Mother’s Day (J. B. Priestley)

About the Author: J. B. Priestley

Life

The play “Mother’s Day” is written by J. B. Priestley (John Boynton Priestley). He was born on 13 September 1894 in Manningham, Bradford, U.K., and died on 14 August 1984 in Stratford-upon-Avon, U.K.. In 1914, he volunteered for the British Army.

Parents & Spouse

His father, Jonathan Priestley, was a schoolmaster. His mother, Emma, who had been a mill worker, died in 1896 when he was only two years old. He was brought up by his stepmother, Amy, who was kind and caring.
He married Emily Tempest in 1921, who later died of cancer. He then married Jane Wyndham-Lewis.

Education

He received his early education at Bradford Grammar School. His education was interrupted during World War I. After the war, he studied at Trinity Hall, Cambridge. After graduation, he began writing for local periodicals.

Work and Career

He left school at the age of 16 and worked as a clerk at a wool firm, Helm & Co. He had a strong interest in writing and contributed articles to national and international newspapers. He also wrote a regular unpaid column for a local paper, the Bradford Pioneer.
He was a founding member of the Campaign for Nuclear Disarmament. During World War II, he worked with the BBC as a broadcaster.

Literary Contribution

He became a successful writer with novels like The Good Companions and Angel Pavement. In Margin Released, he wrote about his war experiences. His travelogue English Journey made him famous as a social commentator.
His notable works include:

Adam Moonshine
Benighted
Faraway
They Walk in the City

His famous plays include:

Dangerous Corner
When We Are Married

Honours and Awards

He refused the offer of knighthood and peerage. He was awarded the Order of Merit and the Freedom of the City of Bradford. A library at Bradford University was named after him, and a statue was erected in his honour.

Summary and Analysis of “Mother’s Day”

Introduction

“Mother’s Day” (1953) is a satirical play that criticizes modern society’s attitude toward mothers. It humorously presents the life of a housewife who works tirelessly for her family but receives no appreciation. The play highlights how mothers sacrifice their happiness without recognition.

Important Characters

Mrs. Annie Pearson – The mother
George Pearson – The husband
Doris Pearson – The daughter
Cyril Pearson – The son
Mrs. Fitzgerald – The neighbour

Summary

The play revolves around Mrs. Pearson, a kind and hardworking mother who is neglected by her family. Her husband and children take her for granted and do not respect her efforts.

Her neighbour, Mrs. Fitzgerald, a strong and bold woman, helps her by using a magical spell that temporarily switches their personalities. With her new assertive behaviour, Mrs. Pearson teaches her family a lesson.
By the end of the play, the family realizes their mistake and begins to treat her with respect and care.

Setting

The play is set in the living room of the Pearson family in a London suburb. The time is an autumn afternoon. The action begins with Mrs. Pearson and Mrs. Fitzgerald sitting together while Mrs. Fitzgerald tells her fortune.

Character Sketches

Mrs. Annie Pearson

A gentle and caring woman in her forties. She sacrifices her happiness for her family but is not appreciated. She represents the typical devoted mother.

George Pearson

A man in his fifties. He is selfish and indifferent to his wife’s feelings.

Doris Pearson

A young woman of about twenty. She is self-centered and more concerned about her social life.

Cyril Pearson

The son, who is lazy and irresponsible. He takes his mother for granted.

Mrs. Fitzgerald

A bold, confident neighbour with knowledge of magic. She helps Mrs. Pearson change her situation.

Theme

The main theme of the play is that mothers sacrifice everything for their families but are often not appreciated. The play teaches that family members should respect, love, and value their mothers.

Mother’s Day – Text Explanation (Scene-wise)

Opening Scene (Mrs Pearson & Mrs Fitzgerald)

The play begins in the living room of the Pearson family.

Mrs. Pearson is shown as worried, soft, and submissive
Mrs. Fitzgerald is strong, confident, and dominating
Mrs. Fitzgerald tells her fortune and advises her:

Stop being weak
Control your family
Be the “boss” of the house

Key Idea:
Mrs. Pearson knows her family is selfish, but she is too gentle to change them.

The Magic Change (Turning Point)

Mrs. Fitzgerald suggests something unusual:

They exchange personalities (bodies) using magic
Mrs. Pearson becomes bold and strict
Mrs. Fitzgerald becomes soft and nervous

Why this is important:
This is the main dramatic twist—it allows change without harming Mrs. Pearson’s nature permanently.

Doris Scene (Daughter)

Doris enters and behaves rudely:

Orders her mother to iron her dress
Expects tea to be ready

But now:

Mrs. Pearson refuses
Criticizes Doris and even mocks Charlie Spence

Effect:

Doris is shocked and upset
First sign that the family is losing control

Cyril Scene (Son)

Cyril also expects service:

Demands tea and help
Talks rudely

Mrs. Pearson:

Refuses to serve him
Compares housework to an “8-hour job”
Says she also deserves rest

Key Message:
Housework is real work and deserves respect.

George Scene (Husband)

George enters:

He is proud and pompous
Used to being respected

Mrs. Pearson:

Drinks stout (unexpected behavior)
Tells him the truth:

People at the club laugh at him
He is called “Pompy-ompy Pearson”

Effect:

George is deeply shocked
His ego is broken

Family Reaction

Now all family members are:

Confused
Frightened
Realizing something is wrong

They begin to understand:

Their mother is no longer weak
They cannot control her anymore

Return of Mrs Fitzgerald

Mrs. Fitzgerald (in Mrs. Pearson’s body) returns:

She feels guilty seeing the family upset
Requests to change back

Mrs. Pearson agrees.

Changing Back (Resolution Begins)

They reverse the magic spell.

Both return to their original selves
Mrs. Pearson is again gentle—but now wiser

Mrs. Fitzgerald warns:

Do NOT become weak again
Maintain control and respect

Final Scene (Happy Ending)

Mrs. Pearson tests her family:

Suggests:

Playing rummy together
Children prepare supper

Family reaction:

They agree politely
Show respect
No more rude behavior

Ending Message:
The family has learned their lesson.

Important Themes from the Text

Respect for Mothers – Family must value a mother’s work
Self-respect – One must stand up for oneself
Satire on Family Life – Shows selfish behavior humorously
Change through Realization – People improve when confronted

Very Short Summary

A weak mother, Mrs. Pearson, is helped by her neighbour Mrs. Fitzgerald through a magical exchange of personalities. Acting boldly, she teaches her selfish family a lesson. After returning to normal, she gains their respect and improves family relationships.

Text of Mother’s Day (J.B. Priestley)

The action takes place in the living-room of the Pearsons’ house in a London suburb.

Time: The Present

Scene: The living-room of the Pearson family. Afternoon. It is a comfortably furnished, much lived-in room in a small suburban semi-detached villa. If necessary only one door need be used, but it is better with two-one up left leading to the front door and the stairs and the other in the right wall leading to the kitchen and the back door. There can be a muslin covered window in the left wall and possibly one in the right wall, too. The fireplace is assumed to be in the fourth wall. There is a settee up right, an armchair down left and one down right. A small table with two chairs on either side of it stands at the centre.

When the curtain rises it is an afternoon in early autumn and the stage can be well lit. Mrs Pearson at right, and Mrs Fitzgerald at left, are sitting opposite each other at the small table, on which are two tea-cups and saucers and the cards with which Mrs Fitzgerald has been telling Mrs Pearson’s fortune. Mrs Pearson is a pleasant but worried-looking woman in her forties. Mrs Fitzgerald is older, heavier and a strong and sinister personality. She is smoking. It is very important that these two should have sharply contrasting voices Mrs Pearson speaking in a light, flurried sort of tone, with a touch of suburban Cockney perhaps; and Mrs Fitzgerald with a deep voice, rather Irish perhaps.

MRS FITZGERALD: [collecting up the cards] And that’s all I can tell you, Mrs Pearson. Could be a good fortune. Could be a bad one. All depends on yourself now. Make up your mind and there it is.

PMRS PEARSON: Yes, thank you, Mrs Fitzgerald. I’m much obliged, I’m sure. It’s wonderful having a real fortune-teller living next door. Did you learn that out East, too? 8 MRS FITZGERALD: I did. Twelve years I had of it, with my old man rising to be Lieutenant Quartermaster. He learnt a lot, and I learnt a lot more.

But will you make up your mind now, Mrs Pearson dear? Put your foot down, once an’ for all, an’ be the mistress of your own house an’ the boss of your own family.

MRS PEARSON: [smiling apologetically] That’s easier said than done. Besides I’m so fond of them even if they are so thoughtless and selfish. They don’t mean to be..

MRS FITZGERALD: [cutting in] Maybe not. But it’d be better for them if they learnt to treat you properly...

MRS PEARSON: Yes, I suppose it would, in a way.

MRS FITZGERALD: No doubt about it at all. Who’s the better for being spoilt-grown man, lad or girl? Nobody. You think it does ‘em good when you run after them all the time, take their orders as if you were the servant in the house, stay at home every night while they go out enjoying themselves? Never in all your life. It’s the ruin of them as well as you. Husbands, sons, daughters should be taking notice of wives an’ mothers, not giving ‘em orders an’ treating ‘em like dirt. An’ don’t tell me you don’t know what I mean, for I know more than you’ve told me.

MRS PEARSON: [dubiously] -keep dropping a hint....

MRS FITZGERALD: Hint? It’s more than hints your family needs, Mrs Pearson.

MRS PEARSON: [dubiously] I suppose it is. But I do hate any unpleasantness. And it’s so hard to know where to start. I keep making up my mind to have it out with them but somehow I don’t know how to begin. [She glances at her watch or at a clock] Oh-good gracious! Look at the time. Nothing ready and they’ll be home any minute and probably all in a hurry to go out again.

[As she is about to rise, Mrs Fitzgerald reaches out across the table and pulls her down.]

MRS FITZGERALD: Let ‘em wait or look after themselves for once. This is where your foot goes down. Start now. [She lights a cigarette from the one she has just finished.]

MRS PEARSON: [embarrassed] Mrs Fitzgerald-I know you mean well-in fact, I agre with you but I just can’t and it’s no use you trying to make me. If I promise you really have it out with them, I know I wouldn’t be able to keep my promise. MRS FITZGERALD: Then let me do it.

MRS PEARSON: [flustered] Oh no-thank you very much, Mrs Fitzgerald-but that wouldn’t do at all. It couldn’t possibly be somebody else they’d resent it at once and wouldn’t listen and really I couldn’t blame them. I know I ought to do it but you see how it is? [She looks apologetically across the table, smiling rather miserably.] MRS FITZGERALD: [coolly] You haven’t got the idea.

MRS PEARSON: [bewildered] Oh-I’m sorry-I thought you asked me to let you do it.

MRS FITZGERALD: I did. But not as me-as you.

MRS PEARSON: But I don’t understand. You couldn’t be me.

MRS FITZGERALD: [coolly] We change places. Or-really-bodies. You look like me. look like you.

MRS PEARSON: But that’s impossible.

MRS FITZGERALD: How do you know? Ever tried it?

MRS PEARSON: No, of course not...

MRS FITZGERALD: [coolly] I have. Not for some time but it still ought to work. Won’t last long, but long enough for what we want to do. Learnt it out East, of course, where they’re up to all these tricks. [She holds her hand out across the table, keeping the cigarette in her mouth] Gimme your hands, dear.

MRS PEARSON: [dubiously] Well I don’t know is it right?

MRS FITZGERALD: It’s your only chance. Give me your hands an’ keep quiet a minute. Just don’t think about anything. [Taking her hands] Now look at me. [They stare at each other. Muttering] Arshtatta- dum arshtatta lam-arshtatta lamdumbona...

[This little scene should be acted very carefully. We are to assume that the personalities change bodies. After the spell has been spoken, both women, still grasping hands, go lax, as if the life were out of them. Then both come to life, but with the personality of the other. Each must try to adopt the voice and mannerisms of the other. So now Mrs Pearson is bold and dominating and Mrs Fitzgerald is nervous and fluttering.]

MRS PEARSON: [now with Mrs Fitzgerald’s personality] See what I mean, dear? [She notices the cigarette] Here you don’t want that. [She snatches it and puts it in her own mouth, puffing contentedly.]

[Mrs Fitzgerald, now with Mrs Pearson’s personality, looks down at herself and sees that her body has changed and gives a scream of fright.]

MRS FITZGERALD: [with Mrs Pearson’s personality] Oh-it’s happened.

MRS PEARSON: [complacently] Of course it’s happened. Very neat. Didn’t know I had it in me MRS FITZGERALD: [alarmed] But whatever shall I do, Mrs Fitzgerald? George and the

children can’t see me like this MRS PEARSON: [grimly] They aren’t going to-that’s the point. They’ll have me to deal with-only they won’t know it.

MRS FITZGERALD: [still alarmed] But what if we can’t change back? It’ud be terrible.

MRS PEARSON: Here-steady, Mrs Pearson-If you had to live my life it wouldn’t be so had. You’d have more fun as me than you’ve had as you. MBS FITZGERALD: Yes-but I don’t want to be anybody else....

MRS PEARSON: Now-stop worrying. It’s easier changing back- can do it any time we want...

MRS FITZGERALD: Well-do it now...

MRS PEARSON: Not likely. I’ve got to deal with your family first. That’s the idea, isn’t it? Didn’t know how to begin with ‘em, you said. Well. I’ll show you. MRS FITZGERALD: But what am I going to do?

MRS PEARSON: Go into my house for a bit-there’s nobody there-then pop back and see how we’re doing. You ought to enjoy it. Better get off now before one of ‘em comes.

MRS FITZGERALD: [nervously rising] Yes I suppose that’s best. You’re sure it’ll be all right?

MRS PEARSON: [chuckling] It’ll be wonderful. Now off you go, dear.

[Mrs Fitzgerald crosses and hurries out through the door right. Left to herself, Mrs Pearson smokes away-lighting another cigarette-and begins laying out the cards for patience on the table. After a few moments Doris Pearson comes bursting in left. She is a pretty girl in her early twenties, who would be pleasant enough if she had not been spoilt.]

DORIS: [before she has taken anything in] Mum-you’ll have to iron my yellow silk. I must wear it tonight.

[She now sees what is happening, and is astounded.] What are you doing? [She moves down left centre.]

[Mrs Pearson now uses her ordinary voice, but her manner is not fluttering and apologetic but cool and e.]

MRS PEARSON: [not even looking up] What d’you think I’m doing-whitewashing the ceiling?

DORIS : (still astounded )but you’re smoking!

MRS PEARSON: That’s right, dear. No law against it, is there?

DORIS: But I thought you didn’t smoke.

MRS PEARSON: Then you thought wrong.

DORIS: Are we having tea in the kitchen?

MRS PEARSON: Have it where you like, dear. DORIS: [angrily] Do you mean it isn’t ready?

MRS PEARSON: Yours isn’t. I’ve had all I want. Might go out later and get a square mea at the Clarendon.

DORIS: [hardly believing her ears] Who might? MRS PEARSON: I might. Who d’you think?

DORIS: [staring at her] Mum-what’s the matter with you? MRS PEARSON: Don’t be silly.

DORIS: [indignantly] It’s not me that’s being silly-and I must say it’s a bit much when I’ve been working hard all day and you can’t even bother to get my tea ready. Did you hear what I said about my yellow silk?

MRS PEARSON: No. Don’t you like it now? I never did.

