the world in 80 days along with Fog.
4) Aouda –
Aouda is an Indian princess
who is orphaned at an early age. She has been forced to marry an old King. When
the king dies, she has been asked to commit the sacrifice of her life as per
the Hindu Tradition of that time. She is rescued by Fogg’s group. She goes back
with them to England. She desires to marry Fog. He accepts her proposal.
Minor Characters
1) Sir Francis
Cromarty:
He is the Brigadier
General. He accompanies Fogg from Bombay to Calcutta.
2) John Bunsby:
He is the master of the boat
Tankadere, on which Fogg, Fix and Aouda travel. John is a skilled sailor who
takes the trio from Hong Kong to Shanghai so that Fogg is able to board the San
Francisco boat.
3) The Reform Club
Members:
The engineer Andrew Stuart,
the bankers John Sullinan & Samuel Fallentin, the brewer Thomas Flanagan
and Gauthier Ralph and one of the governors Bank of England
are Phileas Fogg’s partners at the Reform club.
4) The Parsee
Guide:
A bright looking young Parsee,
offers to be the guide on the elephant which will take the travellers to
Allahabad. He is a brave and intelligent man and does his job well in conveying
the passengers swiftly to Allahabad.
5) Colonel Stamp
Proctor:
At San Francisco Fogg, Fix and
Aouda find themselves in Montgomery Street, which is crowded, by the members of
two opposing political parties. The opposing members become violent and Fogg’s
group is caught in between. A huge fellow with a red goatee, a ruddy complexion
and broad shoulders, raises his fist over Mr. Fogg. Fogg is very angry and
later these two men even resort to duelling.
6) Elder William
Hitch:
A priest boards the train from
San Francisco to New York at Elko Station. He is a Mormon missionary, who gives
a lecture on Mormonism in Car no. 117 of the train.
7) Mudge:
He is an American at Fort
Kearney station. He offers to transport Fogg and group on a sledge to Omaha
station. This skipper of a land craft manages to transfer the group safely to
Omaha station in a few hours.
Questions and
scheme of marking-
Questions to be
framed on the elements such as:
Plot
Structure
Theme
Setting
Language
Character
Format of
questions-
- Descriptive questions
- Expected answer should be in 50 words.
- Questions will be based only on the novel extract
given in the text book.
Actual Questions-
1) Answer the
questions given below in 50 words. (2)
Describe
Explain
Compare
Contrast
Name
Discuss
2) Answer the
questions given below in 50 words. (2)
Illustrate
Interpret
Narrate
Justify
Find
Identify
Please Note:
Questions in Q.5 (C) section
are based on textbook content
4.3 - Around the World in
Eighty Days
HSC Board
September 2021 Exam Questions-
Q.5 (C) Answer the
questions given below in 50 words. (2)
(i) Complete the
table highlighting various traits of the following characters in the extract
from 'Around the World in Eighty Days'.(2)
|
Name of the characters |
Traits |
|
(1) Aouda |
------------------ |
|
(2) Detective Fix |
------------------ |
Answer-
See answer in
Activity Work Book for Std. XII English
by Prof. Tushar
Chavan
(Page No. 338)
(ii) “We can go
around the world in less time by journeying eastward”.
Justify it with
Fogg's journey in the extract from "Around the World in Eighty Days'.(2)
Answer-
See answer in
Activity Work Book for Std. XII English
by Prof. Tushar
Chavan
(Page No. 338)
HSC Board March
2022 Exam
Q.5 (C) Answer the
following: (4)
|
(i) Describe how Fix, the detective creates problems
for Mr. Fogg arresting him for bank robbery and how Mr. Fogg tries to solve
the problem. |
Answer:
See answer in
‘Activity Work Book for Std. XII English’
by Prof. Tushar
Chavan
(Contact:
9850737199) –
Activity No.4
(Close answer)
|
(ii) In what way
was Mr. Fogg's final winning the wager connected with Aouda? |
Answer-
Click the
following image to get answers of both questions-
See More-
|
Questions based on the novel- Around the world in
eighty days |
Q.1. Describe
‘Time’ as the theme of the novel ‘Around the World in Eighty Days’.
Answer-
The most important theme of
novel ‘Around the World in Eighty Days’ is ‘Time’. We learn that time is
changing and either time works for or against the central character. In many
cases time fails the plan of the protagonist. But it is also time which brings
the winning chance near to this central character.
When Fix's releases Fogg at
Liverpool they reach Liverpool station for London train. They find that there
is no train and as 10 minutes ago the train for London had already left. So,
they go London by special train but still reaches late. Finally, Fogg wins the
bet as he had gained a day while crossing the International Date Line. The
final message is that no one controls time. Time proves that all are at its
mercy.
Q.2 Give the
character sketch of Phileas Fogg
Answer:
Phileas Fogg is the hero and
chief protagonist in the novel 'Around the World in 80 Days'. He is challenged
by a fellow gambler to go around the world in eighty days. He takes up the
challenge. His rationality, calmness, generosity and self-control appeal to the
readers. He is a generous and caring master. He distributes his winning amount
to his servant and detective Fix. He is rational, calm, poised, generous,
unmoved and upright.
Q.3 Describe the
character sketch of Aouda.
Answer:
Aouda is an Indian princess.
She is beautiful and emotional. She is caring by nature. She feels very sad
about Phileas Fogg because he can’t win the bet. She is thoughtful and loyal.
She comes voluntarily with Fogg to avoid her unwanted marriage. She loves
Phileas Fogg truly so she is ready to marry him despite his losing all the
amount.
See more questions and
their answers in the following book-
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Thursday, 17 December 2020
Online test on 4.2 To Sir, with Love
Test Set By:
Prof. Tushar Chavan
Rashtriya Junior College, Chalisgaon
Dist. Jalgaon
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Grammar Quiz No. 13
Set by
Prof. Tushar Chavan
Rashtriya Junior College, Chalisgaon
Dist. Jalgaon
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Wednesday, 16 December 2020
G.R. and Circular Section
A Collection of Important G.R and Circulars from H.S.C Board.
