Enrich your vocabulary

Prance : Walk or move around with high springy steps.

Topaz : A bright yellow coloured stone.
Denizens : (here) an animal that lives or is found in a particular place.
Sleek : Elegant
Chivalric : Being courteous esp. to women, an act of a gentleman.
Ordeals : Extremely severe tests or experiences.
Prancing : To move around proudly.
Fluttering : To move in quick, irregular motions as if being agitated.

GISTOF THE POEM

➢ The desire of a woman for freedom & strength has been brought out by the poet.
➢ Aunt Jennifer has embroidered bright yellow tigers on a screen.
➢ These tigers move about freely, fearlessly & confidently in the green forests.
➢ They are not afraid of the hunters.
➢ In contrast, Aunt Jennifer is weak & nervous.
➢ To make her embroidery she finds the ivory needle hard to pull.
➢ The wedding ring is symbolic of the burden of commitments & bindings of married life.
➢ Her marriage with uncle has taken away her freedom & confidence to live life the way
she wishes.
➢ After her death, the mark of the wedding ring will continue to show her sad, burdened
life.
➢ She is mortal (dies) whereas the embroidery of tigers (Art) that she has made is
immortal.

RELEVANT BACKGROUND
Adrienne Rich is an American poet who was born in 1929. She was brought up in a well-off
family. Adrienne was the elder of two daughters. Her father was a doctor and her mother was a
music composer. She grew up in with a Jewish father and a Protestant mother. As a result of
this mixed marriage she was used to tensions between her parents. Rich felt dominated by her
father’s strong personality while growing up. It was he who most guided her as a young poet.
This wasn’t always to her liking as he expected her to write her poems his way. When Rich was
growing up men dominated and women were expected to become dutiful wives in their adult
lives. All these elements may have influenced the picture of marriage which Rich drew in this
poem. At the heart of, the poem is an image of a husband who controls and frightens his wife.
Rich wrote a lot of poems based on everyday experience. In the poem ‘Aunt Jennifer’s Tigers’,
Rich mocks the weakness of Aunt Jennifer, and the clout (punch) and authority of her husband
in their marriage. Rich was also fascinated by how people could use a hobby like art- work to
create a happier and prettier world than their daily life. Rich has been one of America’s most
important female poets for the past fifty years.

VALUES RAISED IN THE POEM

Respect for women, equality, equity, gender sensitivity, empathy, feminism, value for art.

THEME OF THE POEM

1. Marriage is unequal due to male domination/Inequality: The woman is the centre of
the poem, Aunt Jennifer, is a nervous and fearful wife. She lacks inner conviction or ‘certainty’,
unlike the tigers she portrays. Aunt Jennifer is ‘mastered’ in her life. She lives a life of inequality.
She is so nervous that her fingers ‘flutter’ through the wool she is using in her tapestry or panel.
The poet portrays the marriage of Jennifer as an unhappy one for her. Aunt Jennifer feels the
burden of duty and obedience. This is shown by the symbol of the wedding ring that she wears.
It is described as her husband’s property: ‘Uncle’s wedding band’. It ‘sits heavily’ on her hand
because he dominates her life. Her life with her husband is described as a life of ‘ordeals’. The
poem, therefore, provides a negative picture of marriage. The poem is probably saying that the
‘Uncle’ or husband is behaving like a tiger, and the tigers are ‘chivalric’ like the husbands. Each
world is the reverse of what it should be.

34
2. The world of art is happier than the real world/Dream versus Reality: Aunt Jennifer’s
hobby is making designs and pictures from wool. Jennifer produces wool tapestries that she
places on panels. The creatures she places there are free and proud, the opposite to herself. She
is ‘ringed’ or mastered in marriage and, therefore, she is not free, but controlled. It seems that
she creates a happier looking world than the one she lives in. She makes precise and brightly
coloured pictures like the sharp yellow tigers of the poem, pictured against a green background.
These bright contrasting colours are probably much more vivid than Jennifer’s everyday world.
Her artistic work will live on after she dies, as, according to the poet, her tigers will ‘go on
prancing’. The figures she creates are stronger and happier than she is. They are proud and
‘prance’ about, unlike their creator, who is nervous and fears her husband. The word ‘prance’ or
parade contrasts sharply with ‘fluttering’, meaning trembling. The tigers do not fear the men
the aunt places under some trees in her tapestry. Therefore, the imaginary tigers produced by
Aunt Jennifer live a type of proud and free life that she can only dream about. Perhaps Aunt
Jennifer uses art as an escape from her troubles. In her artwork Jennifer imagines the kind of
life she would have liked.

