Pre-Reading Task
Have you ever experienced Monday morning blues while going to school after an enjoyable weekend? Share some such experiences with your friends.
Answer – Yes, I have experienced Monday morning blues a few times. After an enjoyable weekend filled with relaxation or outings, the thought of waking up early for school and starting a new week of lessons often felt overwhelming. I used to feel a little sluggish and wished the weekend could last longer, especially when I had loads of homework or tests ahead. I remember times when I would just sit quietly, wishing for the weekend to return, but once the school day began, things slowly got back to normal, and the excitement of seeing friends made it easier.
Suppose you do not wish to go to school some day. Do you—
Pretend to have a headache
Tell your parents that you do not have any important class
Tell your parents the truth
Make some other excuse?
Answer – In such cases, I would prefer to tell my parents the truth. Honesty is important, and if I really didn’t feel like going to school, it’s better to explain the reason, whether it’s fatigue or a need for a break. Pretending to have a headache or making up excuses might work temporarily, but it doesn’t address the real issue, and my parents would appreciate my honesty. However, if I had a genuine reason, like not feeling well or needing some rest, I would communicate that openly with them. Discussing this with friends can also help in understanding how others feel in such situations.
Word Meaning
Word | English Meaning | Hindi Meaning |
Wailed | Cried with pain or sorrow. | दुख या दर्द से चीखना, रोना। |
Jutka | A kind of horse-drawn carriage, common in some parts of India. | एक प्रकार की घोड़ा गाड़ी। |
Stubborn | Having a strong determination, not willing to change. | जिद्दी, ढृढ़ नायक। |
Perjurer | A person who lies or makes false statements under oath. | झूठा गवाह। |
Genial | Friendly and cheerful. | मिलनसार, सौम्य। |
Allegations | Statements that accuse someone of something. | आरोप, शिकायत। |
Executioner | A person who carries out a death sentence. | फांसी देने वाला व्यक्ति। |
Obtrusive | Noticing or having a strong effect, difficult to ignore. | ध्यान खींचने वाला, घुसपैठ करने वाला। |
Scowled | Looked at someone in an angry or displeased way. | गुस्से से देखना, मुँह चिढ़ाना। |
Blenching | Showing signs of fear or nervousness. | डर या घबराहट की प्रतिक्रिया दिखाना। |
Wholesome | Good for health or moral well-being. | स्वास्थ्य के लिए अच्छा, नैतिक रूप से अच्छा। |
Screech | A high-pitched, sharp sound. | तेज, तीव्र आवाज। |
Lurid | Very vivid in color, often to the point of being unpleasant. | चटकीला, भयानक। |
Desolate | Feeling empty, hopeless, or abandoned. | वीरान, अकेला, उदास। |
Blandly | In a mild, calm, or unremarkable way. | शांतिपूर्वक, नीरस रूप में। |
Emphatically | In a forceful or strong manner. | जोरदार तरीके से। |
Throttles | To choke or strangle someone. | गला घोंटना। |
Peon | A low-ranking employee, often a messenger. | चपरासी, दफ्तर का नौकर। |
Coward | A person who lacks courage and avoids danger. | डरपोक, कायर। |
Summary in English: Father’s Help
The story is about a young boy named Swaminathan who tries to avoid going to school by faking a headache on Monday morning. His attempts to get out of school are unsuccessful as both his mother and father insist that he go. Swami’s father, after hearing that the teacher Samuel is allegedly violent and harsh, writes a letter to the headmaster about Samuel’s behaviour. Swami is tasked with delivering the letter, but he begins to feel guilty as he realizes that he might be exaggerating Samuel’s violence. On reaching school, Swami hopes to provoke Samuel into justifying the letter, but Samuel behaves unusually kindly. Swami eventually gets into trouble when he disrupts the class with his loud questions, but instead of punishing him harshly, Samuel is surprisingly lenient. By the end of the day, Swami realizes that Samuel might not be as bad as he had described, and he feels terrible about the letter his father had written. When he returns home, his father, after hearing the whole story, gets angry and tears up the letter.