Click on the respective link and Download the G.R.
1) Circular showing no reduction in the syllabus for the year 2022-2023
👇
Syllabus - No reduction for 2022-23
2) ATKT Admission for Std. XI
अकरावी मध्ये दहावी अनुत्तीर्ण विद्यार्थ्यांना प्रवेश देणेबाबत
👇
3) How to Promote Std. XI students to Std. XII
अकरावी च्या विद्यार्थ्यांना बारावीत प्रमोट करणेबाबत
👇
4) Medical Reimbursement for COVID 19
कोरोना आजार वैद्यकीय प्रतिपूर्ती साठी मान्य
👇
Medical Reimbursement for Corona
5) Educational Qualification for Teachers
शिक्षकांसाठी शैक्षणिक पात्रता
👇
6) Transfer from Highschool to Junior College
माध्यमिक कडून उच्च माध्यमिक कडे बदली
👇
7) Medical Reimbursement Fees deduction is removed.
सार्वजनिक आरोग्य
विभागाच्या नियंत्रणाखालील शासकीय रुग्णालयामधून देण्यात येणाऱ्या तपासणी व
त्याबबतच्या रुग्ण शुल्क बाबत
सार्वजनिक आरोग्य विभागाचे पूरकपत्र -दिनांक 16 जून 2022
सदर परिपत्रक नुसार सर्व शासनमान्य अनुदानप्राप्त शैक्षणिक संस्थांच्या प्राथमिक, माध्यमिक, उच्च माध्यमिक, महाविद्यालयातील पूर्णकालीक शिक्षक शिक्षकेतर कर्मचारी यांना वैद्यकीय प्रतिपूर्ती मिळण्यासाठी प्रमाणपत्र शुल्क 3% रक्कम मधून सूट देण्यात येत आहे.
👇
Circular about not taking 3% Fees for Medical Bill
8) Lesson plan- No compulsion letter
पाठ टाचण काढणे सक्ती न करणेबाबत
👇
Other GR and Circulars will be available here very soon.
----------------------------------------------
See other resources:
👇
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Click below to see more GR
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Tuesday, 15 December 2020
Std. XII- 4.2 To Sir, with Love
4.2 To Sir, with Love
Writer:- E.R. Braithwaite: (1912-2016)
Eustace Edward Ricardo Braithwaite, known as E.R. Braithwaite, was a Guyanese-American writer, teacher and diplomat. He was best known for his stories of social conditions and racial discrimination against black people. He was the author of one of the famous autobiographical novels, ‘To Sir, with Love’. He wrote a number of books exposing racial discrimination in post-war Britain, all of which were inspired by his personal experiences.
About Novel: ‘To
Sir, with Love’
It is an autobiographical novel. The narrator is an engineer, but to earn money, he accepts the job of a teacher in ‘East End school’ at London. The school is full of troublemaker students who were rejected from other schools for their behaviour. At the beginning, the narrator is ridiculed and humiliated by the students, but later his calm behaviour and desire to see them succeed gradually earn him their respect.
Introduction of Characters:-
Ricky Braithwaite- Narrator and Teacher
Mr. Florian- Head Master
Mrs. Dale-Evans- Teacher
Miss. Phillips- Teacher
Mr. Watson- Teacher
Miss. Gillian Blanchard- Teacher
Denham- Student
Miss. Dare- Student.
Miss Joseph- Student.
Patrick Fernman- Student.
Jackson- Student.
Miss Pegg- Student.
Dodd- Student.
Pamela Dare- Student
Theme of the Novel:
Student-teacher relationship, prejudice and racism are the major themes of the novel.
Synopsis of the Novel extract:
In this extract, Braithwaite recounts the half-yearly report of the Students’ Council, in which the students of the school report to the faculty and other students on what they have been studying thus far. Braithwaite’s class representatives speak knowledgeably about their coursework and place a considerable amount of emphasis on how much they have learnt about different people, cultures, customs, and the importance of international and interracial cooperation. The students presented their humanitarian and broad outlook on the background of racism and discrimination of that time. They also showed respect to other students and the teachers. The extract also deals with the clash between the student Denham and the teacher Mrs. Dale-Evans about the need of P.T. in the curriculum of school. Here Mrs. Dale-Evans outwitted Denham by telling the importance of P.T. Denham accepted his defeat.
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Sample Questions and answers on 4.2 To Sir, with Love
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(Remaining Questions will be available soon)
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For Questions based on this topic, do buy the following Activity Work Book by Prof. Tushar Chavan
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To Sir, with Love
By: E. R. Braithwaite
Writer:- E.R. Braithwaite:
Eustace Edward Ricardo Braithwaite, known as E.R. Braithwaite, was a
Guyanese-American writer, teacher and diplomat. He was best known for his
stories of social conditions and racial discrimination against black people.
युस्टेस एडवर्ड रिकार्डो ब्रेथवेट, ज्यांना ई.आर.
ब्रेथवेट म्हणून ओळखले जाते, ते गुयानी-अमेरिकन लेखक तसेच शिक्षक आणि
मुत्सद्दी होते. सामाजिक परिस्थिती आणि कृष्णवर्णीय लोकांवरील वांशिक भेदभावाच्या
कथांसाठी ते प्रसिद्ध आहेत.
Novel: To Sir, with Love
‘To Sir, with Love’ is an autobiographical novel. The narrator is an
engineer, but to make both ends meet, he accepts the job of a teacher in a
rough London East End school. The school is full of troublemaker students who
were rejected from other schools for their behaviour. At the beginning, the
narrator is ridiculed and bullied by the students, but later his calm demeanor
and desire to see them succeed gradually earn him their respect.
‘टू सर, विथ लव्ह’ ही आत्मचरित्रात्मक कादंबरी आहे.