TITLE OF THE POEM

“Aunt Jennifer’s Tiger” is an appropriate title in that it refers to a tapestry Aunt Jennifer
has made. It contains some ferocious tigers. The title also suggests the “tiger like terror”
Aunt’s husband was. She was in constant fear of him and felt trapped and suffocated in
marriage. She felt that her husband was her master and she was a tame animal who
must carry out his command. It is a very suggestive title, indeed.

CENTRAL IDEA OF THE POEM

"Aunt Jennifer's Tigers" by Adrienne Rich is how the power of the patriarchy controls women's
bodies but not their minds. The poem makes this point by presenting the wild, exotic,
powerful tigers embroidered by Aunt Jennifer and contrasting them with Aunt Jennifer herself.

MESSAGE OF THE POEM

“Aunt Jennifer's Tigers” is a statement of conflict in women, specifically between the impulse to
freedom and imagination. Aunt Jennifer wants a life that she embroiders on the panel. She wants
a colourful vibrant life which every woman should have the power to create.

35
 THE THIRD LEVEL

About the author

Jack Finney :The Third Level is named for a short story by Jack Finney
(1911-1995) which appeared in a 1957 collection of the same name.
In the story, the disenfranchised protagonist discovers a third level to
Grand Central Station, from which he takes a train back in time to the
year 1894. Realizing that the third level can transport one to any place
as well as any time, he tries to get back to his old hometown:
Galesburg, Illinois, the home of Knox College.
Finney was graduated from Knox with the class of 1934 and went on
to become a noted author of speculative fiction with several short story
collections and novels like The Body Snatchers and Time and Again.
The Knox College Archives has a collection of rare, out-of- print, and
autographed copies of Finney's works.

INTRODUCTION
The Third Level by Jack Finney is an interesting story that is set after the world wars.
Consequently, the life was full of fear, insecurity, war & worry. This story talks about the figments
of imaginations that can be used to escape from reality. It takes readers back in the time of joy
and peace. Charley, the protagonist wants to escape from the harsh realities of modern world
and imagines the world of 19th century where the people were living peaceful life and they had
ample time for themselves. The story weaves together psychological journey of the narrator into
the past, present and progresses towards future.