Summary in Hindi:
यह कहानी स्वामीनाथन नामक एक लड़के के बारे में है, जो सोमवार सुबह स्कूल न जाने के लिए सिर दर्द का बहाना करता है। उसकी माँ और पिता दोनों उसे स्कूल भेजने के लिए दबाव डालते हैं। स्वामी के पिता, जब यह सुनते हैं कि उनका शिक्षक सैमुअल क्रूर और हिंसक है, तो वह सैमुअल के व्यवहार के बारे में प्रधानाध्यापक को एक पत्र लिखते हैं। स्वामी को यह पत्र देने का काम सौंपा जाता है, लेकिन जैसे-जैसे स्वामी स्कूल पहुँचता है, वह महसूस करता है कि वह सैमुअल के बारे में झूठ बोल रहा था। स्कूल में पहुँचने पर वह सैमुअल को उकसाने की कोशिश करता है, लेकिन सैमुअल बहुत दयालु और सुलझे हुए तरीके से व्यवहार करता है। एक दिन के अंत तक, स्वामी को समझ में आता है कि सैमुअल इतना बुरा नहीं था जितना उसने बताया था, और उसे पिता द्वारा लिखा गया पत्र बहुत बुरा लगता है। घर लौटने पर, स्वामी का पिता यह सुनकर गुस्से में आ जाता है और पत्र को फाड़कर कूड़ेदान में डाल देता है।
Understanding the Story
A. Tick ‘T’ for true statements and ‘F’ for false ones.
- Swami did not want to go to school because he had a headache.
Answer – T (Swami pretended to have a headache to avoid school.)
- Swami’s school began at 9:00 a.m.
Answer – T (The school began at 9:00 a.m. according to the story.)
- Samuel taught arithmetic and history to Swami and his class-fellows.
Answer – F (Samuel taught only arithmetic, not history.)
- Swami decided to fling the complaint letter written by his father into a gutter.
Answer – F (Swami felt guilty but did not throw the letter into a gutter; he delivered it to the headmaster.)
- Swami was oveijoyed at getting the complaint letter against Samuel.
Answer – F (Swami was not overjoyed; he felt guilty about it.)
- Swami reached the school an hour late.
Answer – F (Swami did not arrive an hour late; he was just trying to avoid school.)
- Samuel had two arithmetic periods with Swami’s class on Monday.
Answer – T (Samuel had two periods of arithmetic with the class on Monday.)
- Samuel gave Swami eight cuts of cane.
Answer – F (Samuel did not punish Swami with cane; he was surprisingly lenient.)
- Swami delivered the complaint letter to the headmaster after the last bell rang.
Answer – F (Swami delivered the letter before the last bell rang.)
B. Answer the following questions in about 30 words each.
- How did Swami’s father react when Swami told him that he was not going to school? How different was his reaction from that of Swami’s mother?
Answer – Swami’s father was angry and stern when Swami said he was not going to school, insisting that he should go. His mother, on the other hand, was more sympathetic and suggested that Swami might have a headache.
- ‘Father’s behaviour took an unexpected turn.’. What was unexpected about Swami’s father’s behaviour?
Answer – Swami’s father’s behaviour was unexpected because he had initially scolded Swami for not going to school, but later, when he read the complaint letter about Samuel, he became very sympathetic towards Swami and even supported him.
- Why didn’t Swami hand over the complaint letter to the headmaster in the morning?
Answer – Swami was too scared and nervous to hand over the complaint letter to the headmaster in the morning. He feared the consequences of delivering the letter, especially regarding his teacher, Samuel.
- Could Swami deliver the complaint letter to the headmaster after the school? Why/Why not?
Answer – No, Swami could not deliver the complaint letter to the headmaster after school because he felt guilty and hesitant. He realized the importance of the letter and wanted to avoid the repercussions, so he kept delaying its delivery.
HOTS
Swami went to school feeling that he was the worst perjurer on earth.’ Describe Swami’s feelings at this point. Why did he feel like ‘the worst perjurer’? (About 60-80 words)
Answer – Swami felt guilty and distressed because he had lied to his father about Samuel. Swami had given his father an exaggerated and unfair description of Samuel, accusing him of being a strict teacher. He knew he was not being honest and felt like a “perjurer” because he had lied to his father, making him feel as if he had betrayed Samuel and his own values.
Life Skills
What impression have you formed of Swami’s relation with his father? How should children and their parents behave with each other?