DORIS: [indignantly] Of course I like it. And I’m going to wear it tonight. So I want it ironed.

MRS PEARSON: Want it ironed? What d’you think it’s going to do-iron itself?

DORIS: No, you’re going to iron it for me... You always do.

MRS PEARSON: Well, this time I don’t. And don’t talk rubbish to me about working hard. I’ve a good idea how much you do, Doris Pearson. I put in twice the hours you do, and get no wages nor thanks for it. Why are you going to wear your yellow silk? Where are you going?

DORIS: [sulkily] Out with Charlie Spence.

MRS PEARSON: Why?

DORIS: [wildly] Why? Why? What’s the matter with you? Why shouldn’t I go out with Charlie Spence if he asks me and I want to? Any objections? Go on-you might as well tell me...

MRS PEARSON: [severely] Can’t you find anybody better?

I wouldn’t be seen dead with Charlie Spence. Buck teeth and half-witted... DORIS: He isn’t...

MRS PEARSON: When I was your age I’d have found somebody better than Charlie Spence or given myself up as a bad job.

DORIS (nearly in tears] Oh-shut up!

Doris runs out left. Mrs Pearson chuckles and begins putting the cards together. After a moment Cyril Pearson enters left. He is the masculine counterpart of Doris.]

CYRIL (briskly] Hello Mum. Tea ready?

MRS PEARSON: No.

CYRIL Imoving to the table; annoyed] Why not?

MRS PEARSON: [coolly] I couldn’t bother. CYRIL: Feeling off-colour or something?

MRS PEARSON: Never felt better in my life. CYRIL: (aggressively] What’s the idea then?

MRS PEARSON: Just a change.

CYRIL: [briskly] Well, snap out of it, Ma-and get cracking. Haven’t too much time. Cyril is about to go when Mrs Pearson’s voice checks him.] MRS PEARSON: I’ve plenty of time.

CYRIL: Yes, but I haven’t. Got a busy night tonight. [moving left to the door] Did you put my things out?

MRS PEARSON: [coolly] Can’t remember. But I doubt it.

CYRIL: [moving to the table; protesting] Now-look. When I asked you this morning, you promised. You said you’d have to look through ‘em first in case there was any mending.

MRS PEARSON: Yes-well now I’ve decided I don’t like mending. CYRIL: That’s a nice way to talk-what would happen if we all talked like that?

MRS PEARSON: You all do talk like that. If there’s something at home you don’t want to do, you don’t do it. If it’s something at your work, you get the Union to bar it. Now all that’s happened is that I’ve joined the movement.

CYRIL: [staggered) I don’t get this, Mum. What’s going on?

MRS PEARSON: [laconic and sinister] Changes.

[Doris enters left. She is in the process of dressing and is now wearing a wrap. She looks pale and red- eyed.] MRS PEARSON: You look terrible. I wouldn’t wear that face even for Charlie Spence.

DORIS: [moving above the table; angrily] Oh-shut up about Charlie Spence. And anyhow I’m not ready yet-just dressing. And if I do look terrible, it’s your fault-you made me cry.

CYRIL: (curious] Why what did she do?

DORIS: Never you mind.

MRS PEARSON: [rising and preparing to move to the kitchen] Have we any stout left? can’t remember.

CYRIL: Bottle or two, I think. But you don’t want stout now.

MRS PEARSON: [moving left slowly] I do.

CYRIL: What for?

MRS PEARSON: (turning at the door] To drink-you clot!

[Mrs Pearson exits right. Instantly Cyril and Doris are in a huddle, close together at le centre, rapidly whispering.]

DORIS: Has she been like that with you, too?

CYRIL: Yes-no tea ready-couldn’t care less....

DORIS: Well, I’m glad it’s both of us. I thought I’d done something wrong.

CYRIL: So did I. But it’s her of course...

DORIS: She was smoking and playing cards when I came in. I couldn’t believe my eyes.

CYRIL: I asked her if she was feeling off-colour and she said she wasn’t.

DORIS: Well, she’s suddenly all different. An’ that’s what made me cry. It wasn’t what she said but the way she said it-an’ the way she looked.

CYRIL: Haven’t noticed that. She looks just the same to me…

DORIS: She doesn’t to me. Do you think she could have hit her head or something.

CYRIL: [staggered] Do you mean she’s barmy?

DORIS: No, you fathead. Y’know-concussion. She might have.

CYRIL: Sounds far-fetched.

DORIS: Well, she’s far-fetched, if you ask me. [She suddenly begins to giggle.]

CYRIL: Now then-what is it?

DORIS: If she’s going to be like this when Dad comes home... [She giggles again.]

CYRIL: [beginning to guffaw] I’m staying in for that-two front dress circles for the fir house....

[Mrs Pearson enters right, carrying a bottle of stout and a halffilled glass. Cyril and Do try to stop their guffawing and giggling, but they are not quick enough. Mrs Pears regards them with contempt.]

MRS PEARSON: [coldly] You two are always talking about being grown-up-why don’t you both try for once to be your age? [She moves to the settee and sits.]

CYRIL Can’t we laugh now?

MRS PEARSON Yes, if it’s funny. Go on, tell me. Make me laugh. I could do with it. DORIS Y’know you never understand our jokes. Mum...

MRS PEARSON: I was yawning at your jokes before you were born, Doris.

DORIS: (almost tearful again] What’s making you talk like this? What have we done?

MRS PEARSON: [promptly] Nothing but come in, ask for something, go out again, then Et les come back when there’s nowhere else to go.

CYRIL: [aggressively] Look-if you won’t get tea ready, then I’ll find something to eat myself...

MRS PEARSON: Why not? Help yourself. [She takes a sip of stout.]

CYRIL: [turning on his way to the kitchen] Mind you, I think it’s a bit thick. I’ve been working all day.

DORIS: Same here.

MRS PEARSON: (calmly) Eight hour day!

CYRIL: Yes-eight hour day-an’ don’t forget it.

MRS PEARSON: I’ve done my eight hours.

CYRIL: That’s different.

DORIS: Of course it is.

MRS PEARSON: [calmly] It was. Now it isn’t. Forty-hour week for all now. Just watch it at the weekend when I have my two days off.

Doris and Cyril exchange alarmed glances. Then they stare at Mrs Pearson who returns their look calmly.]

CYRIL: Must grab something to eat. Looks as if I’ll need to keep my strength up. [Cyril exits to the kitchen.]

DORIS: [moving to the settee; anxiously] Mummy, you don’t mean you’re not going to do anything on Saturday and Sunday?

MRS PEARSON: [airily] No, I wouldn’t go that far. I might make a bed or two and do a bit of cooking as a favour. Which means, of course, I’ll have to be asked very nicely and thanked for everything and generally made a fuss of. But any of you forty-hour-a weekers who expect to be waited on hand and foot on Saturday and Sunday, with no thanks for it, are in for a nasty disappointment. Might go off for the week-end perhaps.

DORIS: (aghast) Go off for the week-end?

PEARSON: Why not? I could do with a change. Stuck here day after day, week after week. If I don’t need a change, who does? DORIS: But where would you go, who would you go with?

MRS PEARSON: That’s my business. You don’t ask me where you should go and who you should go with, do you?

DORIS: That’s different.

MRS PEARSON: The only difference is that I’m a lot older and better able to look after myself, so it’s you who should do the asking.

DORIS: Did you fall or hit yourself with something?

MRS PEARSON: [coldly] No. But I’ll hit you with something, girl, if you don’t stop asking silly questions.

[Doris stares at her open-mouthed, ready to cry.]

DORIS: Oh-this is awful... [She begins to cry, not passionately.]

MRS PEARSON: [coldly] Stop blubbering. You’re not a baby. If you’re old enough to go out with Charlie Spence, you’re old enough to behave properly. Now stop it. [George Pearson enters left. He is about fifty, fundamentally decent but solemn, self-important, pompous. Preferably he should be a heavy, slow-moving type. He notices Doris’s tears.]

GEORGE: Hello what’s this? Can’t be anything to cry about.

DORIS: [through sobs] You’ll see.

[Doris runs out left with a sob or two on the way. George stares after her a moment, then looks at Mrs Pearson.]

GEORGE: Did she say ‘You’ll see...?

MRS PEARSON: Yes.

GEORGE: What did she mean?

MRS PEARSON: Better ask her.

[George looks slowly again at the door then at Mrs Pearson. Then he notices the stout that Mrs Pearson raises for another sip. His eyes almost bulge.]

GEORGE: Stout?

MRS PEARSON: Yes.

GEORGE: [amazed] What are you drinking stout for?

MRS PEARSON: Because I fancied some.

MRS PEARSON: Yes-what’s wrong with it at this time of day? GEORGE [bewildered] Nothing, I suppose, Annie but I’ve never seen you do it before... MRS PEARSON: Well, you’re seeing me now.

GEORGE: [with heavy distaste] Yes, an’ I don’t like it. It doesn’t look right. I’m surprised at you.

MRS PEARSON: Well, that ought to be a nice change for you.

GEORGE: What do you mean?

MRS PEARSON: It must be some time since you were surprised at me, George.

GEORGE: I don’t like surprises I’m all for a steady going on-you ought to know that by this time. By the way, I forgot to tell you this morning I wouldn’t want any tea. Special snooker matches night at the club tonight-an’ a bit of supper going. So no tea.

MRS PEARSON: That’s all right. There isn’t any.

GEORGE: [astonished] You mean you didn’t get any ready? MRS PEARSON: Yes. And a good thing, too, as it’s turned out.

GEORGE (aggrieved] That’s all very well, but suppose I’d wanted some?

MRS PEARSON: My goodness! Listen to the man! Annoyed because I don’t get a tea for him that he doesn’t even want. Ever tried that at the club?

GEORGE: Tried what at the club?

MRS PEARSON: Going up to the bar and telling ‘em you don’t want a glass of beer but you’re annoyed because they haven’t already poured it out. Try that on them and see what you get.

GEORGE: I don’t know what you’re talking about.

MRS PEARSON: They’d laugh at you even more than they do now.

GEORGE: [indignantly] Laugh at me? They don’t laugh at me.

MRS PEARSON: Of course they do. You ought to have found that out by this time. Anybody else would have done. You’re one of their standing jokes. Famous. They call you Pompy-ompy Pearson because they think you’re so slow and pompous.

GEORGE: [horrified] Never!

MRS PEARSON: It’s always beaten me why you should want to spend so much time at a place where they’re always laughing at you behind your back and calling you names. Leaving your wife at home, night after night. Instead of going out with her, who doesn’t make you look a fool...

OREDMI NOTE 8 lass of milk in one hand and a thick slice of cake in the other. AI QUAD CAMERA almost gazed, turns to him appealingly.]

GEORGE: Here, Cyril, you’ve been with me to the club once or twice. They don’t laugh at M me and call me Pompy-ompy Pearson, do they?

[Cyril, embarrassed, hesitates.] [Angrily] Go on-tell me. Do they? CYRIL: [embarrassed] Well-yes, Dad, I’m afraid they do.

[George slowly looks from one to the other, staggered.]

GEORGE: [slowly] Well-I’ll be-damned!

[George exits left, slowly, almost as if somebody had hit him over the head. Cyril, after watching him go, turns indignantly to Mrs Pearson.]

CYRIL: Now you shouldn’t have told him that, Mum. That’s not fair. You’ve hurt his feelings. Mine, too.

MRS PEARSON: Sometimes it does people good to have their feelings hurt. The truth oughtn’t to hurt anybody for long. If your father didn’t go to the club so often, perhaps they’d stop laughing at him.

CYRIL: [gloomily] I doubt it.

MRS PEARSON: [severely] Possibly you do, but what I doubt is whether your opinion’s worth having. What do you know? Nothing. You spend too much time and good money at greyhound races and dirt tracks and ice shows....

CYRIL: [sulkily] Well, what if I do? I’ve got to enjoy myself somehow, haven’t 1?

MRS PEARSON: I wouldn’t mind so much if you were really enjoying yourself. But are you? And where’s it getting you? [There is a sharp hurried knocking heard off left.]

CYRIL: Might be for me. I’ll see. [Cyril hurries out left. In a moment he re-enters, closing the door behind him.] It’s that silly old bag from next door-Mrs Fitzgerald. You don’t want her here, do you?

MRS PEARSON: [sharply] Certainly I do. Ask her in. And don’t call her a silly old bag either. She’s a very nice woman, with a lot more sense than you’ll ever have.

[Cyril exits left. Mrs Pearson finishes her stout, smacking her lips.

Cyril re-enters left, ushering in Mrs Fitzgerald, who hesitates in the doorway.]

Come in, come in, Mrs Fitzgerald.

MRS FITZGERALD: [moving to left centre; anxiously] -just wondered if everything’s all right....

CYRIL: [sulkily] No, it isn’t.

MRS PEARSON: [sharply] Of course it is. You be quiet.

CYRIL: [indignantly and loudly] Why should I be quiet?

MRS PEARSON: [shouting] Because I tell you to-you silly, spoilt, young piecan.

MRS FITZGERALD: [protesting nervously] Oh-no-surely... MRS PEARSON (severely] Now, Mrs Fitzgerald,

just let me manage my family in my own MAS FITZGERALD: Yes--but Cyril...

CYRIL: (sulky and glowering) Mr Cyril Pearson to you, please, Mrs Fitzgerald. [Cyril stalks off into the kitchen.] MRS FITZGERALD: [moving to the settee; whispering] Oh-dear-what’s happening?

MAS PEARSON: [calmly] Nothing much. Just putting ‘em in their places, that’s all. Doing what you ought to have done long since.

MRS FITZGERALD: Is George home? [She sits beside Mrs Pearson on the settee.] MRS PEARSON: Yes. I’ve been telling him what they think of him at the club.

MRS FITZGERALD: Well, they think a lot of him, don’t they? MRS PEARSON: No, they don’t. And now he knows it.

MRS FITZGERALD: [nervously] On-dear-I wish you hadn’t, Mrs Fitzgerald....

MRS PEARSON: Nonsense! Doing ‘em all a world of good. And they’ll be eating out of your hand soon-you’ll see... MRS FITZGERALD: I don’t think I want them eating out of my hand…

MRS PEARSON: [impatiently] Well, whatever you want, they’ll be doing it all three of em. Mark my words, Mrs Pearson.

(George enters left glumly. He is unpleasantly surprised when he sees the visitor. He moves to the armchair left, sits down heavily and glumly lights his pipe. Then he looks from Mrs Pearson to Mrs Fitzgerald, who is regarding him anxiously.]

GEORGE: Just looked in for a minute, I suppose, Mrs Fitzgerald?

MRS FITZGERALD: [who doesn’t know what she is saying] Well-yes-I suppose so, George.

GEORGE: [aghast] George!

MRS FITZGERALD: [nervously] Oh-I’m sorry...

MRS PEARSON: [impatiently] What does it matter? Your name’s George, isn’t it? Who d’you think you are-Duke of Edinburgh?

GEORGE: [angrily] What’s he got to do with it? Just tell me that. And isn’t it bad enough without her calling me George? No tea. Pompy-ompy Pearson. And poor Doris has been crying her eyes out upstairs-yes, crying her eyes out.

MRS FITZGERALD: [wailing] Oh-dear- ought to have known...

GEORGE: (staring at her, annoyed] You ought to have known! Why ought you to have known? Nothing to do with you, Mrs Fitzgerald. Look-we’re at sixes and sevens here just now-so perhaps you’ll excuse us...