36
GIST OF THE LESSON
➢ Grand Central Station of New York has two levels. But Charley, a thirty-one-year-old
resident ofNew York, talks about a third level. He believes in the existence of this
hypothetical third level and claims to have been there.
➢ Charley visits a psychiatrist friend to talk about this problem. The psychiatrist calls it a
“waking dream wish fulfillment” and rationalizes Charley's experience by saying that the
“modern world is full of insecurity, fear, worry, and war...” and everybody wants to escape
a “temporary refuge from reality.” According to him, even hobbies like stamp collection
is a manifestation of this escape. Charley thinks about his grandfather who didn’t need
any refuge from reality. Charley’s grandfather started his collection.
➢ The fast growing Grand Central station at times seems to be amazing to Charley. He had
lost his way a couple of times earlier too while taking the subway.
➢ Once, he entered the lobby of the Roosevelt Hotel while the other time he emerged at an
office building that was three blocks away. But this time when he loses his way, something
unique happens. He visits the third level!
➢ Charley keeps walking in the quiet corridor, angling left and slanting downward, till he
reaches an architecturally old station that is completely different from the two familiar
levels.
➢ The antiquated small room with fewer ticket counters and train gates, a wooden
information booth, flickering open flame gas lights and brass spittoons remind him of the
architecture of the 1800s.
➢ He also finds that people are dressed in outmoded outfits. He notices that the date on the
newspaper ‘The World’ is printed June 11, 1894. As he tenders money to the clerk at the
counter to buy two tickets, he realizes that he needs to have old currency bills to do so.
➢ He had always wanted to travel to Galesburg with his wife, Louisa. In his mind, it is “a
wonderful town still, with big old frame houses, huge lawns, and tremendous trees.”
➢ It is a place with long and pleasant summer evenings and where people have
time for each other.
➢ So, the next day during lunch, he exchanges three hundred dollars for old style bills
amounting to some two hundred only.
➢ The loss doesn’t bother him much as he believes that in Galesburg everything will be
cheaper and that he can manage even with a small amount. But, he could never again
find the corridor leading to the third level.
➢ His wife Louisa is worried after knowing all this and asks him not to look for the third level
any further. Suddenly Charley realizes that his friend, Sam Weiner, is nowhere to be
found, so he and his wife keep looking for him in the weekends.
➢ Philately is not just stamp collection but a broad term including the study of stamps,
postal history and other related items.
➢ When a new stamp is issued, on the first day, people mail a blank paper to themselves
and then retain that unopened letter with the date on the postmark. Such an envelope is
known as a ‘first day cover’. Charley has inherited his grandfather’s collection of first day
covers.
➢ One day while fidgeting (restlessness/move restlessly)with his stamp collection, Charley
comes across a letter that was not there earlier. It bears the postmark on a faded six-
cent stamp with a picture of the President Garfield.
➢ The envelope was sent on July18, 1894 to Charley's grandfather in Galesburg and was
addressed to Charley.
➢ The letter was written by Sam Weiner, who was Charley's psychiatrist! Sam has reached
Galesburg and is having whole of a time there.

37
 ➢ He also invites Charley and Louisa to Galesburg. When Charley goes to the stamp and
coin store, he is apprised of Sam's exchanging eight hundred dollars for the old currency
bills.

THEME OF THE STORY

The story ‘Third Level’ clearly explores the science fiction genre (classification) of ‘time travel’.
Jack Finney, the recipient of the world fantasy award interweaves fantasy with the reality in the
most futuristic projection of time travel. Charley wishes to be transported to the third level, the
world of 1894 which is supposedly much happier and quieter place to be. It is one of the most
concise and entertaining story about time travel. The question whether the third level exist in
real or only in charley’s mind can be inferred from Sam’s letter. The story also
dwells on the theme of escapism, not only as a psychological refuge from the grim realities of
the present day world but also as a desire to stay with the past or to keep the past alive in the
complexities of the present. In the story charley not only expresses desire to escape but also
prepares and tries very hard, a desire which is not contested by the wife either. Sam is also
happily escaped with no plans to resort to his old profession along with scores of other people
who cross the grand central everyday… to escape seems to be an all pervasive feeling.

MESSAGE OF THE STORY

The modern world is full of insecurity, fear war, worry and all the rest of it and all people want
to escape from them. They just want a little peace and relaxation from these situations.

TITLE OF THE STORY

Oppressed by the pulls and pressures of modern life, man yearns for an escape from all the
tensions and worries. He looks for a level of existence that would yield peace and tranquility.
Trying to delve deeper into life, he wanders whether it is possible for him to live on a different
plane and he looks for this ideal world, hopping to come across it someday. It is this Utopian
world that the author has chosen to call the third level.
Third level can also refer to a level of reality that exists in our mind only and not in space and
time. It is this faculty of mind that makes virtual travel in time possible and opens innumerable
ways to escape, defence mechanization and rationalization. Hence ‘the Third Level’ is an
appropriate title.

38
 THE TIGER KING

About the author

Ramaswamy Aiyer Krishnamurthy:(09-09-1899 to05-12-1954)

Pen name ‘Kalki’. He was a Tamil writer, journalist, poet, critic and
Indian Independence activist. He penned 120 short stories, 10
novelettes, 5 novels, 3 historical romances, editorial and political
writings and hundreds of film and music reviews.