निवेदक एक अभियंता आहे, परंतु जगण्यासाठी उत्पन्न मिळावे म्हणून त्याने
लंडनच्या ईस्ट एंड शाळेत शिक्षकाची नोकरी स्वीकारली. ही शाळा समस्या निर्माण
करणाऱ्या व ज्यांना त्यांच्या वागणुकीमुळे इतर शाळांमधून नाकारण्यात आलेले होते
अशा विद्यार्थ्यांनी भरलेली होती. सुरुवातीला निवेदकाची विद्यार्थ्यांकडून थट्टा
केली जाते आणि त्याला त्रास दिला जातो परंतु नंतर त्याचे शांत वर्तन आणि
विद्यार्थ्यांना यशस्वी पाहण्याची इच्छा हळूहळू निवेदकाला विद्यार्थ्यांमध्ये आदर
मिळवून देते.
Characters:-
Ricky Braithwaite- Narrator and Teacher
Mr. Florian- Head Master
Mrs. Dale-Evans- Teacher
Miss. Phillips- Teacher
Mr. Watson- Teacher
Miss. Gillian Blanchard- Teacher
Denham- Student
Miss. Dare- Student.
Miss Joseph- Student.
Patrick Fernman- Student.
Jackson- Student.
Miss Pegg- Student.
Dodd- Student.
Pamela Dare- Student
Theme of the Novel:
Student-teacher relationship
Prejudice and racism
Development in students
Synopsis of the Novel extract:
In this extract, Braithwaite recounts the half-yearly report of the
Students’ Council, in which the students of the school report to the faculty
and other students on what they have been studying thus far. Braithwaite’s
class representatives speak knowledgeably about their coursework and place a
considerable amount of emphasis on how much they have learnt about different
people, cultures, customs, and the importance of international and interracial
cooperation.
The students presented their humanitarian and broad outlook on the
background of racism and discrimination of that time. They also showed respect
to other students and the teachers. The extract also deals with the clash
between the student Denham and the teacher Mrs. Dale-Evans about the need of
P.T. in the curriculum of school. Here Mrs. Dale-Evans outwitted Denham by
telling the importance of P.T. Denham accepted his defeat.
Detailed information of the novel extract: To
Sir, with Love
पंधरा नोव्हेंबरला स्टुडंट कौन्सिलचं सहामाही अहवाल वाचन
होतं. ग्रीनस्लेड स्कूलच्या वार्षिक वेळापत्रकातील हा एक अत्यंत महत्त्वाचा दिवस
होता. या प्रसंगाविषयी मी बरंच काही ऐकून होतो. हा दिवस जसजसा जवळ येत चालला होता, तसतसं मुलांच्या
उत्साहाला उधाण येत चाललं होतं. मुलांच्या बरोबरीनं त्यांच्या त्या आनंदात मीही
सहभागी होत चाललो होतो. हा संपूर्ण दिवस मुलांचा असे. कार्यक्रमाचा आराखडा तयार
करण्यापासून तो थेट कार्यक्रमाचं प्रत्यक्ष सादरीकरण आणि सूत्रसंचालन असं सगळं
मुलांच्याच हातात असे. माझ्या वर्गाचीही तयारी जोरात चालू होती. मी रोज त्यांचं
कुतूहलानं निरीक्षण करत असे. मुलं आपापसांत कामाचं, जबाबदारीचं कसं शिस्तबद्ध रीतीनं विभाजन करत
होती, हे पाहून माझा ऊर अभिमानानं भरून येई.
तो दिवस उजाडला. सगळी मुलं नवे कोरे कपडे घालून, बुटांना चकचकीत
पॉलिश करून शाळेत आली. या कार्यक्रमामध्ये जबाबदारीचं पद मिस् जोसेफ आणि डेनहॅम
यांच्याकडे सोपवण्यात आलं होतं. दोघेही आपल्या सर्व सहकाऱ्यांची तयारी व्यवस्थित
झाली आहे की नाही, हे बघत हिंडत होते.
बरोबर दहा वाजता घंटा झाली. सगळे शाळेच्या मुख्य सभागृहात
जमले व वर्गवार एकत्र बसले. मिस जोसेफ आणि डेनहॅम हे दोघे व्यासपीठावर आपापल्या
खुर्व्यांवर जाऊन बसले. दोघांच्या मधोमध मि. फ्लोरियन बसले. सभागृहात शांतता
पसरल्यावर ते उठून उभे राहिले व त्यांनी मुलांना उद्देशून भाषण केलं. ते बराच वेळ
बोलत होते. शाळेची ध्येयधोरणे, शाळेत अवलंबण्यात येणारी अभिनव शिक्षणपद्धती
आणि या दोन्ही गोष्टींमध्ये प्रत्येक मुलाचा शाळेत अपेक्षित असलेला सहभाग, या विषयावर ते
तपशीलवार बोलले. जिथे मुलांनी चांगलं काम केलं होतं, त्याचा उल्लेख त्यांनी कौतुकाचे शब्द वापरून
केला. पण तरीही अजून खूप काही करायचं बाकी आहे, हे सुद्धा त्यांनी आवर्जून सांगितलं. मुलांच्या
एकंदर वर्तनात, स्वच्छतेत आणि जिज्ञासू वृत्तीत आणखी सुधारणा होण्याची गरज
आहे, असं त्यांनी सांगितलं.
मी त्यांचं भाषण एकचित्तानं ऐकत होतो. माझ्या असं लक्षात
आलं की, ही शाळा हे त्यांच्या जीवनाचं एक अविभाज्य अंग बनून गेलेलं
आहे. ही शाळा आणि त्यातील प्रत्येक व्यक्तीशी ते तादात्म्य पावलेले होते.
भाषणाच्या वेळी त्यांनी मुलांच्या कौन्सिल मीटिंगमध्ये त्यांना यश मिळो अशी
प्रार्थना केली व टाळ्यांच्या प्रचंड कडकडाटात व्यासपीठावरून खाली उतरले.