MRS PEARSON: [before Mrs Fitzgerald can reply] I won’t excuse you, George Pearson, Next time a friend and neighbour comes to see me, just say something when you see her-Good evening or How d’you do? or something-an’ don’t just march in an’ sit down without a word. It’s bad manners...

MRS FITZGERALD: [nervously] No-it’s all right...

MRS PEARSON: No, it isn’t all right. We’ll have some decent manners in this house-or I’ll know the reason why. [glaring at George] Well?

GEORGE [intimidated] Well, what!

MRS PEARSON: [taunting him] Why don’t you get off to your club? Special night tonight, isn’t it? They’ll be waiting for you-wanting to have a good laugh. Go on then. Don’t disappoint ‘em.. .

GEORGE: [bitterly] That’s right. Make me look silly in front of her now! Go on-don’t mind me. Sixes and sevens! Poor Doris been crying her eyes out! Getting the neighbours in to see the fun! [suddenly losing his temper, glaring at Mrs Pearson, and shouting] All right let her hear it. What’s the matter with you?

Have you gone barmy-or what?

MRS PEARSON: [jumping up: savagely] If you shout at me again like that, George Pearson, I’ll slap your big, fat, silly face...

MRS FITZGERALD: [moaning] Oh-no-no-no-please, Mrs Fitzgerald... [Mrs Pearson sits.]

GEORGE: [staring at her, bewildered] Either I’m off my chump or you two are. How d’you mean-’No, no- please, Mrs Fitzgerald’? Look-you’re Mrs Fitzgerald. So why are you telling yourself to stop when you’re not doing anything? Tell her to stop-then there’d be some sense in it. [Staring at Mrs Pearson] I think you must be tiddly.

MRS PEARSON: [starting up; savagely] Say that again, George Pearson.

GEORGE: [intimidated] All right-all right-all right....

[Doris enters left slowly, looking miserable. She is still wearing the wrap. Mrs Pearson sits on the settee.]

MRS FITZGERALD: Hello-Doris dear!

DORIS: [miserably] Hello-Mrs Fitzgerald!

MRS FITZGERALD: I thought you were going out with Charlie Spence tonight.

DORIS: [annoyed] What’s that to do with you?

MRS PEARSON: [sharply] Stop that!

MRS FITZGERALD: [nervously] No-its all right...

MAS PEARSON: [severely] It isn’t all right. I won’t have a daughter of mine talking to anybody like that. Now answer Mrs Fitzgerald properly, Doris-or go upstairs again....

MRS PEARSON: [fiercely] Well? Answer her DORIS [sulkily] I was going out with Charlie Spence tonight- but now I’ve called it off...

MRS FITZGERALD: Oh-what a pity, dear! Why have you? DORIS [with a flash of temper] Because-if you must know my mother’s been going on at me making me feel miserable-an’ saying he’s got buck-teeth and is half-witted.... MRS FITZGERALD: [rather bolder: to Mrs Pearson] Oh-you shouldn’t have said that... MRS PEARSON: [sharply] Mrs Fitzgerald, I’ll manage my family-you manage yours. GEORGE: [grimly] Ticking her off now, are you,

Annie?

MRS PEARSON: [even more grimly] They’re waiting for you at the club, George, don’t forget. And don’t you start crying again, Doris...

MRS FITZGERALD. [getting up with sudden decision] That’s enough-quite enough. George and Doris stare at her bewildered.] [to George and Doris] Now listen, you two. I want to have a private little talk with Mrs Fitz-[she corrects herself hastily] with Mrs Pearson, so I’ll be obliged if you’ll leave us alone for a few minutes. I’ll let you know when we’ve finished. Go on, please. I promise you that you won’t regret it. There’s something here that only I can deal with.

GEORGE: [rising] I’m glad somebody can-’cos I can’t. Come on, Doris.

[George and Doris exit left. As they go Mrs Fitzgerald moves to left of the small table and sits. She eagerly beckons Mrs Pearson to do the same thing.]

MRS FITZGERALD: Mrs Fitzgerald, we must change back now-we really must...

MRS PEARSON: [rising] Why?

MRS FITZGERALD: Because this has gone far enough. I can see they’re all miserable and I can’t bear it....

MRS PEARSON: A bit more of the same would do ‘em good. Making a great difference already... [She moves to right of the table and sits.]

MRS FITZGERALD: No, I can’t stand any more of it-I really can’t. We must change back. Hurry up, please, Mrs Fitzgerald.

MRS PEARSON: Well if you insist... MRS FITZGERALD: Yes I do please please.

(She stretches her hand across the table eagerly. Mrs Pearson takes them.]

MRS PEARSON Quiet now. Relax.

[Mrs Pearson and Mrs Fitzgerald stare at each other. Muttering; exactly as before Arshtatta dum arshtatta lam-arshtatta lamdumbona. They carry out the same action as before, going lax and then coming to life. But this time, of course, they become their proper personalities.]

MRS FITZGERALD: Ah well-I enjoyed that.

MRS PEARSON: I didn’t.

MRS FITZGERALD: Well, you ought to have done. Now-listen, Mrs Pearson. Don’t go soft on ‘em again, else it’ll all have been wasted...

MRS PEARSON: I’ll try not to, Mrs Fitzgerald.

MRS FITZGERALD: They’ve not had as long as I’d like to have given ‘em-another hour or two’s rough treatment might have made it certain... MRS PEARSON: I’m sure they’ll do better now-though I don’t know how I’m going to explain...

MRS FITZGERALD: [severely] Don’t you start any explaining or apologising or you’re done for.

MRS PEARSON: [with spirit] It’s all right for you, Mrs Fitzgerald. After all, they aren’t your husband and children....

MRS FITZGERALD: [impressively] Now you listen to me. You admitted yourself you were spoiling ‘em- and they didn’t appreciate you. Any apologies-any explanations-an’ you’ll be straight back where you were. I’m warning you, dear. Just give ‘em a look-a tone of voice-now an’ again, to suggest you might be

tough with ‘em if you wanted to be an’ it ought to work. Anyhow, we can test it.

MRS PEARSON: How?

MRS FITZGERALD: Well, what is it you’d like ‘em to do that they don’t do? Stop at home for once?

MRS PEARSON: Yes-and give me a hand with supper...

MRS FITZGERALD: Anything you’d like ‘em to do that you enjoy whether they do or not?

MRS PEARSON: [hesitating] Well-yes. I-like a nice game of rummy-but, of course, I hardly ever have one except at Christmas...

MRS FITZGERALD: [getting up] That’ll do then. [She moves towards the door left then turns] But remember-keep firm-or you’ve had it. [She opens the door. Calling] Hoy! You can come in now. [Coming away from the door, and moving right slightly. Quietly] But remember-remember-a firm hand.

[George, Doris and Cyril file in through the doorway, looking apprehensively at Mrs Pearson.] I’m just off. To let you enjoy yourself.

[The family looks anxiously at Mrs Pearson, who smiles. Much relieved, they smile back at her]

DORIS (anxiously] Yes, Mother?

MRS PEARSON: [smiling] Seeing that you don’t want to go out, I tell you what I thought we’d do.

MRS FITZGERALD: [giving a final warning] Remember!

MRS PEARSON: [nodding, then looking sharply at the family] No objections, I hope? GEORGE [humbly] No, Mother-whatever you say...

MRS PEARSON: [smiling] I thought we’d have a nice family game of rummy-and then you children could get the supper ready while I have a talk with your father...

GEORGE: [firmly] Suits me. [He looks challengingly at the children.] What about you two?

CYRIL: [hastily] Yes-that’s all right.

DORIS: [hesitating] Well-...

MRS PEARSON: [sharply] What? Speak up!

DORIS: [hastily] Oh I think it would be lovely...

MRS PEARSON: [smiling] Good-bye, Mrs Fitzgerald. Come again soon.

MRS FITZGERALD: Yes, dear. ‘Night all have a nice time. [Mrs Fitzgerald exits left and the family cluster round Mother as the curtain falls]

Glossary

Suburb: /ˈsʌbəːb/ An outlying district of a city, especially a residential one

Muslin: /ˈmʌzlɪn/ Lightweight cotton cloth in a plain weave

Flurried: /ˈflʌrɪd/ Agitated, nervous, or anxious

Cockney: /ˈkɒkni/ Characteristic of cockneys or their dialect or accent

Dubious: /ˈdjuːbɪəs/ Hesitating or doubting.

Complacently: /kəmˈpleɪsnt/ Marked by self-satisfaction especially when accompanied by unawareness of actual dangers or deficiencies

Incisive: To tell someone about a feeling, opinion, or aim by speaking or writing about it

Laconic: /ləˈkɒnɪk/ Using very few words

Concussion: /kənˈkʌʃ(ə)n/ Temporary unconsciousness or confusion caused by a blow on the head

Blubbering: /ˈblʌbə/ Cry noisily and uncontrollably

Aggrieved: /əˈɡriːvd/ Feeling resentment at having been unfairly treated.

Stalk off: / stɔːk /To walk in a way that shows you feel angry or offended

Q1. Does Mrs Pearson’s family take ‘notice’ of her? How is she treated?

Mrs Fitzgerald remarks that husbands, sons, and daughters should take proper notice of wives and mothers. However, Mrs Pearson’s family does not follow this principle at all. She is treated with neglect and disrespect by all members of her family.

Mrs Pearson is a devoted housewife who spends all her time doing household work—cooking, washing, ironing, and serving her family. Despite her hard work, her husband George, her son Cyril, and her daughter Doris take her for granted. They treat her more like a servant than a mother or wife.

George Pearson is selfish and spends his time at the club, caring little about his wife’s feelings. Cyril is rude and demanding, expecting his mother to serve him without question. Doris is equally inconsiderate and only thinks about her own social life, often ordering her mother around.

Mrs Pearson is left alone and unappreciated, even at night, after serving everyone. Her family never acknowledges her sacrifices. Therefore, Mrs Fitzgerald’s remark is absolutely justified, as Mrs Pearson’s family fails to give her the respect and attention she deserves.

Q2. Discuss Mrs Fitzgerald’s role in the change in the Pearson household.

Mrs Fitzgerald plays a crucial and transformative role in the play. She is a strong, practical, and wise woman who understands Mrs Pearson’s suffering and decides to help her.

When she sees how poorly Mrs Pearson is treated by her family, she advises her to become firm and assertive. However, Mrs Pearson lacks the confidence to do so. To solve this, Mrs Fitzgerald uses a magical method to exchange their personalities temporarily.

After the transformation, Mrs Fitzgerald (in Mrs Pearson’s body) behaves boldly and firmly with the family. She refuses to serve them, speaks sharply, and makes them realize their mistakes. Her confident and fearless attitude shocks the family and forces them to rethink their behaviour.

Thus, Mrs Fitzgerald acts as a catalyst for change. She not only helps Mrs Pearson gain confidence but also teaches the family a valuable lesson about respect and responsibility.

Q3. Compare Mrs Pearson’s personality before and after the change.

Mrs Pearson undergoes a remarkable transformation in her personality during the play.

Before the change, she is timid, soft-spoken, and submissive. She lacks confidence and allows her family to dominate her. She obeys their orders without complaint and sacrifices her own comfort for their happiness. She is unable to stand up for herself.

After the change, when she adopts Mrs Fitzgerald’s personality, she becomes bold, confident, and assertive. She refuses to do unnecessary work, speaks firmly, and even criticizes her family members openly. She no longer tolerates disrespect and demands proper behaviour from them.

This contrast shows a complete transformation—from weakness to strength. The change highlights the importance of self-respect and confidence in earning respect from others.

Q4. Comment on the ending. Has the family changed for good?

Answer:

The play ends on a positive and hopeful note. By the end, the Pearson family realizes their mistakes and begins to treat Mrs Pearson with respect. They become obedient and attentive, and even show concern for her feelings.

Mrs Pearson, now confident and cheerful, takes control of the household. She gives instructions calmly but firmly, and the family members willingly accept her authority.

However, whether the change is permanent is uncertain. The play suggests improvement, but it also leaves room for doubt. The family’s transformation may last only if Mrs Pearson continues to assert herself.

Overall, the ending conveys an important message: respect must be earned and maintained through self-confidence and firmness.

Exercise 2 – Choose the Correct Option

Mrs. Fitzgerald spent in the East for — b. 12
Mrs. Fitzgerald says that changing back to her earlier self — b. is difficult
Mrs. Pearson’s tone about Charlie Spence is — a. Condescending
George Pearson is described as — d. all of the above
Mr. Pearson reacts when called George by — a. He is surprised
Mrs. Pearson refers to — a. Women’s Liberation Movement
On weekends the family expects — a. She will wait on them
George responds with — d. all of the above
After the change Mrs. Pearson — c. is upset about her family but wants to carry on for a bit longer
The one who enjoys the changed situation most is — c. Mrs. Fitzgerald

Exercise 3 – Meanings of Expressions

Barmy — foolish
Tiddly — slightly drunk
Clot — a foolish person
Rollin’ rat — close friend
Fathead — a stupid person
Yes-man — one who always agrees with superiors
Wingman — a pilot flying beside/behind the leader
Bumpkin — awkward rustic person
Big daddy — boss
Gold digger — person seeking money from others
Mad hatter — crazy person
Schmuck — foolish man
Klutz — clumsy person
Party pooper — one who spoils enjoyment
Big mouth — person who talks too much
Piecan — stupid person

Exercise 4 – Idioms and Phrasal Verbs

Put one’s foot down — adopt a firm policy
Easier said than done — difficult in practice
Get cracking — start quickly
At sixes and sevens — confused/disordered
Tick off — scold someone
Off one’s chump — extremely silly
Feel off-colour — feel slightly ill
Eat out of someone’s hand — be under control
Put someone in place — humiliate someone
Act one’s age — behave maturely

Exercise 5 – Antonyms of Adverbs

Dubiously — approvingly
Complacently — anxiously
Indignantly — delightfully
Sulkily — cheerfully
Aggressively — gently
Coldly — warmly
Promptly — slowly
Glumly — joyfully
Briskly — slowly
Contentedly — unhappily

Exercise 6 – Word Forms

S.No	Adverb	Noun	Adjective	Verb
1	Bewilderedly	Bewilderment	Bewildered	Bewilder
2	Embarrassingly	Embarrassment	Embarrassed	Embarrass
3	Severely	Severity	Severe	Sever
4	Indignantly	Indignation	Indignant	Indignate
5	Promptly	Promptness	Prompt	Prompt
6	Alarmingly	Alarm	Alarming	Alarm
7	Contentedly	Contentment	Contented	Content
8	Aggressively	Aggression	Aggressive	Aggress
9	Anxiously	Anxiety	Anxious	Anxiate
10	Sharply	Sharpness	Sharp	Sharpen

Exercise 7 – Supernatural Phenomena

Talisman
Tantra
Mandrake
Banshee
Voodoo
Shaman
Cabala / Kabbalah
Thaumaturgy
Necromancy
Abracadabra

Exercise 8 – Indirect Speech

Cyril greeted Mrs. Pearson and asked her whether the tea was ready. Mrs. Pearson replied that it was not. Cyril asked angrily why it was not ready. Mrs. Pearson replied coolly that she could not be bothered. Cyril then asked whether she was feeling off-colour or something. Mrs. Pearson replied that she had never felt better in her life.