CHARACTERS AND PLACES

The Tiger King : A hero of the story, the Maharaja of Pratibandhpuram, also known as
His Highness Jamedar, General Khiledar-Major, Sata-Vyaghra samhari,
Maharajadhiraja Visva Bhuvana samrat, Sir Jilani Jung Jung Bahadur,
M.A.D., A.C.T.C., or C.R.C.K.
Crown prince :Aten-day old baby who later became the Maharaja of
Pratibandhpuram.
Chief astrologer : A royal foreteller of the state.
Durai : Means “chief, leader” in Tamil. A British high ranking officer & his
secretary
Dewan : A chief administrative office of the Maharaja.
Duraisani :The wife of the high ranking British officer, a greedy woman who
took all the 50 or so diamond rings for herself.

39
INTRODUCTION
Kalki takes his readers to the days of autocratic and eccentric kings. These kings lived under the
thumb rule of the British, hence they fear them. In order to make the story mysterious Kalki has
added supernatural element in the story. The haughty king disapproved the prophecy made by
the astrologer about his death, but his death from the wooden tiger (100th tiger) approved it.
The story ‘The Tiger King’ is satire on the conceit of those in power. Most of the time the rulers
are not interested in serving the people or work for the welfare of the public; instead they spend
their time foolish pursuits. Even the coteries who surround these power centres are interested
in taking advantage of the proximity for their own welfare. This is a story about transience-of
life, of power and reverberates (echo) the maxim (precept): “Too many slips between a cup
and a lip.”

TITLE OF THE LESSON

“The Tiger King” is a very appropriate title for the story for several reasons. First of all, the king
is crazy about tiger hunting so much that he marries a princess whose father’s kingdom has a
sizeable tiger population. He kills one hundred tigers just to fulfill his vow. Secondly, the king
with all his frenzy, anger and ruthlessness is as ferocious as a tiger. Thirdly, he dies of a silver
prick received from a wooden toy tiger. Finally, the prediction that a tiger would cause the king’s
death also comes true. Since the story revolves round the king and the hundred tigers that he
kills, it could not be better titled than “The Tiger King”.
IRONY
‘The Tiger King’ is replete (filled with) with irony that reveals the follies of autocratic and
willful (obstinate) rulers who flout all laws and bend them to suit their selfish interests. The
dramatic irony in the story is sharp when the Tiger King alone is unaware that his bullet had not
killed the hundredth tiger. The other characters and the readers anticipate his doom as he
celebrates his triumph over his destiny. We realize how misplaced the King’s pride at killing the
first tiger was. The astrologers had prophesied, “You may kill ninety-nine tigers like this, but
your death will be brought on by the hundredth tiger.” The King wanted to prove the astrologer
wrong and to save his life. Ironically, to avert death he actually invites it. The lofty titles used
to introduce the Tiger King, suggesting an invincible ferocity are indeed ironic for he is finally
killed by a cheap, crudely made wooden toy tiger which became the tool of Nature’s revenge.
He had killed a hundred tigers in vain and must be punished for it. Irony is indeed sharp when
the surgeons announce the operation successful and declare the king dead.

THEME OF THE LESSON

Animals and birds are as much part of the nature as human beings. The destruction or haphazard
killing of one species may not only lead to its extinction, but it will adversely affect the ecological
balance. Those animals which serve as food for the wild animals, will increase in large number,
if the beast of prey are wiped out. Each species, howsoever fierce, deadly, ferocious or poisonous
has its role in maintaining ecological balance in nature.

MESSAGE OF THE LESSON

The story tiger king conveys that getting obsessed too much in winning over something and
losing the control over oneself leads only to mishappening and upheavals. The tiger
king’s extreme urge to win over the prophecy lead to his death.

GIST OF THE LESSON

➢ The Maharaja Sir Jilani Jung Jung Bhadur was called “Tiger King”

➢ When he was just 10 days old he asked intelligent questions to the astrologer and was

told that he would be killed by a tiger. He uttered “Let tigers beware!”

➢ No other miracle took place, the child grew like any other Royal child drinking white cow’s

milk, taught by an English tutor, looked after by an English nanny and watched English
40
 films.