Answer – Swami’s relationship with his father appears to be one of fear and obedience rather than mutual understanding. Swami is afraid of his father’s anger and disapproval, which leads to misunderstandings. Children and parents should communicate openly and with empathy, fostering a relationship of trust, where children feel comfortable sharing their thoughts and concerns without the fear of harsh punishment or criticism.
Values
Swami gives a very unfair description of Samuel to his father. How would you have behaved, had you been in Swami’s place?
Answer – If I were in Swami’s place, I would have tried to be more honest about Samuel’s behaviour. Instead of exaggerating or making up stories, I would have shared my genuine feelings and thoughts, perhaps explaining how I felt scared or uncomfortable, rather than accusing Samuel unfairly. Honesty and clear communication are essential in resolving conflicts and avoiding misunderstandings.
Writing Skills
- Imagine that you are Swami. Write a diary entity relating your experience with Samuel in the school.
Answer – Today was the worst day ever. I had to face Samuel’s strictness once again. He punished me with the cane for no reason, just because I couldn’tAnswer a question. I felt so humiliated and angry. When I got home, I told Father all the terrible things Samuel did, but now I regret it. I feel like the worst person in the world for lying. I don’t know what to do about Samuel or the letter Father gave me. Maybe I should just forget everything and face him tomorrow.
- Imagine that you are Samuel. Write a diary entry expressing your surprise at Swami’s strange behaviour in the class and your feelings at caning him.
Answer – Today, I was shocked by Swami’s behaviour in class. He seemed to be deliberately misbehaving, and when I asked him toAnswer a question, he looked at me with defiance. I had no choice but to punish him. It hurts me to do that, but I need to maintain discipline. I never expected him to exaggerate things so much at home, and now I wonder if I’ve been too harsh on him. I will try to be kinder tomorrow.
Additional Questions and Answers
Multiple Choice Questions (MCQs) and Answers
- Why did Swaminathan dread Monday morning?
- a) He had a test
- b) It meant going to school
- c) He had to meet the headmaster
- d) He forgot his homework
Answer: b) It meant going to school
- What excuse did Swaminathan give for not going to school?
- a) He had a fever
- b) He had a headache
- c) He was tired
- d) He had a stomachache
Answer: b) He had a headache
- What did Swaminathan’s mother suggest when he complained of a headache?
- a) To take medicine
- b) To go to school in a jutka
- c) To see a doctor
- d) To skip school entirely
Answer: b) To go to school in a jutka
- How did Swaminathan’s father react to his headache excuse?
- a) He allowed him to stay home
- b) He insisted Swami go to school
- c) He called the doctor
- d) He ignored Swami
Answer: b) He insisted Swami go to school
- What was the name of Swaminathan’s teacher?
- a) Samuel
- b) Albert
- c) Jones
- d) Thomas
Answer: a) Samuel
- What did Swaminathan claim about Samuel to avoid going to school?
- a) Samuel was absent
- b) Samuel was very violent
- c) Samuel was sick
- d) Samuel hated him
Answer: b) Samuel was very violent
- How did Swaminathan describe Samuel’s punishments?
- a) He gave extra homework
- b) He caned boys until he saw blood
- c) He made boys clean the classroom
- d) He shouted at them
Answer: b) He caned boys until he saw blood
- What did Swaminathan’s father decide to do after hearing about Samuel?
- a) Visit the school himself
- b) Write a letter to the headmaster
- c) Call the police
- d) Meet Samuel personally
Answer: b) Write a letter to the headmaster
- What did Swaminathan fear would happen to Samuel after the letter?
- a) Samuel would be promoted
- b) Samuel would be dismissed and jailed
- c) Samuel would leave the school
- d) Samuel would punish him
Answer: b) Samuel would be dismissed and jailed
- What did Swaminathan decide to do with the letter to delay its consequences?
- a) Hide it in his bag
- b) Deliver it at the end of the day
- c) Throw it away
- d) Give it to Samuel directly
Answer: b) Deliver it at the end of the day
- How late was Swaminathan when he arrived at Samuel’s class?
- a) 15 minutes
- b) 30 minutes
- c) 45 minutes
- d) 1 hour
Answer: b) 30 minutes
- How did Samuel react when Swaminathan arrived late?