Exercise 9 – Types of Sentences & Punctuation

How well she cooks! — Exclamatory
Did Mina say anything to make you smile? — Interrogative
How well do you know him? — Interrogative
She is a successful anchor. — Assertive
It is raining cats and dogs. — Assertive
I want to become an astronaut. — Assertive
She does not eat any vegetables. — Assertive
Come at one. — Imperative

Exercise 10 – Transformation of Sentences

How sweet lavender smells!
What have I done to offend you?
Clean the room.
It is a pity that they have not come.
Is a thing of beauty a joy forever?
What a long time since I heard from you!
She looked this way and that.
How badly the room stinks!

Exercise 11 – Identify Sentence Type

He purchased a new book yesterday. — S
I invited him, but he didn’t come. — CP
Seema will give you the watch. — S
They will lose the game if they don’t try harder. — CM
We shall pay them a visit soon. — S
As the market was closed, I bought nothing. — CM
The gardener plucked a rose and gave it to the visitor. — CP
The children packed up before the bell rang. — CM

Exercise 12 – Coordinating Conjunctions & Clauses

I met a stranger and talked to him.

Clauses:

I met a stranger
talked to him

Sit still or else leave the classroom.

Clauses:

Sit still
leave the classroom

Ramiz threw the stone, but it missed the bird.

Clauses:

Ramiz threw the stone
it missed the bird

The lion is bold as well as fierce.

Clauses/phrases:

The lion is bold
fierce

Behave or I will call your parents.

Clauses:

Behave
I will call your parents

Exercise 13 – Subordinating Conjunctions & Clauses

I couldn’t hear you because the television was on.

Main clause: I couldn’t hear you
Subordinate clause: because the television was on

Handsome is as handsome does.

Main clause: Handsome is
Subordinate clause: as handsome does

When the cat is away, the mice will play.

Subordinate clause: when the cat is away
Main clause: the mice will play

The bag which you are carrying is expensive.

Main clause: The bag is expensive
Subordinate clause: which you are carrying

I went for a run though it was drizzling.

Main clause: I went for a run
Subordinate clause: though it was drizzling

The Story of My Life – Notes & Summary

About the Author – Helen Keller

Helen Keller was born in Tuscumbia in 1880 and died in 1968.
She was a famous writer, lecturer, and supporter of disabled people.
Due to illness in 1882, she lost her sight and hearing at a very young age.
She became a symbol of courage, determination, and hope for disabled people throughout the world.

Parents

Her father, Arthur Henley Keller, was an editor and army captain.
Her mother was Catherine Everett Keller, also called Kate.

Disability

Helen became blind and deaf after a serious illness during childhood.

Role of Anne Sullivan

In 1887, Anne Sullivan became Helen’s teacher and caretaker.
She taught Helen communication through sign language and Braille.
She patiently trained Helen by spelling words into her hand with fingers.
Anne Sullivan played the most important role in Helen Keller’s success.

Education

Helen studied at the Perkins School for the Blind.
She later studied in Boston and New York.
She completed her graduation from Radcliffe College.
She became the first deaf-blind person to earn a Bachelor of Arts degree.

Literary Contribution

Helen Keller wrote twelve books and many articles.
At the age of eleven, she wrote “The Frost King.”
Her famous autobiography, The Story of My Life, was published in 1903.

Awards and Honors

Helen Keller received many awards and honors.
She was awarded the Presidential Medal of Freedom.
A documentary about her life also received an Academy Award.

Contributions to Society

She worked for the rights of women and disabled people.
She was associated with the American Civil Liberties Union.
In 1924, she joined the American Foundation for the Blind.
She traveled to more than thirty-five countries and delivered inspiring speeches.

Death

Helen Keller died on 1 June 1968 at the age of 87.
She is remembered as a symbol of strength, courage, and determination.

Summary and Analysis of The Story of My Life

Introduction

The book is Helen Keller’s autobiography.
It describes her childhood struggles as a blind and deaf child.
The book also highlights the loving guidance of Anne Sullivan.
It teaches readers the importance of determination, patience, and education.

Extracts in the Syllabus

The selected chapters describe:

Helen’s early childhood struggles.
The difficulties faced by her family.
The support given by teachers and well-wishers.
Helen’s success over her disabilities.

Chapter-wise Summary

Chapter III

This chapter describes Helen’s childhood experiences and family struggles.
Helen travels by train with her parents and enjoys the journey.
Her aunt gifts her a doll.
The chapter also mentions her meeting with:

Alexander Graham Bell
Michael Anagnos

Chapter IV

This chapter focuses on Anne Sullivan’s arrival.
Miss Sullivan begins teaching Helen through finger spelling.
Helen slowly learns words and communication.

Chapter V

Miss Sullivan introduces Helen to nature and the outside world.
Helen learns to feel beauty through touch and experience.
She becomes aware of the world around her.

Chapter VI

This chapter shows Anne Sullivan’s patience and wisdom.
She teaches Helen difficult and abstract ideas.
Helen’s determination and intelligence are clearly shown.

Themes of the Story

1. Determination

The story teaches that determination can overcome every difficulty.

2. Importance of Education

Education changes Helen’s life and gives her confidence.

3. Role of a Teacher

Anne Sullivan proves that a good teacher can transform a person’s life.

4. Hope and Courage

Helen Keller becomes a symbol of hope for disabled people everywhere.

Main Message

The story teaches that even physically challenged people can live meaningful, successful, and inspiring lives through courage, hard work, and proper guidance.

Text of “The Story of My Life” (an Extract)

CHAPTER III

MEANWHILE the desire to express myself grew. The few signs I used became less and less adequate, and my failures to make myself understood were invariably followed by outbursts of passion. I felt as if invisible hands were holding me, and I made frantic efforts to free myself. I struggled–not that struggling helped matters, but the spirit of resistance was strong within me; I generally broke down in tears and physical exhaustion. If my mother happened to be near I crept into her arms, too miserable even to remember the cause of the tempest. After awhile the need of some means of communication became so urgent that these outbursts occurred daily, sometimes hourly.

My parents were deeply grieved and perplexed. We lived a long way from any school for the blind or the deaf, and it seemed unlikely that anyone would come to such an out-of-the-way place as Tuscumbia to teach a child who was both deaf and blind. Indeed, my friends and relatives sometimes doubted whether I could be taught. My mother's only ray of hope came from Dickens's "American Notes." She had read his account of Laura Bridgman, and remembered vaguely that she was deaf and blind, yet had been educated. But she also remembered with a hopeless pang that Dr. Howe, who had discovered the way to teach the deaf and blind, had been dead many years. His methods had probably died with him; and if they had not, how was a little girl in a far-off town in Alabama to receive the benefit of them?

When I was about six years old, my father heard of an eminent oculist in Baltimore, who had been successful in many cases that had seemed hopeless. My parents at once determined to take me to Baltimore to see if anything could be done for my eyes.

The journey, which I remember well, was very pleasant. I made friends with many people on the train. One lady gave me a box of shells. My father made holes in these so that I could string them, and for a long time they kept me happy and contented. The conductor, too, was kind. Often when he went his rounds I clung to his coat tails while he collected and punched the tickets. His punch, with which he let me play, was a delightful toy. Curled up in a corner of the seat I amused myself for hours making funny little holes in bits of cardboard.

My aunt made me a big doll out of towels. It was the most comical, shapeless thing, this improvised doll, with no nose, mouth, ears or eyes–nothing that even the imagination of a child could convert into a face. Curiously enough, the absence of eyes struck me more than all the other defects put together. I pointed this out to everybody with provoking persistency, but no one seemed equal to the task of providing the doll with eyes. A bright idea, however, shot into my mind, and the problem was solved. I tumbled off the seat and searched under it until I found my aunt's cape, which was trimmed with large beads. I pulled two beads off and indicated to her that I wanted her to sew them on doll. She raised my hand to her eyes in a questioning way, and I nodded energetically. The beads were sewed in the right place and I could not contain myself for joy; but immediately I lost all interest in the doll. During the whole trip I did not have one fit of temper, there were so many things to keep my mind and fingers busy.

When we arrived in Baltimore, Dr. Chisholm received us kindly: but he could do nothing. He said, however, that I could be educated, and advised my father to consult Dr. Alexander Graham Bell, of Washington, who would be able to give him information about schools and teachers of deaf or blind children. Acting on the doctor's advice, we went immediately to Washington to see Dr. Bell, my father with a sad heart and many misgivings, I wholly unconscious of his anguish, finding pleasure in the excitement of moving from place to place. Child as I was, I at once felt the tenderness and sympathy which endeared Dr. Bell to so many hearts, as his wonderful achievements enlist their admiration. He held me on his knee while I examined his watch, and he made it strike for me. He understood my signs, and I knew it and loved him at once. But I did not dream that that interview would be the door through which I should pass from darkness into light, from isolation to friendship, companionship, knowledge, love.

Dr. Bell advised my father to write to Mr. Anagnos, director of the Perkins Institution in Boston, the scene of Dr. Howe's great labours for the blind, and ask him if he had a teacher competent to begin my education. This my father did at once, and in a few weeks there came a kind letter from Mr. Anagnos with the comforting assurance that a teacher had been found. This was in the summer of 1886. But Miss Sullivan did not arrive until the following March.

Thus I came up out of Egypt and stood before Sinai, and a power divine touched my spirit and gave it sight, so that I beheld many wonders. And from the sacred mountain I heard a voice which said, "Knowledge is love and light and vision."

CHAPTER IV

THE most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrasts between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.

On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed vaguely from my mother's signs and from the hurrying to and fro in the house that something unusual was about to happen, so I went to the door and waited on the steps. The afternoon sun penetrated the mass of honeysuckle that covered the porch, and fell on my upturned face. My fingers lingered almost unconsciously on the familiar leaves and blossoms which had just come forth to greet the sweet southern spring. I did not know what the future held of marvel or surprise for me. Anger and bitterness had preyed upon me continually for weeks and a deep languor had succeeded this passionate struggle.

Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding-line, and had no way of knowing how near the harbour was. "Light! give me light!" was the wordless cry of my soul, and the light of love shone on me in that very hour.

I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Someone took it, and I was caught up and held close in the arms of her who had come to reveal all things to me, and, more than all things else, to love me.

The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word "d-o-l-l." I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name.

One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled "d-o-l-l" and tried to make me understand that "d-o-l-l" applied to both. Earlier in the day we had had a tussle over the words "m-u-g" and "w-a-t-e-r." Miss Sullivan had tried to impress it upon me that "m-u-g" is mug and that "w-a-t-e-r" is water, but I persisted in confounding the two. In despair she had dropped the subject for the time, only to renew it at the first opportunity. I became impatient at her repeated attempts and, seizing the new doll, I dashed it upon the floor. I was keenly delighted when I felt the fragments of the broken doll at my feet. Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still, dark world in which I lived there was no strong sentiment of tenderness. I felt my teacher sweep the fragments to one side of the hearth, and I had a sense of satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew I was going out into the warm sunshine. This thought, if a wordless sensation may be called a thought, made me hop and skip with pleasure.

We walked down the path to the well-house, attracted by the fragrance of the honeysuckle with which it was covered. Someone was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten–a thrill of returning thought; and somehow the mystery of language was revealed to me. I knew then that "w-a-t-e-r" meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free! There were barriers still, it is true, but barriers that could in time be swept away. ¹

I left the well-house eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house every object which I touched seemed to quiver with life. That was because I saw everything with the strange, new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.

I learned a great many new words that day. I do not remember what they all were; but I do know that mother, father, sister, teacher were among them–words that were to make the world blossom for me, "like Aaron's rod, with flowers." It would have been difficult to find a happier child than I was as I lay in my crib at the close of the eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come.

CHAPTER V

I RECALL many incidents of the summer of 1887 that followed my soul's sudden awakening. I did nothing but explore with my hands and learn the name of every object that I touched; and the more I handled things and learned their names and uses, the more joyous and confident grew my sense of kinship with the rest of the world.

When the time of daisies and buttercups came Miss Sullivan took me by the hand across the fields, where men were preparing the earth for the seed, to the banks of the Tennessee River, and there, sitting on the warm grass, I had my first lessons in the beneficence of nature. I learned how the sun and the rain make to grow out of the ground every tree that is pleasant to the sight and good for food, how birds build their nests and live and thrive from land to land, how the squirrel, the deer, the lion and every other creature finds food and shelter. As my knowledge of things grew I felt more and more the delight of the world I was in. Long before I learned to do a sum in arithmetic or describe the shape of the earth, Miss Sullivan had taught me to find beauty in the fragrant woods, in every blade of grass, and in the curves and dimples of my baby sister's hand. She linked my earliest thoughts with nature, and made me feel that "birds and flowers and I were happy peers."

But about this time I had an experience which taught me that nature is not always kind. One day my teacher and I were returning from a long ramble. The morning had been fine, but it was growing warm and sultry when at last we turned our faces homeward. Two or three times we stopped to rest under a tree by the wayside. Our last halt was under a wild cherry tree a short distance from the house. The shade was grateful, and the tree was so easy to climb that with my teacher's assistance I was able to scramble to a seat in the branches. It was so cool up in the tree that Miss Sullivan proposed that we have our luncheon there. I promised to keep still while she went to the house to fetch it.

Suddenly a change passed over the tree. All the sun's warmth left the air. I knew the sky was black, because all the heat, which meant light to me, had died out of the atmosphere. A strange odour came up from the earth. I knew it, it was the odour that always precedes a thunderstorm, and a nameless fear clutched at my heart. I felt absolutely alone, cut off from my friends and the firm earth. The immense, the unknown, enfolded me. I remained still and expectant; a chilling terror crept over me. I longed for my teacher's return; but above all things I wanted to get down from that tree.

There was a moment of sinister silence, then a multitudinous stirring of the leaves. A shiver ran through the tree, and the wind sent forth a blast that would have knocked me off had I not clung to the branch with might and main. The tree swayed and strained. The small twigs snapped and fell about me in showers. A wild impulse to jump seized me, but terror held me fast. I crouched down in the fork of the tree. The branches lashed about me. I felt the intermittent jarring that came now and then, as if something heavy had fallen and the shock had traveled up till it reached the limb I sat on. It worked my suspense up to the highest point, and just as I was thinking the tree and I should fall together, my teacher seized my hand and helped me down. I clung to her, trembling with joy to feel the earth under my feet once more. I had learned a new lesson–that nature "wages open war against her children, and under softest touch hides treacherous claws."

After this experience it was a long time before I climbed another tree. The mere thought filled me with terror. It was the sweet allurement of the mimosa tree in full bloom that finally overcame my fears. One beautiful spring morning when I was alone in the summer-house, reading, I became aware of a wonderful subtle fragrance in the air. I started up and instinctively stretched out my hands. It seemed as if the spirit of spring had passed through the summer-house. "What is it?" I asked, and the next minute I recognized the odour of the mimosa blossoms. I felt my way to the end of the garden, knowing that the mimosa tree was near the fence, at the turn of the path. Yes, there it was, all quivering in the warm sunshine, its blossom-laden branches almost touching the long grass. Was there ever anything so exquisitely beautiful in the world before! Its delicate blossoms shrank from the slightest earthly touch; it seemed as if a tree of paradise had been transplanted to earth. I made my way through a shower of petals to the great trunk and for one minute stood irresolute; then, putting my foot in the broad space between the forked branches, I pulled myself up into the tree. I had some difficulty in holding on, for the branches were very large and the bark hurt my hands. But I had a delicious sense that I was doing something unusual and wonderful, so I kept on climbing higher and higher, until I reached a little seat which somebody had built there so long ago that it had grown part of the tree itself. I sat there for a long, long time, feeling like a fairy on a rosy cloud. After that I spent many happy hours in my tree of paradise, thinking fair thoughts and dreaming bright dreams.