➢ When he was 20, he was crowned as king. It was then the whisper of the prediction of

his death by the tiger reached the Maharaja’s ear and he in turn to safe guard himself

killed a tiger and being thrilled he told the astrologer who replied that he can kill 99 tigers

but should be careful with the 100th.

➢ From then he started killing tiger and none was allowed to hunt tigers. A highranking

British officer visited the state that was fond of hunting tiger and his wish was declined.

➢ The officer requested for getting a photograph with the tiger killed by Maharaja and this

request was rejected.

➢ So, to please the officer’s wife, he sent 50 diamond rings expecting that she would take

1 or 2 instead she kept all the rings costing 3 lakh rupees and sent ‘thanks’ to the

Maharaja. Thus, his state was secured.

➢ In 10 years he killed 70 tigers and didn’t find any in [Link], he decided to

marry a girl from royal state which had more tigers to complete his target. Whenever he

visited his in-laws, he killed 5 to 6 tigers. So, he killed 99 tigers and was feverishly anxious

to kill the 100thbut couldn’t find true news about the presence of a tiger near a village,

proved disappointing.

➢ Now the Dewan was warned of his danger. So, he visited ‘People’s Park in Madras’ and

brought an old tiger, kept it reserved and finally placed it in the forest and informed the

Maharaja.

➢ The Maharaja in excitement took aim and shot the tiger and left the place with great

triumph. The bullet missed the target and the weak and old tiger became unconscious

hearing the sound of the bullet. Then the hunter killed the tiger and brought it in grand

procession.

➢ It was the 3rd birthday of the Maharaja’s son and he wanted to buy a present from the

toyshop. He bought a wooden tiger which was poorly carved.

➢ While the Maharaja was playing with the prince a tiny sliver of the wooden tiger pierced

his right hand which later caused his death. Thus the hundredth tiger takes his final

revenge upon the “Tiger King”. Then nemesis (curse) proved right.
41
 JOURNEY TO THE END OF THE EARTH

About the author

Tishani Doshi is an Indian poet, journalist and dancer

based in Chennai. In 2006 she won the Forward Prize for
her debut poetry book Countries of the Body. Her poetry
book A God at the Door has been shortlisted for the 2021
Forward Prize under best poetry collection category.

INTRODUCTION

In ‘Journey to the End of the Earth’ Tishani Doshi describes the

journey to the coldest, driest and windiest continent in the world: Antarctica. The world’s

geological history is trapped in Antarctica. Geoff Green’s ‘Students on Ice’ programme aims at

taking high school students to the ends of the world. Doshi thinks that Antarctica is the place to

go and understand the earth’s present, past and future.

THEME OF THE LESSON

In 'Journey to the End of the Earth' aims at the exploration of the landmass covered by ice-cap

of Antarctica will surely reveal vital information about the birth and evaluation of the earth. And

the sub-theme is the need of saving the planet Earth from total annihilation (destruction)
42
and the role the school students can play in this gigantic task.

MESSAGE OF THE LESSON

The author gives us the message that rarely visited regions of the earth (North and South Poles)

are a store house of information and we can learn a lot about the earth’s past, present and future

if we dig deep into them. It also warns man against too much interference with nature and

excessive encroachment on and dominance over Nature which is injurious to the future of

mankind and that ‘the threat of global warming is very real’.

TITLE OF THE LESSON

The title of the story 'Journey to the End of the Earth' is an account of author’s personal

experience to the journey to Antarctica with a group of high school students on board ‘Akademik

Shokalskiy. We know the earth is round and if at all, ends are to be found they are either at the

bottom (the South ploe) or the top of the earth (the North pole) the word ‘End’ used in the title

is very forceful and meaningful, because the scientists continually warn us against the

catastrophic effects of the excessive “depletion of ozone layer”. So, judicious use of natural

resources is a must if we want to escape ‘End’ of the earth. Thus, the title is most appropriate

and true to its meaning.