- a) He caned him immediately
- b) He asked why he was late
- c) He sent him to the headmaster
- d) He ignored him
Answer: b) He asked why he was late
- What did Swaminathan say when Samuel asked why he came to school if he had a headache?
- a) He wanted to learn
- b) His father made him come
- c) He felt better
- d) He forgot his excuse
Answer: b) His father made him come
- How did Samuel react to Swaminathan’s lack of homework?
- a) He caned him harshly
- b) He let him sit down
- c) He made him stand on the bench
- d) He sent him out of the class
Answer: b) He let him sit down
- What did Swaminathan do to provoke Samuel during the history lesson?
- a) He shouted questions
- b) He threw a book
- c) He left the classroom
- d) He slept in class
Answer: a) He shouted questions
- What incorrect date did Swaminathan give for Vasco da Gama’s arrival in India?
- a) 1498, May 20
- b) 1648, December 20
- c) 1520, January 15
- d) 1700, March 10
Answer: b) 1648, December 20
- How many cane cuts did Swaminathan receive from Samuel?
- a) Three
- b) Five
- c) Six
- d) Eight
Answer: b) Five
- Why couldn’t Swaminathan deliver the letter to the headmaster?
- a) The headmaster was absent for a week
- b) Samuel took the letter
- c) He lost the letter
- d) The headmaster refused to take it
Answer: a) The headmaster was absent for a week
- Who was suggested as an alternative to receive the letter?
- a) The peon
- b) Samuel, the assistant headmaster
- c) Swaminathan’s father
- d) Another teacher
Answer: b) Samuel, the assistant headmaster
- What did Swaminathan’s father do when Swami returned with the letter?
- a) He praised Swami
- b) He tore up the letter
- c) He sent Swami back to school
- d) He wrote a new letter
Answer: b) He tore up the letter
Short Questions and Answers
- Question: Why did Swaminathan dread Monday morning?
Answer: It meant going to school.
- Question: What excuse did Swaminathan give for not going to school?
Answer: He had a headache.
- Question: What did Swaminathan’s mother suggest for his headache?
Answer: To go to school in a jutka.
- Question: How did Swaminathan’s father react to his excuse?
Answer: He insisted Swami go to school.
- Question: What was the name of Swaminathan’s teacher?
Answer: Samuel.
- Question: What did Swaminathan claim about Samuel?
Answer: Samuel was very violent.
- Question: How did Swaminathan describe Samuel’s punishments?
Answer: He caned boys until he saw blood.
- Question: What did Swaminathan’s father do after hearing about Samuel?
Answer: He wrote a letter to the headmaster.
- Question: What did Swaminathan fear would happen to Samuel?
Answer: Samuel would be dismissed and jailed.
- Question: What did Swaminathan decide to do with the letter?
Answer: Deliver it at the end of the day.
- Question: How late was Swaminathan when he arrived at class?
Answer: 30 minutes.
- Question: How did Samuel react to Swaminathan’s lateness?
Answer: He asked why he was late.
- Question: What did Swaminathan say when asked why he came to school?
Answer: His father made him come.
- Question: How did Samuel react to Swaminathan’s lack of homework?
Answer: He let him sit down.
- Question: How did Swaminathan try to provoke Samuel?
Answer: He shouted questions.
- Question: What incorrect date did Swaminathan give for Vasco da Gama’s arrival?
Answer: 1648, December 20.
- Question: How many cane cuts did Swaminathan receive?
Answer: Five.
- Question: Why couldn’t Swaminathan deliver the letter to the headmaster?
Answer: The headmaster was absent for a week.
- Question: Who was suggested to receive the letter instead?
Answer: Samuel, the assistant headmaster.
- Question: What did Swaminathan’s father do with the letter when Swami returned?
Answer: He tore it up.
Competency-Based Questions (Reasoning and Assertion) andAnswers
- Question:
Assertion (A): Swaminathan exaggerated Samuel’s violence to avoid going to school.
Reason (R): He feared Samuel would punish him for being late.
- a) Both A and R are true, and R is the correct explanation of A.
- b) Both A and R are true, but R is not the correct explanation of A.
- c) A is true, but R is false.
- d) A is false, but R is true.
Answer: b) Both A and R are true, but R is not the correct explanation of A.