CHAPTER VI

I HAD now the key to all language, and I was eager to learn to use it. Children who hear acquire language without any particular effort; the words that fall from others' lips they catch on the wing, as it were, delightedly, while the little deaf child must trap them by a slow and often painful process. But whatever the process, the result is wonderful. Gradually from naming an object we advance step by step until we have traversed the vast distance between our first stammered syllable and the sweep of thought in a line of Shakespeare.

At first, when my teacher told me about a new thing I asked very few questions. My ideas were vague, and my vocabulary was inadequate; but as my knowledge of things grew, and I learned more and more words, my field of inquiry broadened, and I would return again and again to the same subject, eager for further information. Sometimes a new word revived an image that some earlier experience had engraved on my brain.

I remember the morning that I first asked the meaning of the word, "love." This was before I knew many words. I had found a few early violets in the garden and brought them to my teacher. She tried to kiss me: but at that time I did not like to have any one kiss me except my mother. Miss Sullivan put her arm gently round me and spelled into my hand, "I love Helen."

"What is love?" I asked.

She drew me closer to her and said, "It is here," pointing to my heart, whose beats I was conscious of for the first time. Her words puzzled me very much because I did not then understand anything unless I touched it.

I smelt the violets in her hand and asked, half in words, half in signs, a question which meant, "Is love the sweetness of flowers?"

"No," said my teacher.

Again I thought. The warm sun was shining on us.

"Is this not love?" I asked, pointing in the direction from which the heat came. "Is this not love?"

It seemed to me that there could be nothing more beautiful than the sun, whose warmth makes all things grow. But Miss Sullivan shook her head, and I was greatly puzzled and disappointed. I thought it strange that my teacher could not show me love.

A day or two afterward I was stringing beads of different sizes in symmetrical groups–two large beads, three small ones, and so on. I had made many mistakes, and Miss Sullivan had pointed them out again and again with gentle patience. Finally I noticed a very obvious error in the sequence and for an instant I concentrated my attention on the lesson and tried to think how I should have arranged the beads. Miss Sullivan touched my forehead and spelled with decided emphasis, "Think."

In a flash I knew that the word was the name of the process that was going on in my head. This was my first conscious perception of an abstract idea.

For a long time I was still–I was not thinking of the beads in my lap, but trying to find a meaning for "love" in the light of this new idea. The sun had been under a cloud all day, and there had been brief showers; but suddenly the sun broke forth in all its southern splendour.

Again, I asked my teacher, "Is this not love?"

"Love is something like the clouds that were in the sky before the sun came out," she replied. Then in simpler words than these, which at that time I could not have understood, she explained: "You cannot touch the clouds, you know; but you feel the rain and know how glad the flowers and the thirsty earth are to have it after a hot day. You cannot touch love either; but you feel the sweetness that it pours into everything. Without love you would not be happy or want to play."

The beautiful truth burst upon my mind–I felt that there were invisible lines stretched between my spirit and the spirits of others.

From the beginning of my education Miss Sullivan made it a practice to speak to me as she would to any hearing child; the only difference was that she spelled the sentences into my hand instead of speaking them. If I did not know the words and idioms necessary to express my thoughts she supplied them, even suggesting conversation when I was unable to keep up my end of the dialogue.

This process was continued for several years; for the deaf child does not learn in a month or even in two or three years, the numberless idioms and expressions used in the simplest daily intercourse. The little hearing child learns these from constant repetition and imitation. The conversation he hears in his home stimulates his mind and suggests topics and calls forth the spontaneous expression of his own thoughts. This natural exchange of ideas is denied to the deaf child. My teacher, realizing this, determined to supply the kinds of stimulus I lacked. This she did by repeating to me as far as possible, verbatim what she heard, and by showing me how I could take part in the conversation. But it was a long time before I ventured to take the initiative, and still longer before I could find something appropriate to say at the right time.

The deaf and the blind find it very difficult to acquire the amenities of conversation. How much more this difficulty must be augmented in the case of those who are both deaf and blind! They cannot distinguish the tone of the voice or, without assistance, go up and down the gamut of tones that give significance to words; nor can they watch the expression of the speaker's face, and a look is often the very soul of what one says.

Glossary

Oculist: /ɒkjʊlɪst/ An ophthalmologist or optician

Egypt… Sini: About Prophet Moses story about Ten Commandments recived on Mt. Sinai

Honeysuckle: (Lonicera caprifolia) is a group of flowering shrubs or vines

Languor: /ˈlaŋɡə/ Tiredness or inactivity, especially when pleasurable

Plummet: /ˈplʌmɪt/ fall or drop straight down at high speed

Hearth: /hɑːθ/ the floor of a fireplace

Spout: /spaʊt/ a tube or lip projecting from a container, through which liquid can be poured

Verbatim: /vəːˈbeɪtɪm/ in exactly the same words as were used originally

Aaron’s rod, with flowers: Biblical story of Moses brother Aaron

Textual Questions of “The Story of My Life”

Q1. How does Helen Keller struggle with her physical impairments in her early childhood?

Ans: “The Story of My Life” in an autobiographical story of Helen Keller’s struggle with her physical impairments. Keller suffers with her physical impairments when she was only two years old. In this play Keller reminds her struggle in her early childhood due to physical impairments. She depicts her struggle due to her physical impairments. She suffers in her early childhood with visual, speech and hearing mutilations. She also depicts her relation with her teacher Anne Sullivan who helps her to survive.

Keller became blind and deaf in her early childhood at the age of nineteen months. The story depicts the challenges which Keller faced with her physical impairments in her life. She also credits all those who have helped her in her life as a child with disabilities. She also writes about her triumph over her disabilities. This shows us the sufferings of a person who has been denied with sound and sight that also in childhood. This also teaches us lesson that how normal people can help the disabled people.

Keller is a source of inspiration for all who struggle with her physical impairments.

Q2. How does Helen describe the day Miss Sullivan came to the family home?

Ans. Ms. Anne Sullivan is best known as Helen Keller’s teacher and companion who connected her with the outside world. Miss Sullivan was not only successful in bringing Helen out of darkness and uncertainty but also was instrumental in making her think and thereby helping her make a connection between the abstract and the physical world. Miss Sullivan and Helen Keller were together for forty-nine years.

Helen describes the day Miss Sullivan came to the family home as: “THE most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrasts between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.”

On the afternoon of that exciting day Keller stood on the veranda and waiting for her teacher to come. Her mother shows her with the help of signs about the coming of the Miss Sullivan. She did not guess what to happen but guessed ‘that something unusual was about to happen’.

Q3. Describe how Helen Keller was initiated, language.

Ans. Helen Keller was initiated to language with the help of her teacher Miss Sullivan. Her experiences with Anne Sullivan helped her to learn sign language, rules, writings, and behaviors. Anne Sullivan taught her the letters of alphabets. Anne Sullivan makes Helen Keller able to learn words and communication.

The two incidents narrated by Keller how she initiated language by Miss Sullivan are:

“The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word "d-o-l-l." I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride.”

“One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled "d-o-l-l" and tried to make me understand that "d-o-l-l" applied to both. Earlier in the day we had had a tussle over the words "m-u-g" and "w-a-t-e-r." Miss Sullivan had tried to impress it upon me that "m-u-g" is mug and that "w-a-t-e-r" is water…”

Q4. Describe the two lessons in nature that Helen learns after ‘souls awakening’.

Ans. Helen enjoyed the nature in the company of her teacher Miss Sullivan. She leans both the magnificent as well as ferocious aspects of the nature. The Munificent aspect of nature delights her. But she learnt that nature could be also is ferocious which terrifies her.

Keller recalls about the natures beneficing and magnificent aspect as: “I RECALL many incidents of the summer of 1887 that followed my soul's sudden awakening. I did nothing but explore with my hands and learn the name of every object that I touched; and the more I handled things and learned their names and uses, the more joyous and confident grew my sense of kinship with the rest of the world.”

Keller says about the furious aspect of nature when one day she was with her teacher on walk. She writes as “But about this time I had an experience which taught me that nature is not always kind.” The weather grew warm and humid. They stood under the cool shad of a tree. With her teacher’s help Helen sat amidst the branches. Miss Sullivan went to fetch lunch and Helen was all alone. Helen felt paralyzed and frightened until Miss Sullivan came and helped her. Helen had learnt a new lesson that “Nature wages open war against her children and under softest touch hides treacherous”.

Exercise 2 – True / False

1. Helen undergoes a period of emotional agitation due to her physical impairments. — True

2. In her childhood, Helen does not want to communicate with others. — False

3. The parents are indifferent to the child. — False

4. The journey to the oculist is a difficult one for the child. — False

5. The absence of eyes in the doll is not noted by the child. — False

6. Miss Sullivan comes to the Keller home when Helen is ten years old. — False

7. The narrator uses the word “light” for the eventful day of Miss Sullivan’s arrival. — True

8. The first word that her teacher teaches Helen is “water.” — True

9. Miss Sullivan points to Helen’s heart in response to the question “What is love?” — True

10. Helen learns to recognise words because Miss Sullivan speaks to her loudly. — False

Exercise 3 – Match the Disabilities with their Meanings

1. Dyslexia — (C) Difficulty in learning to read or interpret words, letters and symbols.

2. Autism — (E) A developmental disorder affecting social interaction and communication.

3. Down’s Syndrome — (B) A genetic disorder associated with growth delays and intellectual disability.

4. ADHD — (A) Attention Deficit Hyperactivity Disorder.

5. Achromatopsia — (D) Colour blindness or inability to see colours.

Answers:

1-C, 2-E, 3-B, 4-A, 5-D

Exercise 4 – Styles of Walking

1. To walk with difficulty — Hobble

2. To walk on the tips of one’s toes — Tiptoe

3. To move without a fixed purpose — Wander

4. To walk with long steps — Stride

5. To walk slowly because one is tired — Trudge

6. To walk slowly and noisily without lifting feet — Scuffle

7. To go quietly or secretly — Sneak

8. To walk quietly while looking for something — Prowl

9. To move quickly and suddenly — Dash

10. To make a sudden movement towards something — Lunge

Exercise 5 – Use of Expressions with “Out”

1. What was so terrible that he couldn't come out with it in his usual candid manner?

2. The village is out of bounds to the soldiers in the camps.

3. Out of the blue, a deer came in front of my car.

4. Scuba diving without an oxygen tank is out of the question.

5. What a restaurant! The food was out of this world.

6. It’s good to see old Mr Shah out and about again.

7. The news report was out and out fake.

8. I cannot help you because I am out at the elbows these days.

Exercise 6 – Pandemic Vocabulary

1. A disease passing between humans and animals — Zoonotic disease

2. Rapid spread of disease in a short time — Outbreak

3. Pandemic limited to one area — Epidemic

4. Spread among people without known contact — Community Spread

5. Infected person without symptoms — Asymptomatic

6. Spread through tiny liquid droplets — Droplet transmission

7. Separation to prevent disease spread — Quarantine

8. Immunity developed in a large population — Herd immunity

Grammar – Exercise 7

Direct to Indirect Speech

1. Mira said, “I am going home.”
→ Mira said that she was going home.

2. Aisha said, “I have been to London.”
→ Aisha said that she had been to London.

3. Seerat said, “My parents are going to Jammu.”
→ Seerat said that her parents were going to Jammu.

4. She told me, “I can’t swim.”
→ She told me that she couldn’t swim.

5. He said, “I went on a picnic yesterday.”
→ He said that he had gone on a picnic the previous day.

6. The mother said to the children, “How brilliant you are!”
→ The mother exclaimed that the children were very brilliant.

7. The teacher said, “The earth moves around the sun.”
→ The teacher said that the earth moves around the sun.

8. I said to her, “Honesty is the best policy.”
→ I told her that honesty is the best policy.

9. Pinky said, “I didn’t have any breakfast this morning.”
→ Pinky said that she had not had any breakfast that morning.

10. Kamal said, “I will paint a picture tomorrow.”
→ Kamal said that he would paint a picture the following day.

Grammar – Exercise 8

Indirect to Direct Speech

1. Mrs Shah said that she had lost her bag.
→ Mrs Shah said, “I have lost my bag.”

2. The man said that she was a college friend of his father’s.
→ The man said, “She is my father’s college friend.”

3. Somu told the shopkeeper that he wanted to return the clock as it was defective.
→ Somu said to the shopkeeper, “I want to return this clock because it is defective.”

4. The judge commanded them to call the accused into the courtroom.
→ The judge said to them, “Call the accused into the courtroom.”

5. Salman said that he and his sister were going to the circus.
→ Salman said, “My sister and I are going to the circus.”

6. Monty said that he hoped Pinky was all right.
→ Monty said, “I hope Pinky is all right.”

7. The coach said that the players had to come for practice every morning.
→ The coach said, “Players, you have to come for practice every morning.”

8. She said she was seeing her brother the following day.
→ She said, “I am seeing my brother tomorrow.”

9. She asked me how they would get there.
→ She said, “How will we get there?”

10. The guest requested them to give him a cup of coffee.
→ The guest said, “Please give me a cup of coffee.”

I Have Dream by Martin Luther King Jr.

About the Author – Martin Luther King Jr.

“I Have a Dream” is a famous speech delivered by Martin Luther King Jr. at the March on Washington. He was born on 15 January 1929 and died on 4 April 1968. His original name was Michael Luther King Jr., but later his father changed both their names to Martin Luther King in honor of the German reformer Martin Luther. He was an American Baptist minister and a great leader of the Civil Rights Movement. He fought against racial discrimination and worked for equality and justice for Black Americans.

Parents and Wife

His father, Martin Luther King Sr., was a Baptist pastor and an active leader in the Civil Rights Movement. His mother, Alberta Williams King, worked actively in church and social organizations.
While studying at Boston University, Martin Luther King Jr. met Coretta Scott King. They married on 18 June 1953. She was a singer, social activist, and supporter of the Civil Rights Movement.

Education and Achievements

Martin Luther King Jr. became a Baptist minister at the age of 19. He completed:

· B.A. in Sociology from Morehouse College in 1948.

· Degree in Divinity from Crozer Theological Seminary in 1951.

· Ph.D. in Systematic Theology from Boston University in 1955.

He received the Nobel Peace Prize in 1964 and a Grammy Award in 1970.

Summary and Analysis of I Have a Dream

“I Have a Dream” is a historic speech delivered by Martin Luther King Jr. on 28 August 1963 at the March on Washington near the Lincoln Memorial. The main purpose of the speech was to demand freedom, equality, and jobs for all citizens of the United States.

Martin Luther King Jr., himself a Black American, spoke against racial discrimination and injustice faced by Black people in America. Although the Constitution promised equality to all citizens, Black Americans were still treated unfairly, humiliated, and denied their basic rights. They had suffered discrimination and oppression for many years.

In this speech, King appealed for unity between Black and White Americans. He strongly believed in non-violence and peaceful protest. He advised Black people not to hate White people because many White citizens also supported justice and equality. He considered them brothers and fellow citizens. According to him, both Black and White Americans should work together for peace and progress.