यानंतर पुढचा कार्यक्रम जोरात सुरू झाला. सुरुवातीला मिस्
जोसेफनं उभं राहून स्टुडंट्स कौन्सिलचा हेतू विषद केला आणि त्यांच्या उपक्रमाविषयी
थोडक्यात माहिती दिली. त्यानंतर प्रत्येक वर्गाच्या प्रतिनिधींनी पुढे येऊन त्या
वर्गानं गेल्या सहामाहीत केलेल्या उपक्रमांचा अहवाल सादर करायचा होता. प्रत्येक
विषयासाठी एक-एक प्रतिनिधी निवडण्यात आला होता. सर्व वर्गांचे अहवाल सादर करून
झाले की शिक्षकांचं पॅनेल व्यासपीठावर येऊन बसणार होतं. या पॅनेलमधील कोणत्याही
शिक्षकास मुलांनी उभं राहून प्रश्न विचारायचे व त्या त्या शिक्षकानं त्यांची
उत्तरं द्यायची, असा प्रघात होता. त्या पॅनेलवर कोणकोणत्या शिक्षकांची
नेमणूक करायची, हे मात्र पूर्णपणे मुलांनीच ठरवायचं होतं.
अहवालवाचन सुरू झालं. सर्वात खालच्या वर्गाला पहिल्या प्रथम
संधी मिळाली. ही मुलं बारा वर्षांची होती. गेल्या उन्हाळ्यात ती या शाळेत आली
होती. त्यांच्यापैकी बरीच मुलं खूप बुजरी होती. सगळ्या शाळेपुढे उभं राहून अहवाल
वाचायला घाबरत होती. पण तरीही त्यांनी ते काम व्यवस्थित पार पाडलं. आपल्याला हवी
असलेली माहिती आपणच गोळा करण्याचं हे काम त्यांना पहिल्यांदाच करावं लागलं होतं.
साहजिकच त्यांचे अहवाल जरासे त्रोटक होते.
एका पाठोपाठ एक सगळ्या वर्गाचे वर्गप्रतिनिधी पुढे येऊन
आपला अहवाल सादर करत होते. खालच्या वर्गापेक्षा वरच्या वर्गातील मुलांनी सादर
केलेल्या अहवालात बरीच सुधारणा दिसून येत होती. वरच्या वर्गातील मुलांनी स्वत:चे
विचार जास्त व्यवस्थितपणे मांडले होते.
अखेर माझ्या वर्गाचे प्रतिनिधी व्यासपीठावर आले. मी खुर्चीत
ताठ बसलो. मनात थोडी धाकधूक होती. डेनहॅमनं हातातील यादीमधून एकेका प्रतिनिधीचं
नाव मोठ्यांदा वाचून दाखवलं. त्यातील प्रत्येकजण कोणत्या विषयाचा वृत्तांत सादर
करणार आहे. हे सुद्धा त्यानं सांगितलं.
पॉटर - अंकगणित
सेपियानो - निसर्गशास्त्र
मिस् पेग आणि जॅकसन - भूगोल
मिस् डेअर आणि फर्नमान - शरीरविज्ञान
मिस् डॉड्स – इतिहास
डेनहॅम – शारीरिक शिक्षण व क्रीडा
मिस् जोसेफ – गृहशास्त्र
हे सगळं ऐकत असताना मला माझ्या मुलांचा प्रचंड अभिमान वाटत
होता. आमच्या वर्गातील मुलींचं नाव उच्चारताना डेनहॅम आदरपूर्वक प्रत्येक मुलीचा
उल्लेख 'मिस्' असा करत होता. लहान वर्गातील मुलांनी नक्कीच
मनात त्या गोष्टीची नोंद करून ठेवली असेल. डेनहॅमने नावे उच्चारताच प्रत्येक जण
धीरगंभीरपणे व्यासपीठावर येऊन आपापल्या जागी बसले.
त्यानंतर मिस् जोसेफनं एक छोटंसं भाषण केलं. तिनं आपल्या
भाषणात असं सांगितलं, की त्यांना जेवढे म्हणून पाठ शिकण्यासाठी नेमले
होते, त्या सर्वांमधून विश्वबंधुत्वाचा मुद्दा प्रामुख्याने
मांडलेला होता. प्रत्येक पाठातून त्यांना असाच संदेश दिलेला होता, की भौगोलिक
पार्श्वभूमी, वर्ण, वंश, पंथ या सर्वांमध्ये भिन्नता असलेल्या
व्यक्तीसुद्धा परस्परांवर अवलंबून असू शकतात.
नंतर तिनं पॉटरचं नाव पुकारलं वजन-मापांच्या बाबतीत त्यांनी
जे प्रयोग केले, त्याविषयी पॉटरनं माहिती दिली. किलोग्रॅम आणि पाउंड यांचा
परस्परसंबंध, त्याचप्रमाणे मीटर व फूट यांमधील परस्परसंबंध याविषयीसुद्धा
तो बोलला. त्यानं असं सांगितलं, की या दोन्ही पद्धतीच जगभर सर्वत्र आलटूनपालटून
वापरण्यात येतात. यातून सर्व जगातील लोकांचं परस्पर सामंजस्य दिसून येतं.
'शेतातील गहू, कापूस, बटाटे अशा पिकांवर पडणारी कीड' या विषयावर वर्गाने
जो अभ्यास केला होता, त्याविषयी सेपियानो बोलला. जगातील एकंदर किती
देशांनी या विषयावर संशोधन केलेलं आहे, त्याविषयीची आकडेवारी त्यानं दिली. शिवाय या
कीटकांच्या प्रजोत्पादनाच्या सवयी आणि स्थलांतराची प्रवृत्ती आणि त्यांचा नाश
करण्यासाठी विविध देशांनी हाती घेतलेली मोहीम अशा सर्वच विषयांना त्यानं स्पर्श
केला.