Explanation: The assertion is true as Swaminathan exaggerated Samuel’s violence, claiming he caned until he saw blood, as the story notes, to avoid school. The reason is true since he feared punishment for lateness, as his dialogue shows, but his exaggeration was more about convincing his father to let him stay home, not directly tied to the fear of punishment, as the narrative suggests.
- Question:
Assertion (A): Swaminathan felt guilty about the letter to the headmaster.
Reason (R): He realized Samuel was not as violent as he had described.
- a) Both A and R are true, and R is the correct explanation of A.
- b) Both A and R are true, but R is not the correct explanation of A.
- c) A is true, but R is false.
- d) A is false, but R is true.
Answer: a) Both A and R are true, and R is the correct explanation of A.
Explanation: The assertion is true as Swaminathan felt like a perjurer and grieved for Samuel, as the story states, showing his guilt. The reason explains this by noting his realization that Samuel was genial and not as violent, as his reflections on Samuel’s character confirm, directly linking his guilt to this realization.
- Question:
Assertion (A): Swaminathan tried to provoke Samuel to justify the letter.
Reason (R): He wanted Samuel to punish him to match the letter’s allegations.
- a) Both A and R are true, and R is the correct explanation of A.
- b) Both A and R are true, but R is not the correct explanation of A.
- c) A is true, but R is false.
- d) A is false, but R is true.
Answer: a) Both A and R are true, and R is the correct explanation of A.
Explanation: The assertion is true as Swaminathan shouted questions and acted obtrusively to provoke Samuel, as the story details. The reason explains this by stating his desire for punishment to match the letter’s claims, as his hope for caning and joy at receiving it show, directly tying his actions to the letter’s content.
- Question:
Assertion (A): Swaminathan’s father tore up the letter when Swami returned.
Reason (R): He believed Swami was a coward for not delivering it.
- a) Both A and R are true, and R is the correct explanation of A.
- b) Both A and R are true, but R is not the correct explanation of A.
- c) A is true, but R is false.
- d) A is false, but R is true.
Answer: a) Both A and R are true, and R is the correct explanation of A.
Explanation: The assertion is true as the father tore up the letter, as the story states. The reason explains this by noting his belief that Swami was a coward for not delivering it, as his remark “I knew you wouldn’t deliver it, you coward” confirms, directly linking his action to his perception of Swami’s failure.
- Question:
Assertion (A): Samuel was more lenient than Swaminathan expected during class.
Reason (R): Samuel did not punish Swaminathan harshly for his lack of homework or lateness.
- a) Both A and R are true, and R is the correct explanation of A.
- b) Both A and R are true, but R is not the correct explanation of A.
- c) A is true, but R is false.
- d) A is false, but R is true.
Answer: a) Both A and R are true, and R is the correct explanation of A.
Explanation: The assertion is true as Samuel was more tolerant and gentle, as the story notes, contrary to Swami’s expectations. The reason explains this by detailing Samuel’s leniency—letting Swami sit despite no homework and minimal punishment, as the narrative describes, directly supporting Swami’s surprise.
Long Questions and Answers
- Question: How does the story portray the relationship between Swaminathan and his parents, and what does this reveal about the dynamics of authority and obedience in the family?
Answer: The story portrays Swaminathan’s relationship with his parents as one of contrasting dynamics—his mother’s leniency versus his father’s strict authority, revealing a family structure where obedience is demanded but negotiated, as the narrative illustrates. His mother’s suggestion to stay home or take a jutka, as “Mother generously suggested that Swami might stay at home” shows, reflects her nurturing side, offering Swami an escape from school, as her softer approach indicates. Conversely, his father’s insistence—“Nonsense! Dress up and go”—and his letter to the headmaster, as the story notes, highlight his unyielding authority, demanding obedience, as his stubbornness and final act of tearing the letter reveal. This contrast underscores a traditional dynamic where the father enforces discipline, while the mother provides emotional support, shaping Swami’s struggle with obedience, as his eventual compliance suggests, reflecting broader themes of parental authority in shaping a child’s moral choices.
- Question: Analyse the significance of the letter in the story and how it serves as a catalyst for Swaminathan’s moral awakening and understanding of consequences.