Martin Luther King Jr. began his speech with the famous words:

“Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation.”

Here he referred to Abraham Lincoln, who ended slavery in America.

Later, he said:

“But one hundred years later, the Negro still is not free.”

This line shows that even after slavery ended, Black people were still not truly free or equal.

He ended the speech with hopeful and emotional words:

“Free at last! Free at last! Thank God Almighty, we are free at last!”

These lines express his faith in God and his hope that one day equality and freedom would become reality.

Martin Luther King Jr. repeatedly used the phrase “I have a dream” to express his vision of a future America where Black and White people would live together with equal rights and mutual respect. He also referred to the U.S. Constitution, the Declaration of Independence, and religious teachings to support his message of equality and justice.

Theme of the Speech

The main themes of “I Have a Dream” are:

· Freedom

· Equality

· Justice

· Brotherhood

· Non-violence

· Unity among all people regardless of color, caste, or creed

The speech remains one of the greatest speeches in history and became a symbol of the American Civil Rights Movement.

I Have a Dream (Text)

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon of hope to millions of slaves, who had been seared in the flames of whithering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the colored America is still not free. One hundred years later, the life of the colored American is still sadly crippled by the manacle of segregation and the chains of discrimination.

One hundred years later, the colored American lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the colored American is still languishing in the corners of American society and finds himself an exile in his own land So we have come here today to dramatize a shameful condition.

In a sense we have come to our Nation’s Capital to cash a check. When the architects of our great republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir.

This note was a promise that all men, yes, black men as well as white men, would be guaranteed the inalienable rights of life liberty and the pursuit of happiness.

It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given its colored people a bad check, a check that has come back marked “insufficient funds.”

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check, a check that will give us upon demand the riches of freedom and security of justice.

We have also come to his hallowed spot to remind America of the fierce urgency of Now. This is not time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promise of democracy. Now it the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice.

Now it the time to lift our nation from the quicksand of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality to all of God’s children.

I would be fatal for the nation to overlook the urgency of the moment and to underestimate the determination of it’s colored citizens. This sweltering summer of the colored people’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end but a beginning. Those who hope that the colored Americans needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual.

There will be neither rest nor tranquility in America until the colored citizen is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities.

We cannot be satisfied as long as the colored person’s basic mobility is from a smaller ghetto to a larger one.

We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating “for white only.”

We cannot be satisfied as long as a colored person in Mississippi cannot vote and a colored person in New York believes he has nothing for which to vote.

No, no we are not satisfied and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.

I am not unmindful that some of you have come here out of your trials and tribulations. Some of you have come from areas where your quest for freedom left you battered by storms of persecutions and staggered by the winds of police brutality.

You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.

Go back to Mississippi, go back to Alabama, go back to South Carolina go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our modern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you, my friends, we have the difficulties of today and tomorrow.

I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed. We hold these truths to be self-evident that all men are created equal.

I have a dream that one day out in the red hills of Georgia the sons of former slaves and the sons of former slaveowners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by their character.

I have a dream today.

I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; that one day right down in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be engulfed, every hill shall be exalted and every mountain shall be made low, the rough places will be made plains and the crooked places will be made straight and the glory of the Lord shall be revealed and all flesh shall see it together.

This is our hope. This is the faith that I will go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope.

With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood.

With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to climb up for freedom together, knowing that we will be free one day.

This will be the day when all of God’s children will be able to sing with new meaning “My country ’tis of thee, sweet land of liberty, of thee I sing. Land where my father’s died, land of the Pilgrim’s pride, from every mountainside, let freedom ring!”

And if America is to be a great nation, this must become true. So let freedom ring from the hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania.

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

But not only that, let freedom, ring from Stone Mountain of Georgia.

Let freedom ring from every hill and molehill of Mississippi and every mountainside.

When we let freedom ring, when we let it ring from every tenement and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old spiritual, “Free at last, free at last. Thank God Almighty, we are free at last.”

Glossary

Score: /skɔː/ a group or set of twenty or about twenty

Negro: Black African People.

Emancipation Proclamation: It was an order issued by the US President Abraham Lincoln for equality of all citizens.

Momentous: /mə(ʊ)ˈmɛntəs/ of great importance or significance

Decree: /dɪˈkriː/ an official order that has the force of law

Manacles /ˈmanək(ə)l/ two metal rings joined by a chain

Promissory note: A promissory note is a legal and a financial instrument

Unalienable: /ʌnˈeɪlɪənəb(ə)l/ impossible to take away or give up

Hallowed: /ˈhaləʊd/ greatly revered and honoured

Ghettos: /ˈɡɛtəʊ/ a part of a city in which members of a minority group live

Wallow: /ˈwɒləʊ/ roll about or lie in mud or wate

Interposition: /ɪntəpəˈzɪʃ(ə)n/ the action of interposing someone or something

Prodigious : /prəˈdɪdʒəs/ remarkably or impressively great

Textual Questions

Q1. Why has “I Have a Dream” been called the defining moment of the American Civil Rights Movement?

Ans. The speech “I Have a Dream” by Martin Luther King Jr. is called the defining moment of the American Civil Rights Movement because it inspired millions of people to fight against racial discrimination and demand equal rights for Black Americans.

The Civil Rights Movement aimed to achieve social and political equality for African Americans. In this historic speech, delivered on 28 August 1963 at the Lincoln Memorial, Martin Luther King Jr. spoke against discrimination based on color and demanded freedom, justice, and equality for all.

More than 250,000 people attended the gathering, making it one of the largest peaceful demonstrations in American history. King reminded the nation that even after one hundred years of Abraham Lincoln’s Emancipation Proclamation, Black Americans were still suffering from injustice and inequality.

Throughout the speech, he repeated the words “I have a dream” and expressed hope that one day Black and White people would live together with equal rights. He referred to the U.S. Constitution, the Declaration of Independence, and religious teachings to support his message of equality and justice.

Martin Luther King Jr. believed in non-violence and peaceful protest. His speech became a symbol of hope, freedom, and equality. Therefore, it is regarded as the defining moment of the American Civil Rights Movement.

Q2. What are the various kinds of injustices that were meted out to African Americans in America?

Ans. African Americans suffered many kinds of injustices and discrimination in America. Some of them are:

1. They were victims of police brutality and cruelty.

2. They were denied good jobs and employment opportunities.

3. They were not allowed to stay in many hotels and motels.

4. They were not paid equal wages for equal work.

5. They were forced to live in ghettos and poor areas.

6. They were denied good housing facilities.

7. They were not allowed to vote freely or participate equally in politics.

8. Black children were deprived of dignity and self-respect.

9. Their complaints and grievances were ignored.

10. They were denied equal rights enjoyed by White Americans.

11. They could not easily access good hospitals and health services.

12. They were not allowed to study in good schools with White children.

These injustices clearly show the racial discrimination faced by African Americans in society.

Q3. Despite the injustice suffered by African Americans, King paints a picture of an integrated and unified America. Comment.

Ans. Although African Americans suffered great injustice and discrimination, Martin Luther King Jr. never encouraged hatred or division among people. Instead, he dreamed of an integrated and united America where Black and White citizens would live together peacefully.

In his speech delivered on 28 August 1963 near the Lincoln Memorial, King emphasized non-violence, unity, and brotherhood. He advised Black Americans to continue their struggle peacefully without hatred or revenge.

He believed that many White Americans also supported justice and equality. Therefore, he called them brothers and fellow citizens. According to King, both Black and White people should work together for the progress, peace, and development of the country.

He strongly believed that all citizens should be treated equally without discrimination based on race or color. His dream was of a well-integrated and unified America built on freedom, equality, and justice.

Q4. Mention the list of dreams that King spells out in his speech. Which one do you appreciate the most and why?

Ans. In his speech, Martin Luther King Jr. expressed many dreams for a better and equal America. Some important dreams are:

1. “I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will sit together at the table of brotherhood.”

2. “I have a dream that one day the state of Mississippi will be transformed into an oasis of freedom and justice.”

3. “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.”

4. “I have a dream that one day black boys and black girls will join hands with white boys and white girls as brothers and sisters.”

5. “I have a dream that every valley shall be exalted and every hill and mountain shall be made low.”

The dream I appreciate the most is that Black and White children will join hands as brothers and sisters. Children are innocent and free from hatred. They should grow together in love, equality, and friendship without discrimination based on color or race.

Q5. King refers to his dream as one deeply rooted in the American Dream. What does he mean?

Ans. Martin Luther King Jr. says that his dream is deeply rooted in the American Dream because he believed in the basic ideals of America — freedom, equality, justice, and happiness for all citizens.

In his speech, he repeatedly says “I have a dream” to express his hope for a better future where all people, regardless of color, are treated equally. He believed that all human beings are created equal by God and deserve the same rights and opportunities.

King wanted America to fulfill the promises made in the Constitution and the Declaration of Independence. He hoped that one day Black Americans would enjoy the same freedoms and rights as White Americans.

Thus, his dream was closely connected with the true American Dream of equality, liberty, and justice for everyone.

Exercise 2 – True / False

1. Helen undergoes a period of emotional agitation due to her physical impairments. — True

2. In her childhood, Helen does not want to communicate with others. — False

3. The parents are indifferent to the child. — False

4. The journey to the oculist is a difficult one for the child. — False

5. The absence of eyes in the doll is not noted by the child. — False

6. Miss Sullivan comes to the Keller home when Helen is ten years old. — False

7. The narrator uses the word “light” for the eventful day of Miss Sullivan’s arrival. — True

8. The first word that her teacher teaches Helen is “water”. — True

9. Miss Sullivan points to Helen’s heart in response to the question “What is love?” — True

10. Helen learns to recognize words because Miss Sullivan speaks to her loudly. — False

Exercise 3 – Match the Disabilities with Their Meanings

Disability	Meaning
1. Dyslexia	(c) Difficulty in learning to read or interpret words, letters and symbols
2. Autism	(e) A developmental disorder affecting communication and social interaction
3. Down’s Syndrome	(b) A genetic disorder associated with physical growth delays and intellectual disability
4. ADHD	(a) Attention Deficit Hyperactivity Disorder
5. Achromatopsia	(d) Colour blindness or inability to see colours properly

Answers:

1 – C
2 – E
3 – B
4 – A
5 – D

Exercise 4 – Styles of Walking

1. To walk with difficulty — Hobble

2. To walk on the tips of one’s toes — Tiptoe

3. To move without a fixed purpose — Wander

4. To walk with long steps — Stride

5. To walk slowly because one is tired — Trudge

6. To walk noisily without lifting the feet — Scuffle

7. To go quietly or secretly — Sneak

8. To walk quietly while looking for something — Prowl

9. To move quickly and suddenly — Dash

10. To make a sudden forward movement — Lunge

Exercise 5 – Use of Expressions Beginning with “Out”

Expressions:
Out of the blue, out of the question, out at the elbows, out of this world, out of bounds, out and about, out with it, out and out

1. What was so terrible that he couldn’t come out with it in his usual candid manner?

2. The village is out of bounds to the soldiers in the camps.

3. Out of the blue, a deer came in front of my car.

4. Scuba diving without an oxygen tank is out of the question.

5. What a restaurant! The food was out of this world.

6. It’s good to see old Mr. Shah out and about again.

7. The news report was out and out fake.

8. I cannot help you because I am out at the elbows these days.

Exercise 6 – Pandemic Vocabulary

Meaning	Word
1. Disease passing between humans and animals	Zoonotic disease
2. Rapid spread of disease within a short time	Outbreak
3. Pandemic limited to a geographical area	Epidemic
4. Spread among people with no known contact	Community Spread
5. Infected person showing no symptoms	Asymptomatic
6. Spread through respiratory droplets	Droplet transmission
7. Separation to prevent spread of disease	Quarantine
8. Immunity developed in a large population	Herd immunity

Grammar

Exercise 7

Change the narration from Direct to Indirect Speech

1. Mira said, “I am going home.”
→ Mira said that she was going home.

2. Aisha said, “I have been to London.”
→ Aisha said that she had been to London.

3. Seerat said, “My parents are going to Jammu.”
→ Seerat said that her parents were going to Jammu.

4. She told me, “I can’t swim.”
→ She told me that she could not swim.

5. He said, “I went on a picnic yesterday.”
→ He said that he had gone on a picnic the previous day.

6. The mother said to the children, “How brilliant you are!”
→ The mother exclaimed to the children that they were very brilliant.

7. The teacher said, “The earth moves around the sun.”
→ The teacher said that the earth moves around the sun.

8. I said to her, “Honesty is the best policy.”
→ I told her that honesty is the best policy.

9. Pinky said, “I didn’t have any breakfast this morning.”
→ Pinky said that she had not had any breakfast that morning.

10. Kamal said, “I will paint a picture tomorrow.”
→ Kamal said that he would paint a picture the following day.

Exercise 8

Change the narration from Indirect to Direct Speech

1. Mrs. Shah said that she had lost her bag.
→ Mrs. Shah said, “I have lost my bag.”

2. The man said that she was a college friend of my father’s.
→ The man said, “She is a college friend of your father.”

3. Somu told the shopkeeper that he wanted to return the clock as it was defective.
→ Somu said to the shopkeeper, “I want to return this clock as it is defective.”

4. The judge commanded them to call the accused into the courtroom.
→ The judge said to them, “Call the accused into the courtroom.”

5. Salman said that he and his sister were going to the circus.
→ Salman said, “My sister and I are going to the circus.”

6. Monty said that he hoped Pinky was all right.
→ Monty said, “I hope Pinky is all right.”

7. The coach said that the players had to come for practice every morning.
→ The coach said, “Players, you have to come for practice every morning.”

8. She said she was seeing her brother the following day.
→ She said, “I am seeing my brother tomorrow.”

9. She asked me how they would get there.
→ She said to me, “How will we get there?”

10. The guest requested them to give him a cup of coffee.
→ The guest said, “Please give me a cup of coffee.”

How to Judge Globalism by Amartya Sen

About the Author: Amartya Sen

Amartya Sen was born on 3rd November 1933 at Shantiniketan in Bengal Presidency of British India (now in Bangladesh). He is a world-famous economist and philosopher. The name “Amartya,” meaning “immortal,” was given to him by Rabindranath Tagore. He made remarkable contributions to welfare economics, social justice, and social choice theory. He received the Nobel Prize in Economics in 1998 and Bharat Ratna in 1999.

His father, Ashutosh Sen, was a Chemistry teacher at Dhaka University, and his mother was Amita Sen. He studied at Presidency College, Kolkata, and later completed his higher education from Trinity College Cambridge.

Sen taught at many famous institutions including Harvard University, London School of Economics, and Delhi School of Economics. His important books include Poverty and Famines, Development as Freedom, and The Argumentative Indian.

Summary of “How to Judge Globalism”

“How to Judge Globalism” is an essay in which Amartya Sen defends globalization and explains its importance. According to him, globalization is not a modern or purely Western idea. It is an old process of cultural, intellectual, and economic exchange among nations.

Sen argues that globalization should not be confused with Westernization. Many important inventions and ideas came from Eastern countries. For example, paper, printing, gunpowder, and the compass were invented in China, while the decimal system and mathematics developed in India later influenced the West.

The author explains that the world has always been interconnected through trade, science, culture, and technology. This shared exchange is called a “global heritage.” Different countries contribute to world civilization and progress.