भूगोलाचा वृत्तांत मिस् पेग आणि जॅकसन यांनी मिळून सादर
केला. प्रथम खनिजसंपत्ती व वनस्पतींचं जगभरातील विभाजन याविषयी तो बोलला. एखादा
देश एखाद्या बाबतीत श्रीमंत असेल तर दुसऱ्या काही गोष्टींचा तेथे कसा तुटवडा असतो
हे विषद करून त्या अनुषंगानं परत एकदा देशादेशांमधील, म्हणजेच पर्यायानं
मानवामानवांमधील परस्परसंबंधाचा मुद्दा त्यानं मांडला. त्यानंतर मिस पेगनं हाच
मुद्दा पुढे सविस्तर सांगितला. युद्धसमाप्तीनंतर जगात अन्न, वस्त्र व निवारा या
तीनही जीवनावश्यक गोष्टींचा तुटवडा निर्माण झालेला आहे असं सांगून तिनं युद्धामुळे
बेघर झालेल्या हजारो निर्वासितांचा प्रश्नही उपस्थित केला. त्याचप्रमाणे याबाबतीत
युनिसेफनं जे काही उपक्रम हाती घेतले आहेत, त्यांची माहितीही तिनं दिली.
नेहमीप्रमाणे फर्नमाननं हुकमाचा एक्का स्वतःकडे ठेवला होता.
त्याचं नाव पुकारण्यात आल्याबरोबर तो व्यासपीठावर आला आणि त्याने विंगेत उभ्या
असलेल्या कोणालातरी खूण केली. त्याबरोबर वेल्श आणि अॅलिसन आतून एक मानवी सांगाडा
उचलून घेऊन आले. त्यांनी व्यासपीठाच्या मधोमध एक लाकडी स्टँड उभा केला व त्यावर तो
सांगाडा लटकत्या स्थितीत उभा टांगून ठेवला. तो सांगाडा जागच्या जागी थोडासा हलताच
सभागृहात हास्याची लकेर उठली. ते सगळं दृश्य एकंदर गंमतीशीर होतं.
नंतर फर्नमाननं आपल्या खड्या आवाजात बोलण्यास सुरुवात केली; त्याबरोबर
प्रेक्षागृहात शांतता पसरली. त्याचे शब्दोच्चार खणखणीत व सुस्पष्ट होते. त्याला
अभिनयाचं अंग सुद्धा होतं. हा सांगाडा एका स्त्रीचा असून ही गोष्ट आपल्याला कशी
सिद्ध करून दाखवता येईल, तेही त्यानं सांगितलं. परंतु ही स्त्री चायनीज
होती, की फ्रेंच, जर्मन का ग्रीक, तिचा वर्ण श्वेत होता, पीत की कृष्ण हेही
आपण सांगू शकत नाही, असं तो म्हणाला. यावरूनच त्यांच्या वर्गानं असा
निष्कर्ष काढला होता, की मूलत: सर्व माणसे ही सारखीच असतात. वरची
सजावट जरी वेगळी असली तरी आतून शरीररचनेचा आराखडा अगदी एकसारखाच असतो. फर्नमानचं
संभाषण कौशल्य, त्याचा सभाधीटपणा अवर्णनीय होता. प्रेक्षागृहातील सर्वजण
जिवाचा कान करून त्याचं बोलणं ऐकत होते.
त्याच्यानंतर मिस् डेअर व्यासपीठावर आली. तिचं संभाषण
आत्तापर्यंतच्या सर्व कार्यक्रमावर कळस चढवणारं होतं. तिलाही त्याची पूर्ण जाणीव
असावी. संपूर्ण मानवजातीपुढे अनारोग्य, रोगराई यांचं संकट उभं होतं व त्या संकटाचा
सामना करण्यासाठी जगातील सर्व माणसांनी बंधुभावानं एकत्र येण्याची गरज होती.
विचारांची व ज्ञानाची देवाणघेवाण करण्याची गरज होती.
मिस डॉड्सनं इतिहास हा विषय आपल्या इतिवृत्तासाठी घेतला
होता. वर्गाला यावर्षी इंग्लंडमधील प्रबोधन हा विषय होता. धर्मसंस्थेचा समाजावर
असलेला पगडा व त्याविरुद्ध, रूढी व परंपरांविरुद्ध विविध व्यक्तींनी दिलेला
लढा- याविषयी नी विस्तारानं बोलली. या काळातच आपली संस्कृती सोडून दुसऱ्या
संस्कृतींबद्दलही सहिष्णुता बाळगणं, त्याचप्रमाणे परक्या संस्कृतींचा अभ्यास करून
त्या समजून घेण्याचा प्रयत्न करणं, अशा गोष्टींना सुरुवात झाली.
डेनहॅमचा अहवाल या सर्वांच्या मानानं जरा धक्कादायक होता.
शारीरिक शिक्षण व क्रीडा हा विषय शिकवताना त्याचा जो काही आराखडा तयार करण्यात आला
होता, त्यावर डेनहॅमनं सडेतोड टीका केली. या विषयाच्या
प्रशिक्षणासाठी शाळेकडे पुरेशी जागा उपलब्ध नसून त्यामुळे तो विषय शिकताना
विद्यार्थ्यांपुढे काय काय अडचणी येतात, हे त्यानं स्पष्ट केलं. शारीरिक शिक्षणाच्या
नावाखाली शाळेत जे काही घेण्यात येतं ते निरर्थक आणि कंटाळवाणं असून
विद्यार्थ्यांना त्यापासून काहीही फायदा होत नाही,
असं त्यांन प्रतिपादन केलं. त्यापेक्षा त्या तासाला एखादा
सामना घेणं कितीतरी उत्तम, असं त्यांचं म्हणणं होतं. प्रेक्षागृहात जमलेली
सर्वच मुलं त्याच्याशी सहमत होती, त्यामुळे त्यांनी टाळ्यांचा गजर केला.