43
 THE ENEMY

About the author

Pearl Sydenstricker Buck (1892 – 1973) was an American writer and

novelist. She had a Chinese name – Sai Zhenzhu as she spent her
childhood in China, being the daughter of missionaries. She was
awarded the Pulitzer prize in 1932 and the Nobel Prize in Literature in
the year 1938.

CHARACTERS AND PLACES

Dr. Sadao Hoki : A Japanese doctor trained by Americans.
Sadao’s father : Much concerned about his son’s education, a true patriot.
Hana : Wife of Dr. Sadao, met in America, became friends and got married
in Japan.
Tom : An American prisoner of war, a soldier of U.S. Navy.
The old General : A sick Japanese army General, needed an operation, trusted only
Dr. Sadao.
An officer : A messenger of the General.
Gardener : An old gardener in the house of Dr. Sadao.
Yimi : Hana’s maid servant.
The cook : An old cook in the house of Dr. Sadao.
House of Dr. Sadao: A house built on a narrow beach near the sea.

44
TITLE OF THE LESSON
“The Enemy” is an apt title for the story that has Second World War as the background that
eventually culminates in dropping of atom bombs on Hiroshima and Nagasaki by America. Under
these circumstances an American P.O.W. sailor, by no chance, could be treated as a friend by
the Japanese. The servants in Dr. Sadao’s house vehemently protest against his presence and
treat him as their sworn enemy; so much so that they severe their long standing relationship
with the Sadao over to the police. For the masses that constitute majority of the population all
the world over, all individuals belonging to the country, their nation is at war with, are their
enemies. The Sadao couple too considers Tom to be their enemy; but being educated, they have
a broader and more generous view of life, and in spite of reservations, mental conflicts and
various other odds they are confronted with, they take a humanistic view. The doctor’s
professional ethics also urge him to treat the American sailor as a patient. Neither Dr. Sadao,
nor Hana, at any stage consider him to be their friend in spite of the fact that they have spent a
number of years in the States. Hence “The Enemy” is a befitting title for the story.

INTRODUCTION
The Enemy is a story written by Pearl Sydenstricker Buck. It is about a Japanese surgeon, Sadao.
He went to study in America and meets a Japanese girl, Hana, there. He marries her and brings
her back to Japan to settle down.

THEME OF THE LESSON

The story revolves around the ethics of war. Does one's obligations to one's country super cede
one's obligation to family and to humanity? Sadoa was faced with the conflict to choose between
professionlism and patriotism. The end actually gives us the correct answer as to what motive
should rule our decision to choose between country, family and humanity.

BACKGROUND &SETTING OF THE LESSON

In “The Enemy,” a story set in Japan during World War II, an American-trained Japanese surgeon
pulls a wounded American sailor, presumably an escaped POW, from the surf behind

his home. At first he and his wife. It is wartime and a doctor needs to make a life or death
decision.

MESSAGE OF THE LESSON

The Enemy' gives the message that humanism transcends all man made prejudices and barriers.
Dr. Sadao upholds the ethics of medical profession in treating an enemy. The story is a great
lesson of peace, love, sympathy, fellow feeling and humanism.

GIST OF THE LESSON:

➢ Dr. Sadao, a Japanese surgeon finds a wounded American soldier on the beach near his
house.
➢ He is unable to throw him back though he was his enemy as he was a doctor and his first
duty was to save a life.
➢ Hana, his wife, though initially reluctant because it was dangerous for all including the
children to keep the enemy in the house, joins her husband in operating and nursing the
enemy soldier back to health, even though the servants desert the house.
➢ Hana assists Dr. Sadao in operating the soldier in spite of her physical discomfort and
hesitation.
➢ Though it was war time and all hands were needed at the front, the General did not send
Sadao with the troops as he is an expert surgeon and the General needed him.
➢ Sadao tells him about the enemy soldier but he does not take any action as he is
selfabsorbed and forgets his promise that he would send his private assassins to kill the
enemy and remove his body.
➢ Taking advantage of the general’s self-absorption Sadao decides to save the soldiers life.
After the soldier is out of danger Dr. Sadao helps him to escape from his house to safety.