Sen also believes that globalization can help poor countries improve economically. According to him, poor people are not necessarily becoming poorer because of globalization. However, he says that unfair trade restrictions and inequalities should be removed so that all nations can benefit equally.

In conclusion, Amartya Sen presents globalization as a positive and historical process that promotes cooperation, cultural exchange, and economic development across the world.

How to Jude Globalism (Text)

Globalization is often seen as global Westernization. On this point, there is substantial agreement among many proponents and opponents. Those who take an upbeat view of globalization see it as a marvelous contribution of Western civilization to the world. There is a nicely stylized history in which the great developments happened in Europe: First came the Renaissance, then the Enlightenment and the Industrial Revolution, and these led to a massive increase in living standards in the West. And now the great achievements of the West are spreading to the world. In this view, globalization is not only good, it is also a gift from the West to the world. The champions of this reading of history tend to feel upset not just because this great benefaction is seen as a curse but also because it is undervalued and castigated by an ungrateful world.

From the opposite perspective, Western dominance--sometimes seen as a continuation of Western imperialism--is the devil of the piece. In this view, contemporary capitalism, driven and led by greedy and grabby Western countries in Europe and North America, has established rules of trade and business relations that do not serve the interests of the poorer people in the world. The celebration of various non-Western identities--defined by religion (as in Islamic fundamentalism), region (as in the championing of Asian values), or culture (as in the glorification of Confucian ethics)--can add fuel to the fire of confrontation with the West.

Is globalization really a new Western curse? It is, in fact, neither new nor necessarily Western; and it is not a curse. Over thousands of years, globalization has contributed to the progress of the world through travel, trade, migration, spread of cultural influences, and dissemination of knowledge and understanding (including that of science and technology). These global interrelations have often been very productive in the advancement of different countries. They have not necessarily taken the form of increased Western influence. Indeed, the active agents of globalization have often been located far from the West.

To illustrate, consider the world at the beginning of the last millennium rather than at its end. Around 1000 A.D., global reach of science, technology, and mathematics was changing the nature of the old world, but the dissemination then was, to a great extent, in the opposite direction of what we see today. The high technology in the world of 1000 A.D. included paper, the printing press, the crossbow, gunpowder, the iron-chain suspension bridge, the kite, the magnetic compass, the wheelbarrow, and the rotary fan. A millennium ago, these items were used extensively in China--and were practically unknown elsewhere. Globalization spread them across the world, including Europe.

A similar movement occurred in the Eastern influence on Western mathematics. The decimal system emerged and became well developed in India between the second and sixth centuries; it was used by Arab mathematicians soon thereafter. These mathematical innovations reached Europe mainly in the last quarter of the tenth century and began having an impact in the early years of the last millennium, playing an important part in the scientific revolution that helped to transform Europe. The agents of globalization are neither European nor exclusively Western, nor are they necessarily linked to Western dominance. Indeed, Europe would have been a lot poorer--economically, culturally, and scientifically--had it resisted the globalization of mathematics, science, and technology at that time. And today, the same principle applies, though in the reverse direction (from West to East). To reject the globalization of science and technology because it represents Western influence and imperialism would not only amount to overlooking global contributions--drawn from many different parts of the world--that lie solidly behind so-called Western science and technology, but would also be quite a daft practical decision, given the extent to which the whole world can benefit from the process.

A Global Heritage

In resisting the diagnosis of globalization as a phenomenon of quintessentially Western origin, we have to be suspicious not only of the anti-Western rhetoric but also of the pro-Western chauvinism in many contemporary writings. Certainly, the Renaissance, the Enlightenment, and the Industrial Revolution were great achievements--and they occurred mainly in Europe and, later, in America. Yet many of these developments drew on the experience of the rest of the world, rather than being confined within the boundaries of a discrete Western civilization.

Our global civilization is a world heritage--not just a collection of disparate local cultures. When a modern mathematician in Boston invokes an algorithm to solve a difficult computational problem, she may not be aware that she is helping to commemorate the Arab mathematician Mohammad Ibn Musa-al-Khwarizmi, who flourished in the first half of the ninth century. (The word algorithm is derived from the name al-Khwarizmi.) There is a chain of intellectual relations that link Western mathematics and science to a collection of distinctly non-Western practitioners, of whom al-Khwarizmi was one. (The term algebra is derived from the title of his famous book Al-Jabr wa-al-Muqabilah.) Indeed, al-Khwarizmi is one of many non-Western contributors whose works influenced the European Renaissance and, later, the Enlightenment and the Industrial Revolution. The West must get full credit for the remarkable achievements that occurred in Europe and Europeanized America, but the idea of an immaculate Western conception is an imaginative fantasy.

Not only is the progress of global science and technology not an exclusively West-led phenomenon, but there were major global developments in which the West was not even involved. The printing of the world's first book was a marvelously globalized event. The technology of printing was, of course, entirely an achievement of the Chinese. But the content came from elsewhere. The first printed book was an Indian Sanskrit treatise, translated into Chinese by a half-Turk. The book, Vajracchedika Prajnaparamitasutra (sometimes referred to as "The Diamond Sutra"), is an old treatise on Buddhism; it was translated into Chinese from Sanskrit in the fifth century by Kumarajiva, a half-Indian and half-Turkish scholar who lived in a part of eastern Turkistan called Kucha but later migrated to China. It was printed four centuries later, in 868 a.d. All this involving China, Turkey, and India is globalization, all right, but the West is not even in sight.

Global Interdependences and Movements

The misdiagnosis that globalization of ideas and practices has to be resisted because it entails dreaded Westernization has played quite a regressive part in the colonial and postcolonial world. This assumption incites parochial tendencies and undermines the possibility of objectivity in science and knowledge. It is not only counterproductive in itself; given the global interactions throughout history, it can also cause non-Western societies to shoot themselves in the foot--even in their precious cultural foot.

Consider the resistance in India to the use of Western ideas and concepts in science and mathematics. In the nineteenth century, this debate fitted into a broader controversy about Western education versus indigenous Indian education. The "Westernizers," such as the redoubtable Thomas Babington Macaulay, saw no merit whatsoever in Indian tradition. "I have never found one among them [advocates of Indian tradition] who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia," he declared. Partly in retaliation, the advocates of native education resisted Western imports altogether. Both sides, however, accepted too readily the foundational dichotomy between two disparate civilizations.

European mathematics, with its use of such concepts as sine, was viewed as a purely "Western" import into India. In fact, the fifth-century Indian mathematician Aryabhata had discussed the concept of sine in his classic work on astronomy and mathematics in 499 a.d., calling it by its Sanskrit name, jya-ardha (literally, "half-chord"). This word, first shortened to jya in Sanskrit, eventually became the Arabic jiba and, later, jaib, which means "a cove or a bay." In his history of mathematics, Howard Eves explains that around 1150 a.d., Gherardo of Cremona, in his translations from the Arabic, rendered jaib as the Latin sinus, the corresponding word for a cove or a bay. And this is the source of the modern word sine. The concept had traveled full circle--from India, and then back.

To see globalization as merely Western imperialism of ideas and beliefs (as the rhetoric often suggests) would be a serious and costly error, in the same way that any European resistance to Eastern influence would have been at the beginning of the last millennium. Of course, there are issues related to globalization that do connect with imperialism (the history of conquests, colonialism, and alien rule remains relevant today in many ways), and a postcolonial understanding of the world has its merits. But it would be a great mistake to see globalization primarily as a feature of imperialism. It is much bigger--much greater--than that.

The issue of the distribution of economic gains and losses from globalization remains an entirely separate question, and it must be addressed as a further--and extremely relevant--issue. There is extensive evidence that the global economy has brought prosperity to many different areas of the globe. Pervasive poverty dominated the world a few centuries ago; there were only a few rare pockets of affluence. In overcoming that penury, extensive economic interrelations and modern technology have been and remain influential. What has happened in Europe, America, Japan, and East Asia has important messages for all other regions, and we cannot go very far into understanding the nature of globalization today without first acknowledging the positive fruits of global economic contacts.

Indeed, we cannot reverse the economic predicament of the poor across the world by withholding from them the great advantages of contemporary technology, the well-established efficiency of international trade and exchange, and the social as well as economic merits of living in an open society. Rather, the main issue is how to make good use of the remarkable benefits of economic intercourse and technological progress in a way that pays adequate attention to the interests of the deprived and the underdog. That is, I would argue, the constructive question that emerges from the so-called antiglobalization movements.

Are the Poor Getting Poorer?

The principal challenge relates to inequality--international as well as intranational. The troubling inequalities include disparities in affluence and also gross asymmetries in political, social, and economic opportunities and power.

A crucial question concerns the sharing of the potential gains from globalization--between rich and poor countries and among different groups within a country. It is not sufficient to understand that the poor of the world need globalization as much as the rich do; it is also important to make sure that they actually get what they need. This may require extensive institutional reform, even as globalization is defended.

There is also a need for more clarity in formulating the distributional questions. For example, it is often argued that the rich are getting richer and the poor poorer. But this is by no means uniformly so, even though there are cases in which this has happened. Much depends on the region or the group chosen and what indicators of economic prosperity are used. But the attempt to base the castigation of economic globalization on this rather thin ice produces a peculiarly fragile critique.

On the other side, the apologists of globalization point to their belief that the poor who participate in trade and exchange are mostly getting richer. Ergo--the argument runs--globalization is not unfair to the poor: they too benefit. If the central relevance of this question is accepted, then the whole debate turns on determining which side is correct in this empirical dispute. But is this the right battleground in the first place? I would argue that it is not.

Global Justice and the Bargaining Problem

Even if the poor were to get just a little richer, this would not necessarily imply that the poor were getting a fair share of the potentially vast benefits of global economic interrelations. It is not adequate to ask whether international inequality is getting marginally larger or smaller. In order to rebel against the appalling poverty and the staggering inequalities that characterize the contemporary world--or to protest against the unfair sharing of benefits of global cooperation--it is not necessary to show that the massive inequality or distributional unfairness is also getting marginally larger. This is a separate issue altogether.

When there are gains from cooperation, there can be many possible arrangements. As the game theorist and mathematician John Nash discussed more than half a century ago (in "The Bargaining Problem," published in Econometrica in 1950, which was cited, among other writings, by the Royal Swedish Academy of Sciences when Nash was awarded the Nobel Prize in economics), the central issue in general is not whether a particular arrangement is better for everyone than no cooperation at all would be, but whether that is a fair division of the benefits. One cannot rebut the criticism that a distributional arrangement is unfair simply by noting that all the parties are better off than they would be in the absence of cooperation; the real exercise is the choice between these alternatives.

An Analogy with the Family

By analogy, to argue that a particularly unequal and sexist family arrangement is unfair, one does not have to show that women would have done comparatively better had there been no families at all, but only that the sharing of the benefits is seriously unequal in that particular arrangement. Before the issue of gender justice became an explicitly recognized concern (as it has in recent decades), there were attempts to dismiss the issue of unfair arrangements within the family by suggesting that women did not need to live in families if they found the arrangements so unjust. It was also argued that since women as well as men benefit from living in families, the existing arrangements could not be unfair. But even when it is accepted that both men and women may typically gain from living in a family, the question of distributional fairness remains. Many different family arrangements--when compared with the absence of any family system--would satisfy the condition of being beneficial to both men and women. The real issue concerns how fairly benefits associated with these respective arrangements are distributed.

Likewise, one cannot rebut the charge that the global system is unfair by showing that even the poor gain something from global contacts and are not necessarily made poorer. That answer may or may not be wrong, but the question certainly is. The critical issue is not whether the poor are getting marginally poorer or richer. Nor is it whether they are better off than they would be had they excluded themselves from globalized interactions.

Again, the real issue is the distribution of globalization's benefits. Indeed, this is why many of the antiglobalization protesters, who seek a better deal for the underdogs of the world economy, are not--contrary to their own rhetoric and to the views attributed to them by others--really "antiglobalization." It is also why there is no real contradiction in the fact that the so-called antiglobalization protests have become among the most globalized events in the contemporary world.

Altering Global Arrangements

However, can those less-well-off groups get a better deal from globalized economic and social relations without dispensing with the market economy itself? They certainly can. The use of the market economy is consistent with many different ownership patterns, resource availabilities, social opportunities, and rules of operation (such as patent laws and antitrust regulations). And depending on these conditions, the market economy would generate different prices, terms of trade, income distribution, and, more generally, diverse overall outcomes. The arrangements for social security and other public interventions can make further modifications to the outcomes of the market processes, and together they can yield varying levels of inequality and poverty.

The central question is not whether to use the market economy. That shallow question is easy to answer, because it is hard to achieve economic prosperity without making extensive use of the opportunities of exchange and specialization that market relations offer. Even though the operation of a given market economy can be significantly defective, there is no way of dispensing with the institution of markets in general as a powerful engine of economic progress.

But this recognition does not end the discussion about globalized market relations. The market economy does not work by itself in global relations--indeed, it cannot operate alone even within a given country. It is not only the case that a marketinclusive system can generate very distinct results depending on various enabling conditions (such as how physical resources are distributed, how human resources are developed, what rules of business relations prevail, what social-security arrangements are in place, and so on). These enabling conditions themselves depend critically on economic, social, and political institutions that operate nationally and globally.

The crucial role of the markets does not make the other institutions insignificant, even in terms of the results that the market economy can produce. As has been amply established in empirical studies, market outcomes are massively influenced by public policies in education, epidemiology, land reform, microcredit facilities, appropriate legal protections, et cetera; and in each of these fields, there is work to be done through public action that can radically alter the outcome of local and global economic relations.

Institutions and Inequality

Globalization has much to offer; but even as we defend it, we must also, without any contradiction, see the legitimacy of many questions that the antiglobalization protesters ask. There may be a misdiagnosis about where the main problems lie (they do not lie in globalization, as such), but the ethical and human concerns that yield these questions call for serious reassessments of the adequacy of the national and global institutional arrangements that characterize the contemporary world and shape globalized economic and social relations.

Global capitalism is much more concerned with expanding the domain of market relations than with, say, establishing democracy, expanding elementary education, or enhancing the social opportunities of society's underdogs. Since globalization of markets is, on its own, a very inadequate approach to world prosperity, there is a need to go beyond the priorities that find expression in the chosen focus of global capitalism. As George Soros has pointed out, international business concerns often have a strong preference for working in orderly and highly organized autocracies rather than in activist and less-regimented democracies, and this can be a regressive influence on equitable development. Further, multinational firms can exert their influence on the priorities of public expenditure in less secure third-world countries by giving preference to the safety and convenience of the managerial classes and of privileged workers over the removal of widespread illiteracy, medical deprivation, and other adversities of the poor. These possibilities do not, of course, impose any insurmountable barrier to development, but it is important to make sure that the surmountable barriers are actually surmounted.

Omissions and Commissions

The injustices that characterize the world are closely related to various omissions that need to be addressed, particularly in institutional arrangements. I have tried to identify some of the main problems in my book Development as Freedom (Knopf, 1999). Global policies have a role here in helping the development of national institutions (for example, through defending democracy and supporting schooling and health facilities), but there is also a need to re-examine the adequacy of global institutional arrangements themselves. The distribution of the benefits in the global economy depends, among other things, on a variety of global institutional arrangements, including those for fair trade, medical initiatives, educational exchanges, facilities for technological dissemination, ecological and environmental restraints, and fair treatment of accumulated debts that were often incurred by irresponsible military rulers of the past.