त्यांनतर त्या हॅटमध्ये हात घालून डेनहॅमने एक-एक करत तीन
चिठ्या बाहेर काढल्या व त्या शिक्षकांची नावं वाचून दाखवली. मि.वेस्टन, मिसेस डेल ईव्हान्स
व मिस् फिलिप्स. यानंतर व्यासपीठावर उपस्थित असलेल्या सर्वांना प्रेक्षागृहात परत
पाठवण्यात आलं आणि या तीन शिक्षकांनी त्यांची जागा घेतली. मि. वेस्टन आपल्या
गबाळ्या अवतारात मधोमध बसला व दोन्ही बाजूंना दोन्ही शिक्षिका बसल्या. आता
प्रश्नोत्तरांचा कार्यक्रम सुरू झाला.
यानंतर जे काही झालं, ते मी कधीच विसरू शकणार नाही. जवळजवळ सर्वच
प्रश्न वरच्या दोन वर्गाकडून येत होते. खालच्या वर्गातील मुलं लहान असल्याने
प्रश्न विचारायला घाबरत असावी. कोणत्या स्वरूपाचे प्रश्न विचारले जाणार आहेत, याची शिक्षकांनाही
पूर्वकल्पना नसल्यामुळे ते उत्तर देताना चाचरत होते. परत इथेही मला आश्चर्याचा
मोठा धक्का बसला. मिस् युफेमिया फिलिप्स हिला मी इतके दिवस उथळ व पोरकट समजत होतो.
पण आत्ता डोकं शांत ठेवून अजिबात न अडखळता तिनंच मुलांच्या प्रश्नांना उत्तरं
दिली. तिला मुलांनी जे काही विचारलं, त्यावर ती अधिकारवाणीनं बोलली, स्पष्टपणे काहीही
आडपडदा न ठेवता बोलली.
वेस्टनचा अवतार मात्र बघण्यासारखा होता. डेनहॅमच्या सडेतोड
टीकेपुढे आणि फर्नमानच्या स्पष्टपणे, आडपडदा न ठेवता विचारलेल्या प्रश्नांपुढे
वेस्टनची दातखीळ बसल्यासारखी झाली होती तो उगीचच रागावून अपमानित झाल्यासारखा
चेहरा करून बसला होता व उत्तर देण्याचं टाळत होता. शारीरिक शिक्षणाच्या नावाखाली
मुलांकडून जो व्यायाम करून घेण्यात येतो, त्यामागचा नक्की हेतू काय? त्यानं मुलांचा काय
फायदा होणार आहे, हे काही त्याला सांगता येईना. डेनहॅमनं स्वतः
बॉक्सिंगचं प्रशिक्षण घेतलेलं होतं. अशा प्रकारच्या खेळाचा सराव हा नियमितपणे, रोजच्या रोज असावा
लागतो, तरच त्याचा फायदा होतो असा युक्तिवाद त्यानं केला. शारीरिक
शिक्षणाच्या तासाच्या नावाखाली आठवड्यातून दोन वेळा वीस मिनिटं मुलांना सराव
करायला लावणं हा केवळ वेळेचा अपव्यय आहे, असं डेनहॅमनं स्पष्टच सांगितलं.
परत एकदा मिस फिलिप्सनं संभाषणाची सूत्र आपल्या हाती घेतली
आणि मुलांमधील तिची लोकप्रियता एकदम वाढली. शाळेमध्ये मुलांना बरेच विषय नेमलेले
असतात, त्यांपैकी एक विषय म्हणजे शारीरिक शिक्षण असून वर्गातील
प्रत्येक मुलाला त्यापासून काहीतरी फायदा मिळावा, असा विचार करूनच त्या विषयाचं वेळापत्रक आखलेलं
असतं, असं तिनं सांगितलं. शाळेकडे असलेला मोजका वेळ आणि
साधन-सामग्रीची कमतरता या दोन्ही गोष्टी विचारात घेऊनच या विषयाच्या वेळापत्रकाची
आखणी करावी लागते. त्यामागचा उद्देश केवळ एखाद दुसऱ्या मुलाचे हित बघणे हा नसून
जास्तीत जास्त मुलांना काय सोयीचे आहे, हा मुद्दा लक्षात घ्यावा लागतो, असं तिनं स्पष्ट
केलं.
अखेर ती डेनहॅमकडे रोखून बघत म्हणाली- "तुमच्यापैकी
काही मुलं नशिबवान आहेत. त्यांची शारीरिक वाढ व्यवस्थित झाली आहे. ती अंगानं
चांगली बळकट आहेत. शाळेमध्ये शारीरिक शिक्षणाच्या तासाला मुलांकडून जे काही
थोडेफार व्यायाम करून घेण्यात येतात. त्याचा त्यांना काही फायदा होत नसेलही, पण एक लक्षात घ्या-
आणखी काही मुलं तुमच्याबरोबर आहेत, आणि त्यांच्या दृष्टीनं हा व्यायाम उपयोगी आहे.
उलट तुमच्यापैकी जी मोठी आणि सशक्त मुलं आहेत, त्यांनी आपण होऊन लहान आणि दुर्बल मुलांना मदत
केली पाहिजे, त्यांच्याकडून कसरत करून घेतली पाहिजे.”
या अशा गोड शब्दांना डेनहॅम भुलणारा नव्हता. तो उठून
म्हणाला, "मग अशा शारीरिकदृष्ट्या दुर्बल मुलांना बोलावून घेऊन फक्त
त्यांच्याकडूनच या कवायती करून का नाही घेत? त्या वेळात आम्ही उरलेली मुलं फूटबॉलसारखा
एखादा खेळ खेळू शकतो. आम्ही तरी गरज नसलेल्या गोष्टी करण्यात वेळ वाया का घालवायचा?”