45
 ON THE FACE OF IT

About the author

Novelist Susan Hill (English, 1963) published her first novel whilst
studying at King's. Susan was born in Scarborough, North Yorkshire
during World War II. Although the family moved to Coventry when
Susan was 16, many of her novels and short stories still feature her
hometown by the sea.

46
TITLE OF THE LESSON
The title of the story ‘On the Face of It’ seems to be very appropriate. The idiom ‘On the Face of
It’ means from appearance alone or apparently. In the play, Derry is frustrated and has lost self-
esteem due to people’s attitude to him. Everyone thought that his burnt face was terrible,
and he was handicapped. Similar was Mr. Lamb’s case. He had lost one leg in a bomb explosion.
Apparently both Mr. Lamb and Derry had deformities. But Mr. Lamb enabled Derry to have faith
in himself and look at the bright side of things and to learn to live with his deformity. Their
physical handicap was an apparent thing for them as well as for the world. But the most
significant thing is the strength of one’s soul. Mr. Lamb was a mentally strong person who
handled his own handicap and loneliness very effectively. He became instrumental in Derry
change his views about himself and his deformity and start taking things positively. The play
deals with the acceptance of the fact that things are not always as they appear, i.e. physical
handicap has nothing to do with the mental strength and positive attitude to life.

INTRODUCTION
The story is about an adolescent kid, Derry, who has a consumed face, and Mr. Lamb, who is an
impaired elderly person with a counterfeit leg made of tin. Derry accidentally enters his garden
to conceal himself from individuals who scorn him due to his revolting face. Mr. Lamb invites him
to his nursery and urges him to have an ordinary existence, abandoning his past.

THEME OF THE LESSON

The play revolves around the idea that people with physical disabilities suffer from loneliness
and mental pain. The play gives us an insight into how appearances are deceptive.

SETTING OF THE LESSON

The story starts with a teenage boy (Derry) who enters a garden. Due to an accident when acid
befell on his face and got burned on one side. He was afraid of facing people that's why he has
gone there to hide. Because other people tease him for having such a face.

MESSAGE OF THE LESSON

47
The play's message is that scars do not transform a person and that handicaps must be embraced
by both people and society." Deny had to confront prejudice as a result of his scarred face, and
he had become gloomy as a result.

GIST OF THE LESSON

➢ The play depicts beautifully yet grimly the sad world of the physically impaired.
➢ It is not the actual pain or inconvenience caused by a physical impairment that trouble
a disabled man but the attitude of the people around him.
➢ Two physically impaired people, Mr. Lamb with a tin leg and Derry with a burnt face,
strike a band of friendship.
➢ Derry is described as a young boy shy, withdrawn and defiant.
➢ People tell him inspiring stories to console him, no one will ever kiss him except his
mother that too on the other side of his face
➢ Mentions about a woman telling that only a mother can love such a face.

➢ Mr. Lamb revives the almost dead feelings of Derry towards life.
➢ He motivates him to think positively about life, changes his mind set about people and
things.
➢ How a man locked himself as he was scared-a picture fell off the wall and got killed.
➢ Everything appears to be the same but is different- Ex. of bees. And weeds
➢ The gate of the garden is always open.
➢ Derry is inspired and promises to come back.
➢ Derry’s mother stops him but he is adamant saying if he does not go now it would be
never.
➢ When he comes back he sees lamb lying on the ground
➢ It is ironical that when he searches a new foothold to live happily, he finds Mr. Lamb
dead.
➢ In this way the play depicts the heart rendering life of physically disabled people with
their loneliness, aloofness and alienation.
➢ But at the same time it is almost a true account of the people who don’t let a person
live happily.