Answer: The letter in the story is a pivotal element, serving as a catalyst for Swaminathan’s moral awakening by forcing him to confront the consequences of his lies, as the narrative illustrates. Written by his father to denounce Samuel, as “Plenty of things about him” indicates, the letter embodies Swami’s exaggerated claims, as his description of Samuel’s violence shows, making him feel like a “perjurer,” as the story states. This guilt drives his actions—delaying its delivery and provoking Samuel with shouts and wrong answers like “1648, December 20,” as the narrative details, hoping to justify it, as his joy at receiving cane cuts reveals. The letter’s eventual destruction by his father, as the story concludes, relieves the immediate threat but leaves Swami with a deeper understanding of how lies can harm others, marking his growth in recognizing the weight of his actions and their repercussions.
- Question: Discuss how the story uses humor to highlight Swaminathan’s childish perspective, and what this reveals about his understanding of the adult world.
Answer: The story uses humour to highlight Swaminathan’s childish perspective, revealing his limited understanding of the adult world, as the narrative illustrates. His dramatic wish for an earthquake to destroy the school, as “He hoped that an earthquake would reduce the school building to dust” shows, is humorous in its exaggeration, reflecting a child’s fantastical escape from responsibility, as his dread of Monday indicates. His overblown description of Samuel’s violence—caning until blood appears, as the story notes—adds a comedic layer, as his fear “He will beat me” contrasts with Samuel’s leniency, as the narrative details. This humor underscores Swami’s naivety about adult authority, as his father’s serious reaction and the letter reveal, showing how children often misinterpret adult intentions, offering a lighthearted yet insightful look into the gap between childish perceptions and adult realities.
- Question: Explore the theme of fear in the story and how it influences Swaminathan’s decisions, particularly in his interactions with Samuel and his father.
Answer: The theme of fear drives Swaminathan’s decisions, shaping his interactions with Samuel and his father, as the story illustrates, highlighting the power of fear in a child’s mind. Swami’s initial fear of school—“It looked as though only a moment ago it had been Friday”—leads him to fake a headache, as the narrative notes, showing his dread of routine and authority, as his wail indicates. His exaggerated fear of Samuel’s violence, as “He caned till he saw blood” reveals, pushes him to lie further, as the story states, influencing his father’s letter, as his fear of punishment “He will beat me” shows. This fear also drives his provocation of Samuel, shouting “1648, December 20,” hoping for punishment, as the narrative details, while his fear of his father’s stubbornness—“Father was an obstinate man”—prevents him from defying the letter’s delivery, as the story concludes, illustrating how fear can both paralyze and propel a child’s actions in the face of authority.
- Question: How does the story reflect the societal expectations of discipline in education during Swaminathan’s time, and what critique does it offer through Samuel’s character?
Answer: The story reflects societal expectations of strict discipline in education during Swaminathan’s time, where corporal punishment was normalized, but offers a critique through Samuel’s character, as the narrative illustrates. The expectation of harsh discipline is evident in Swami’s tales of Samuel’s violence—caning and ear-twisting, as “Some days ago a boy was made to stay on his knees” shows, reflecting a culture where physical punishment was accepted, as the persistent stories among boys indicate. However, Samuel’s actual leniency—merely touching with the cane and letting Swami sit despite no homework, as the story notes—contrasts with this expectation, as his gentle response “All right, sit down” reveals, critiquing the overblown fear of teachers, as Swami’s guilt suggests. This contrast questions the efficacy of harsh discipline, advocating for understanding and tolerance in education, as Samuel’s unexpected kindness implies, offering a progressive view on teaching methods.
- Question: Examine the role of Swaminathan’s imagination in the story and how it contributes to the escalation of the conflict with Samuel and his father.
Answer: Swaminathan’s imagination plays a crucial role in escalating the conflict with Samuel and his father, as his exaggerated fears and stories fuel the narrative’s tension, as the story illustrates. His imaginative wish for an earthquake to destroy the school, as “He hoped that an earthquake would reduce the school building to dust” shows, sets a whimsical tone, reflecting his desire to escape, as the narrative notes. His vivid fabrication of Samuel’s violence—caning until blood appears, as “He made the boy press to his forehead like a vermilion marking” indicates—escalates the conflict, as his father’s letter to the headmaster reveals, driven by this imagination, as the story states. This exaggeration leads Swami to provoke Samuel, shouting “1648, December 20,” hoping to align reality with his fiction, as the narrative details, showing how a child’s imagination can spiral into real consequences, as the letter’s eventual destruction suggests, highlighting the dangers of unchecked creativity in serious matters.