हा प्रश्न म्हणजे एक आव्हानच होतां. पण मिस् फिलिप्स मुळीच
मागे हटली नाही. तिचं उत्तर तयारच होतं. आपले मोठेमोठे निळे डोळे डेनहॅमवर रोखून
ती म्हणाली, “एक लक्षात घे डेनहॅम, व्यायाम हा केवळ शरीराचाच नसतो तर मनालाही
त्याची आवश्यकता असते. शाळेचं एकंदर वेळापत्रक अशाच दृष्टीनं आखलेलं असतं, की तुम्ही ही शाळा
सोडून बाहेरच्या जगात गेल्यावरही तुम्हांला त्याचा फायदा व्हावा. बाहेरच्या जगात
आपल्याला अनेक अप्रिय गोष्टी कराव्याच लागतात. सगळं काही नेहमी आपल्या मनासारखं
घडेल असं नाही. त्यावेळी परिस्थितीशी मिळतंजुळतं कसं घ्यायचं, याचं प्रशिक्षण
शाळेत तुम्हांला देण्यात येतं. आता तुला त्या शारीरिक शिक्षणाच्या तासामागचा हेतू
नीट समजला असेल, अशी मी आशा करते.' "
हे तिचे शब्द ऐकून मात्र बिचाऱ्या डेनहॅमला गप्प
बसण्यावाचून काही उपायच नव्हता. तिनं त्याला वादविवादात पूर्णपणे नामोहरम केलं
होतं. त्याचा चेहरा पडला आणि मिस् फिलिप्स मात्र समाधानानं खुलून हसली. एखाद्या
गोड आणि गोजिरवाण्या दिसणाऱ्या मनीनं चिमणीचा फडशा पाडून समाधानानं इकडे तिकडे
पाहावं, तसा तिचा चेहरा झाला होता. आता मला कळलं- इतकी नाजूक
दिसणारी ही मिस् फिलिप्स आपला वर्ग कसा काबूत ठेवते ते! यानंतर सकाळचे कार्यक्रम
संपले. अखेरीस हेडमास्तर व्यासपीठावर गेले आणि त्यांनी या सभेचा समारोप केला. सभा
ज्या काटेकोरपणे व व्यवस्थित रीतीने पार पाडली, त्याबद्दल त्यांनी समाधान व्यक्त केलं. या सर्व
कार्यक्रमासाठी मुलांनी जी अपरंपार मेहनत घेतली. त्याबद्दल त्यांनी मुलांचं तोंड
भरून कौतूक केलं.
Story events:
1) Activity arranged in the school:-
The half-yearly report of the Students’ Council arranged on November
15th. It was one of the important days in the calendar of Greenslade School. It
was entirely children’s day. It was arranged, presented and controlled by them.
2) Introductory speech:-
Mr. Florian, the headmaster of the school, addressed the school. He
spoke at length, reiterating the aims and policy of the school and of the
important contribution each child could make to the furtherance of those aims.
He gave praise wherever it was indicated, but insisted that there was yet a
great deal to be done, by themselves, towards a general improvement in conduct,
cleanliness and the pursuit of knowledge.
3) Students’ representatives:-
Miss Joseph and Denham, the two most senior students, sat on the stage.
They were the representative of the students and continued the session.
4) Second Speech:
Miss Joseph stood up, and gave a short explanation of the Council’s
purpose and its activities. Each class would report, through its
representatives, on the studies pursued during the half year which began after
Easter, a representative having been chosen for each subject. When all the
classes had completed their reports a panel of teachers would be invited to
occupy the stage and answer questions from the body of the hall on matters
arising out of the various reports.
5) Procedure of Selection of teachers:-
The selection of the panel, as with everything else, was entirely at the
discretion of the children and no members of the staff knew either how many or
which teachers would be invited to sit.
6) Actual presentation of reports:
The reports began with the lowest or youngest class first. These were
mainly twelve-year-olds who had joined the school the previous summer. Most of
them were shy and rather frightened at standing up before the entire school,
but nevertheless they managed it creditably; they had been newly introduced to
the difficulties of seeking information for themselves, so their report was
understandably rather short.
7) Essence of the reports:-
Throughout all the reports, the emphasis was on what the students
understood rather than on what they were expected to learn.
8) Presentation of Narrator’s class:-
Potter- Arithmetic
Sapiano- Nature Study
Miss Pegg & Jackson- Geography
Miss Dare & Fernman- Physiology
Miss Dodd- History
Denham- P.T. & games
Miss Joseph- Domestic Science
9) What students said in their presentation:-
Miss Joseph:-
She said that their lessons had a particular bias towards the
brotherhood of mankind, and that they had been learning through each subject
how all mankind was interdependent in spite of geographical location and
differences in colour, races and creeds.
Potter:-
He explained the work the relationship between the kilogram and the
pound as well as the metre and the foot. He said that throughout the world one
or other of those two methods was either in use or understood, and that it was
a symbol of the greater understanding which was being accomplished between
peoples.
Sapiano:-
He spoke of the study the class had made of pests. He showed how many
countries had pooled their knowledge and results of research on the behaviour,
breeding habits and migration of these pests, and were gradually reducing the
threat they represented to these important products.
Miss Pegg and Jackson:-
They divided the report on Geography between them. Jackson spoke first
on the distribution of mineral deposits and vegetable produce over the earth’s
surface. He made it clear how a country rich in one and was often deficient in
the other. So, their interchange and interdependence is inevitable.
Miss Pegg dealt with human relationships, stressing the problems facing
the post-war world for feeding, clothing and housing its populations. She also
made a reference to the thousands of refugees, stateless and unwanted; and to
the efforts and programmes of U.N.I.C.E.F.
Fernman:-
He had a trump card up his sleeve. By using the skeleton, Fernman began
to speak. Calmly he told them that it was a female skeleton; that was a fact
and could easily be proved. But he could not say with any assurance whether she
had been Chinese or French or German or Greek; nor could he say if she had been
brown or white or a mixture of both. And from that, he said, the class had
concluded that basically all people were the same; the trimmings might be
different but the foundations were all laid out according to the same blue-
print.
Miss Dare:-
She spoke about the problems which all humanity has to face in terms of
sickness and disease, and of the advantages gained by interchange of knowledge,
advice and assistance.