48
 MEMORIES OF CHILDHOOD
About the author

BEFORE YOU READ

This unit presents autobiographical episodes from the lives of two women from marginalised
communities who look back on their childhood, and reflect on their relationship with the
mainstream culture. The first account is by an American Indian woman born in the late
nineteenth century; the second is by a contemporary Tamil Dalit writer.
Gertrude Simmons Bonnin, born in 1876, was an extraordinarily talented and educated
Native American woman who struggled and triumphed in a time when severe prejudice
prevailed towards Native American culture and women. As a writer, she adopted the pen name
‘Zitkala-Sa’ and in 1900 began publishing articles criticising the Carlisle Indian school. Her
works criticised dogma, and her life as a Native American woman was dedicated against the
evils of oppression.
Bama is the pen-name of a Tamil Dalit woman from a Roman Catholic family. She has published
three main works: an autobiography, ‘Karukku’, 1992; a novel, ‘Sangati’, 1994; and a collection
of short stories, ‘Kisumbukkaaran’, 1996. The following excerpt has been taken from ‘Karukku’.
‘Karukku’ means ‘Palmyra’ leaves, which with their serrated edges on both sides, are like
double-edged swords. By a felicitous pun, the Tamil word ‘Karukku’, containing the word ‘karu’,
embryo or seed, also means freshness, newness.

49
TITLE OF THE LESSON
The title 'Memories of Childhood' is very appropriate and suggestive. The chapter aims to
showcase the bitter memories of the childhood of two women of different cultures through their
autobiographical extracts of social discrimination and oppression and the resulting feelings of
rebellion in them later in life. Zitkala-Sa and Bama, both look back at their childhood reflecting
upon the indignities and conflict between races and cultures respectively, which they had to face
as children. Though the women were young, they knew well of the injustice and oppression that
prevailed and were determined to face the odds and stand against it. The atrocities they faced
as children, propelled them into becoming rebels against the marginalisation of the
underprivileged section of the society, and they went on with their fight against injustice.

THEME OF THE LESSON

Memories of Childhood explore a common universal theme of prejudices and humiliation faced
by marginalized communities from mainstream culture and how both brave girls use their talent,
understanding,wit and education to stand up for their own and community rights. Both use the
power of pen to fight oppression.

MESSAGE OF THE LESSON

The lesson 'Memories of Childhood' is a portrayal of two autobiographical accounts. One by
American Indian woman and the second by a Tamil Dalit writer. Both stories highlight the
women's oppression, class barriers, racialism, discrimination and exploitation that tend to pull
them down.

CHARACTERS AND PLACES

Gertrude Simmons : The narrator of the story
Zudewin : A friend of Gertrude Simmons
A pale-faced woman : A teacher or a member of staff at the Carlisle Indian Industrial
School in Carlisle.

INTRODUCTION
This account relates to an American Indian woman who becomes the victim of racial
discrimination. She is admitted to a school where native Indians do not get respect, honour,
dignity and due weightage in America. She is forced by the whites to follow their traditions and
traits. Simmons is dragged out and tied to a chair to shingle out her long hair. She cries,
struggles, kicks, resists, shows reluctance and she ultimately feels like one of the many animals
driven by a herder.

SUB- TITLE “THE CUTTING OF MY LONG HAIR”

She was shocked to know that the school authorities were going to cut her long hair as it was
the system of that school. But in her community shingled hair was worn only by cowards. So,
she hid herself under a bed in a large room The loss of her hair was the worst indignity that
she went through.

GIST OF THE LESSON

➢ The story begins with the introduction of the Carlisle Indian School. The narrator describes
her first day at school. It was very cold and unpleasant as there was a lot of snow around.
The entire extract deals with Zitkala-Sa’s shingling of hair. When she came to this school,
she found it a strange place where everything seemed to be mechanical. A very loud and
metallic bell rang for breakfast. There was an annoying clatter of feet on the entire bare
floor. She is unnerved because of so much noise.
➢ Here, she finds that all the girls start marching to the dining room after hearing the bell.
They have been supervised by a pale-faced woman. Small girls wore aprons and had
shingled hair. The girls were dressed in clinging clothes. The breakfast was served and
eaten very mechanically. There was a bell to stand, another to sit, next to pray and after
that another to start the breakfast. All this was totally new for the narrator.
➢ Her friend Judewin warned her that the pale-faced woman was talking about the cutting
of her long hair. The narrator did not want her hair to be shingled because, in her
50