- Question: Discuss the significance of Swaminathan’s final interaction with Samuel and how it resolves his internal conflict about the teacher’s character.
Answer: Swaminathan’s final interaction with Samuel—where he receives five cane cuts for provocation, as the story illustrates—resolves his internal conflict about Samuel’s character, providing closure to his guilt, as the narrative details. Initially torn between his exaggerated claims of Samuel’s violence—“He caned till he saw blood”—and his realization of Samuel’s genial nature, as “Personally he was much more genial” shows, Swami provokes Samuel with shouts and wrong answers like “1648, December 20,” as the story notes, hoping for punishment to justify the letter, as his joy at being caned indicates. Samuel’s moderate response—“Will these do, or do you want some more?”—contrasts with Swami’s fears, as the narrative states, confirming Samuel’s fairness, as his earlier leniency suggests. This interaction alleviates Swami’s guilt, as he feels “light-hearted” despite the pain, resolving his conflict by aligning his perception with reality, as the story concludes, showing the importance of direct experience in dispelling misconceptions.
- Question: How does the story use irony to highlight the discrepancy between Swaminathan’s expectations and the actual events, particularly in his dealings with Samuel?
Answer: The story uses irony to highlight the discrepancy between Swaminathan’s expectations and actual events, particularly in his dealings with Samuel, adding depth to the narrative, as the story illustrates. Swami expects harsh punishment for his lateness, as “He will beat me” shows, based on his exaggerated tales of Samuel’s violence, as the narrative notes, yet Samuel’s gentle response—“All right, go to your seat”—defies this, as the story states, creating irony in Swami’s unfulfilled fear, as his hope for punishment reveals. Similarly, when Swami provokes Samuel with shouts and wrong answers like “1648, December 20,” expecting severe retribution, as the narrative details, Samuel’s moderate caning—five cuts—and leniency, as “Will these do?” indicates, contrast sharply, as the story concludes, underscoring the irony of Swami’s actions backfiring, teaching him the unpredictability of outcomes and the folly of assumptions in human interactions.
- Question: Explore the theme of childhood innocence in the story and how Swaminathan’s actions reflect his naive understanding of justice and punishment.
Answer: The theme of childhood innocence is central to the story, as Swaminathan’s actions reflect his naive understanding of justice and punishment, as the narrative illustrates, offering a poignant look at a child’s moral lens. Swami’s initial lie about a headache, as “I have a headache” shows, stems from an innocent desire to avoid school, as his dread of Monday indicates, reflecting a simplistic view of consequences, as the story notes. His exaggerated tales of Samuel’s violence—“He caned till he saw blood”—and his provocation with shouts like “1648, December 20,” as the narrative details, reveal his naive belief that justice involves harsh punishment, as his hope for caning suggests, misunderstanding Samuel’s leniency, as “All right, sit down” shows. This innocence drives his guilt, as he feels like a “perjurer,” as the story states, teaching him that justice is more nuanced, as Samuel’s kindness reveals, highlighting the innocence of childhood in navigating adult concepts.
- Question: Discuss how the story critiques the educational system of Swaminathan’s time, particularly through the lens of corporal punishment and teacher-student dynamics.
Answer: The story critiques the educational system of Swaminathan’s time by highlighting the reliance on corporal punishment and the fear it instills, as seen through teacher-student dynamics, as the narrative illustrates. Swami’s tales of Samuel’s violence—“He caned till he saw blood”—and past stories of skinned knuckles, as the story notes, reflect a system where physical punishment was normalized, as “Some days ago a boy was made to stay on his knees” indicates, creating fear among students, as Swami’s dread shows. However, Samuel’s leniency—“All right, sit down”—and moderate caning, as the narrative details, contrast with this expectation, as his gentle response to Swami’s provocations like “1648, December 20” reveals, critiquing the system’s harshness, as the story suggests. This contrast advocates for a more compassionate approach, questioning the effectiveness of fear-based discipline in education, as Samuel’s character implies, offering a progressive critique of traditional methods.