Miss Dodd:-
She reported on the period of History the class had studied – the
Reformation in England. She told of the struggles of men of independent spirit
against clerical domination and of their efforts to break from established
religious traditions. From those early beginnings gradually grew the idea of
tolerance for the beliefs and cultures of others, and the now common interest
in trying to study and understand those cultures.
Denham:-
His report was a bit of a shock. He severely criticized the general
pattern of P.T. and games, emphasising the serious limitations of game
activities. He complained that the P.T. was ill-conceived and pointless, and
its routine was monotonous. He could see no advantage in doing it. He would
prefer a jolly good game instead of P.T..
Teachers selected for giving answers to students:-
Mr. Weston, Mrs. Dale-Evans and Miss Phillips.
10) Question and Answer session:-
The questions were mostly from the two top classes, probably because the
young children were either too timid or too uninformed to formulate their
questions. The teachers had no briefing, and were often caught out stammering
in their indecision. The frilly, seemingly brainless Miss Euphemia Phillips
proved to be the coolest and best informed of the three. She answered the
questions with honesty and authority and would often intervene skillfully to
assist one of the others without causing embarrassment. She outwitted Denham
and showed the importance of P.T. in the curriculum.
See more
|
Questions based
on the novel- To Sir, with Love |
1) Describe a character sketch of E. R. Braithwaite,
the narrator of the novel “To Sir, with Love”.
Answer-
E. R. Braithwaite is a British person. He is the narrator of the novel
“To Sir, with Love”. He tells the story of his first year of teaching at Greens
Lade secondary school. Before becoming a teacher, he served six years in the
military. After the military service, he tries to get engineering jobs
but he does not get any job. Finally, he turns towards a teaching career.
Braithwaite has some insecurities when he starts teaching. Being a black
person, he is humiliated by the students. The students are also rude and come
from the worst background. Slowly, he wins the faith of his students using his
teaching abilities. By the end of the school year, Braithwaite is a beloved,
warmly accepted teacher who becomes well-known in the community. Braithwaite is
an intelligent, sensitive man who changes the attitude and thinking of his
students.
2) Half yearly report of the student’s council
highlights the conduct of Braithwaite’s’ class. Justify.
Answer:
The novel ‘To Sir, with Love’ describes the Half Yearly Report of the
school where the narrator Braithwaite was working as a teacher. During the
work, students of his class were behaving like professionals. They allocated
proper tasks to various students for the program. They discussed with other
about their arrangements. They dressed smartly. Denham conducted the
proceedings with courtesy. He called the girl students giving respect. Other
students from his class presented their reports perfectly. There was variety in
the presentation of their reports. They managed the event showing good conduct.
So it is rightly said that ‘Half yearly report of the student’s council
highlights the conduct of Braithwaite’s’ class’.
3) In the questioning session Denham was
expressing few students’ feelings. Illustrate.
Answer:
The novel ‘To Sir, with Love’ describes the Question-and-answer session.
This session was arranged to give a chance to students to express their queries
freely. Denham raised his objections about the necessity of P.T. and games. He
severely criticized the general pattern of P.T. and games. He emphasised the
serious limitations of it. He complained that the P.T. was ill-conceived and
pointless, and its routine was monotonous. He could see no advantage in doing
it. When he was voicing this, few children cheered him loudly. They were
appreciating his objections. There was noise everywhere. So it is true that in
the questioning session Denham was expressing few students’ feelings.
4) Match the presenter to the subject.
|
A |
B |
|
1) Potter |
Physiology |
|
2) Sapiano |
Geography |
|
3) Miss
Pegg and Jackson |
Nature
Study |
|
4) Miss
Dare and Fernman |
Arithmetic |
Answer-
The presenter and the subject:
|
A |
B |
|
1) Potter |
Arithmetic |
|
2) Sapiano |
Nature
Study |
|
3) Miss
Pegg and Jackson |
Geography |
|
4) Miss
Dare and Fernman |
Physiology |
5) Plot: Arrange the incidents in correct sequence as
per their occurrence in the
extract.
(a) Student representatives presented their tasks.
(b) Denham asserted that P.T. periods were a waste of time.
(c) Denham called out the names of the representatives.
(d) Students’ Council was held every year on November 15th.
Answer: -
Sequence of incidents:
(d) Students’ Council was held every year on November 15th.
(c) Denham called out the names of the representatives.
(a) Student representatives presented their tasks.
(b) Denham asserted that P.T. periods were a waste of time.
6) Theme: Select the two statements describing the
theme of the
extract:
(a) Half-yearly report of the Students’ Council was not an important
event for the students and the teachers of school.
(b) The writer was immensely pleased to notice the progress of his
students.
(c) The students showed a remarkable change in their behaviour and were
progressing in all the subjects.
(d) The head of the institution was against conducting such activities
in the school.
Answer:
Statements describing the theme of the extract are:
(b) The writer was immensely pleased to notice the progress of his
students.
(c) The students showed a remarkable change in their behaviour and were
progressing in all the subjects.
7) Miss Philips effectively handled the questioning
session. Give supporting details.
Answer:
Mr. Weston, Mrs. Dale-Evans ,and Miss Euphemia Phillips were the
panelists for the question answer session. Miss Phillips proved to the coolest
of the three. She tackled all the questions put to her with authority. She
assisted other teachers by intervening skilfully. In the case of Denham, she
successfully answered him and saved Mr. Weston from embarrassment. She gave
correct reasons for placing P.T. period in the time table. She explained
properly the necessity of every subject to the school. This shows that Miss
Philips effectively handled the questioning session.
8) The senior students presented their class report
more confidently than the junior students. Give reasons.
Answer:
The junior students were just twelve-year-old. They had joined the
school the previous year. They were shy and frightened to speak on the stage.
The senior students understood what to say and how to say. They had gone
through such experiences since it was the regular event of the school. They
were more experienced than the junior students. So, the senior students
presented their class report more confidently than the junior students.
See more questions with model answers in the following
book-
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