In addition to the momentous omissions that need to be rectified, there are also serious problems of commission that must be addressed for even elementary global ethics. These include not only inefficient and inequitable trade restrictions that repress exports from poor countries, but also patent laws that inhibit the use of lifesaving drugs--for diseases like AIDS--and that give inadequate incentive for medical research aimed at developing nonrepeating medicines (such as vaccines). These issues have been much discussed on their own, but we must also note how they fit into a general pattern of unhelpful arrangements that undermine what globalization could offer.

Another--somewhat less discussed--global "commission" that causes intense misery as well as lasting deprivation relates to the involvement of the world powers in globalized arms trade. This is a field in which a new global initiative is urgently required, going beyond the need--the very important need--to curb terrorism, on which the focus is so heavily concentrated right now. Local wars and military conflicts, which have very destructive consequences (not least on the economic prospects of poor countries), draw not only on regional tensions but also on global trade in arms and weapons. The world establishment is firmly entrenched in this business: the Permanent Members of the Security Council of the United Nations were together responsible for 81 percent of world arms exports from 1996 through 2000. Indeed, the world leaders who express deep frustration at the "irresponsibility" of antiglobalization protesters lead the countries that make the most money in this terrible trade. The G-8 countries sold 87 percent of the total supply of arms exported in the entire world. The U.S. share alone has just gone up to almost 50 percent of the total sales in the world. Furthermore, as much as 68 percent of the American arms exports went to developing countries.

The arms are used with bloody results--and with devastating effects on the economy, the polity, and the society. In some ways, this is a continuation of the unhelpful role of world powers in the genesis and flowering of political militarism in Africa from the 1960s to the 1980s, when the Cold War was fought over Africa. During these decades, when military overlords--Mobuto Sese Seko or Jonas Savimbi or whoever--busted social and political arrangements (and, ultimately, economic order as well) in Africa, they could rely on support either from the United States and its allies or from the Soviet Union, depending on their military alliances. The world powers bear an awesome responsibility for helping in the subversion of democracy in Africa and for all the far-reaching negative consequences of that subversion. The pursuit of arms "pushing" gives them a continuing role in the escalation of military conflicts today--in Africa and elsewhere. The U.S. refusal to agree to a joint crackdown even on illicit sales of small arms (as proposed by UN Secretary-General Kofi Annan) illustrates the difficulties involved.

Fair Sharing of Global Opportunities

To conclude, the confounding of globalization with Westernization is not only ahistorical, it also distracts attention from the many potential benefits of global integration. Globalization is a historical process that has offered an abundance of opportunities and rewards in the past and continues to do so today. The very existence of potentially large benefits makes the question of fairness in sharing the benefits of globalization so critically important.

The central issue of contention is not globalization itself, nor is it the use of the market as an institution, but the inequity in the overall balance of institutional arrangements--which produces very unequal sharing of the benefits of globalization. The question is not just whether the poor, too, gain something from globalization, but whether they get a fair share and a fair opportunity. There is an urgent need for reforming institutional arrangements--in addition to national ones--in order to overcome both the errors of omission and those of commission that tend to give the poor across the world such limited opportunities. Globalization deserves a reasoned defense, but it also needs reform.

Text Book Questions of “How to Judge Globalism”

Q.1. Contrary to common perception, Sen sees the ‘active agents of Globalization … located far from the West’. Give two illustrations to prove the truth of his assertion.

Ans:
Amartya Sen believes that globalization is neither new nor purely Western. According to him, globalization is the result of cultural and intellectual exchanges among different civilizations over many centuries. He gives several examples to prove that the roots of globalization lie far from the West.

Two illustrations are:

1. Sen points out that many important inventions of the old world came from China. He says that paper, printing press, gunpowder, and the compass were widely used in China long before Europe became advanced in science and technology. This shows that Asia played a major role in the growth of global civilization.

2. Sen also gives the example of Mathematics. He explains that the decimal system and important mathematical ideas originated in India between the 2nd and 6th centuries. These ideas later spread to the Western world and greatly influenced modern mathematics.

Thus, Sen proves that globalization has been shaped by contributions from both East and West.

Q.2. In the essay Sen asserts that ‘our global civilization is a world heritage’. How does he argue his case? Do you agree with him? Give a reasoned answer.

Ans:
In the essay “How to Judge Globalism,” Amartya Sen argues that global civilization belongs to the whole world and is a shared heritage of humanity. According to him, no single country or region can claim complete ownership of civilization or progress.

Sen explains that globalization is not the same as Westernization. It is the result of continuous cultural, scientific, and intellectual exchanges among different nations. Eastern countries like India and China contributed greatly to mathematics, science, printing, and technology, while Western countries also added new developments. Therefore, world civilization is the combined achievement of all cultures.

He raises the question: “Is Globalization really a new Western curse?” and answers that it is neither Western nor a curse. Instead, it is a process that has connected people across the world for centuries.

Yes, I agree with Sen because every civilization has contributed something valuable to human progress. The modern world is built on shared knowledge, ideas, and discoveries from different parts of the world.

Q.4. While talking of ‘distributional fairness’ Sen uses the analogy of a family. Explain how he uses it to explain what he believes to be as an error of approach towards globalization.

Ans:
While discussing “distributional fairness,” Amartya Sen uses the example of a family to explain the misunderstanding about globalization. He says that if there is inequality within a family, it does not mean that the family system itself should be destroyed. For example, if women are treated unfairly in a family, the solution is to remove inequality, not to abolish families.

Similarly, Sen argues that globalization should not be rejected simply because its benefits are not equally distributed. Some people wrongly believe that globalization only helps the rich and harms the poor. Sen disagrees with this idea. According to him, poor people also benefit from global connections, trade, and economic growth, although the benefits may not always be distributed fairly.

Thus, Sen believes that the real problem is inequality in distribution, not globalization itself.

Q.5. Even though Sen defends globalization, he is aware that it is fraught with problems. What according to him is the ‘real issue’ that needs be addressed? Give a well-reasoned answer.

Ans:
Although Amartya Sen supports globalization, he also recognizes that it has several problems. According to him, the real issue is not globalization itself but the unfair way in which its benefits are distributed.

Sen believes that globalization should work for the welfare of all people, especially the poor and weaker sections of society. He says that international trade and global capitalism should not be controlled only by powerful countries and multinational companies.

According to Sen, the following issues need attention:

1. Democracy should be stronger than market forces.

2. International business should not be controlled by autocratic powers.

3. Multinational companies should help reduce poverty, illiteracy, and medical deprivation.

4. Poor countries should get fair opportunities in world trade.

5. Powerful nations should not dominate weaker countries.

6. Development and economic growth should be equal and fair for all nations.

Thus, Sen believes that globalization can become beneficial if justice, equality, and fairness are ensured throughout the world.

Here are the correct answers for Exercise 2 (Multiple Choice) from How to Judge Globalism:

Exercise 2: Choose the correct option

1. While referring to the printing of the world's first book as a 'globalized event', which country does Sen not cite?
Ans: d. Turkey

2. Sen uses the expression 'shoot themselves in the foot'. What does it mean?
Ans: c. to foolishly harm one's own cause

3. The Latin term for ‘a cove or a bay’ is
Ans: d. none of the above

4. Sen's approach to anti-globalisation movements is:
Ans: b. highly appreciative

5. Sen argues that globalization
Ans: d. a. and c.

6. Sen insists that globalization
Ans: d. all of the above

7. Which one of the following is not true of Vajracchedika Prajnaparamitasutra?
Ans: a. It is an old treatise on Hinduism

8. According to Sen, anti-globalisation protests are:
Ans: b. globalised events

Grammar Exercise

Exercise 11: Rewrite using the words in brackets

1. You'll get hurt. Move away. (use if)
Ans: If you do not move away, you will get hurt.

2. Tagore was a painter. He was also a poet. (use besides)
Ans: Besides being a painter, Tagore was also a poet.

3. He won a lottery. He bought a new laptop. (use having)
Ans: Having won a lottery, he bought a new laptop.

4. The sum is very easy. Even a child can solve it. (use so, that)
Ans: The sum is so easy that even a child can solve it.

5. The sun shines. Make hay now. (use while)
Ans: Make hay while the sun shines.

6. He hurried home. He might lose his way in the dark. (use lest)
Ans: He hurried home lest he should lose his way in the dark.

7. You must charge less. I cannot buy this bag. (use unless)
Ans: Unless you charge less, I cannot buy this bag.

8. The burglar saw the policeman coming. He fled from there. (use as soon as)
Ans: As soon as the burglar saw the policeman coming, he fled from there.

Exercise 12: Do as directed

1. She received praise and reward. (compound sentence)
Ans: She received praise and she received a reward.

2. He is not only industrious but also wise. (simple sentence)
Ans: He is both industrious and wise.

3. To avoid accidents, you must follow traffic rules. (compound sentence)
Ans: Follow traffic rules and you will avoid accidents.

4. Without your help I can do nothing. (complex sentence)
Ans: If you do not help me, I can do nothing.

5. As soon as he saw the lion, he ran away. (compound sentence)
Ans: He saw the lion and he ran away immediately.

6. He heard the news. He set off at once. (simple sentence)
Ans: Hearing the news, he set off at once.

7. He wishes to become rich. He works hard. (complex sentence)
Ans: He works hard because he wishes to become rich.

8. A person who tells lies is seldom trusted. (simple sentence)
Ans: A liar is seldom trusted.

9. Do you know the road which leads to the station? (simple sentence)
Ans: Do you know the road leading to the station?

10. He is a man of great ability. (complex sentence)
Ans: He is a man who has great ability.

“The Dog That Bit People” by James Thurber

About the Author (James Thurber)

Life:
James Grover Thurber was born on 8 December 1894 in Columbus, Ohio, and died on 2 November 1961. He was a cartoonist, author, humorist, journalist, and playwright.

Education and Job:
He received his early education in his birthplace, Columbus, Ohio. He attended Ohio State University from 1913 to 1918 but did not complete his degree, as he left before graduating. After that, he worked in various newspaper jobs. In 1926, he moved to New York City, where he became a reporter for the Evening Post. His contributions as a writer and artist greatly shaped American humor. He left his staff position at the magazine in 1935.

Literary Works:
Thurber was a prolific writer and continued writing until his death. He wrote essays, short stories, fables, and plays. He was also a cartoonist. Many of his works were adapted for television, films, and musical presentations. His important works include: Is Sex Necessary?, My Life and Hard Times, The Last Flower, Fables for Our Time, My World—and Welcome to It, Many Moons, The White Deer, The 13 Clocks, The Thurber Album, The Wonderful O, and The Years with Ross.

Summary and Analysis of “The Dog That Bit People”

“The Dog That Bit People” is a humorous story taken from James Thurber’s autobiographical work My Life and Hard Times. In this book, Thurber narrates amusing episodes from his childhood and family life in Columbus, Ohio.

The story revolves around a family pet dog named Muggs, who had a very bad temperament. Muggs was aggressive and had a habit of biting people without reason. He bit almost everyone who came near him, including neighbors, visitors, the iceman, and even a congressman.

Muggs became a serious problem for the family and the neighborhood. No one was safe from him. Interestingly, the only person he never bit was the narrator’s mother, who took care of him and loved him deeply.

Whenever Muggs bit someone, the mother would send candies to the victim as a gesture of apology. This unusual behavior adds to the humor of the story. The story is full of irony and comic situations, which are typical features of Thurber’s writing style.

Overall, the story is a light-hearted and humorous portrayal of family life, highlighting the unpredictable behavior of both humans and animals.

The Dog that Bit People (Text)

Probably no one man should have as many dogs in his life as I have had, but there was more pleasure than distress in them for me except in the case of an Airedale named Muggs. He gave me more trouble than all the other fifty-four or -five put together, although my moment of keenest embarrassment was the time a Scotch terrier named Jeannie, who had just had six puppies in the clothes closet of a fourth floor apartment in New York, had the unexpected seventh and last at the corner of Eleventh Street and Fifth Avenue during a walk she had insisted on taking. Then, too, there was the prize winning French poodle, a great big black poodle — none of your little, untroublesome white miniatures — who got sick riding in the rumble seat’ of a car with me on her way to the Greenwich Dog Show. She had a red rubber bib tucked around her throat and, since a rain storm came up when we were halfway through the Bronx, I had to hold over her a small green umbrella, really more of a parasol. The rain beat down fearfully and suddenly the driver of the car drove into a big garage, filled with mechanics. It happened so quickly that I forgot to put the umbrella down and I will always remember, with sickening distress, the look of incredulity mixed with hatred that came over the face of the particular hardened garage man that came over to see what we wanted, when he took a look at me and the poodle. All garage men, and people of that intolerant stripe, hate poodles with their curious hair cut, especially the pom-poms that you got to leave on their hips if you expect the dogs to win a prize.

But the Airedale, as I have said, was the worst of all my dogs. He really wasn’t my dog, as a matter of fact: I came home from a vacation one summer to find that my brother Roy had bought him while I was away. A big, burly, choleric’ dog, he always acted as if he thought I wasn’t one of the family. There was a slight advantage in being one of the family, for he didn’t bite the family as often as he bit strangers. Still, in the years that we had him he bit everybody but mother, and he made a pass at her once but missed. That was during the month when we suddenly had mice, and Muggs refused to do anything about them. Nobody ever had mice exactly like the mice we had that month. They acted like pet mice, almost like mice somebody had trained. They were so friendly that one night when mother entertained at dinner the Friraliras, a club she and my father had belonged to for twenty years, she put down a lot of little dishes with food in them on the pantry floor so that the mice would be satisfied with that and wouldn’t come into the dining room. Muggs stayed out in the pantry with the mice, lying on the floor, growling to himself — not at the mice, but about all the people in the next room that he would have liked to get at. Mother slipped out into the pantry once to see how everything was going. Everything was going fine. It made her so mad to see Muggs lying there, oblivious of the mice — they came running up to her — that she slapped him and he slashed at her, but didn’t make it. He was sorry immediately, mother said. He was always sorry, she said, after he bit someone, but we could not understand how she figured this out. He didn’t act sorry.

Mother used to send a box of candy every Christmas to the people the Airedale bit. The list finally contained forty or more names. Nobody could understand why we didn’t get rid of the dog. I didn’t understand it very well myself, but we didn’t get rid of him. I think that one or two people tried to poison Muggs — he acted poisoned once in a while — and old Major Moberly fired at him once with his service revolver near the Seneca Hotel in East Broad Street — but Muggs lived to be almost eleven years old and even when he could hardly get around he bit a Congressman who had called to see my father on business. My mother had never liked the Congressman — she said the signs of his horoscope showed he couldn’t be trusted (he was Saturn with the moon in Virgo) — but she sent him a box of candy that Christmas. He sent it right back, probably because he suspected it was trick candy. Mother persuaded herself it was all for the best that the dog had bitten him, even though father lost an important business association because of it. “I wouldn’t be associated with such a man,” mother said, “Muggs could read him like a book.”

We used to take turns feeding Muggs to be on his good side, but that didn’t always work. He was never in a very good humor, even after a meal. Nobody knew exactly what was the matter with him, but whatever it was it made him irascible, especially in the mornings. Roy never felt very well in the morning, either, especially before breakfast, and once when he came downstairs and found that Muggs had moodily chewed up the morning paper he hit him in the face with a grapefruit and then jumped up on the dining room table, scattering dishes and silverware and spilling the coffee. Muggs’ first free leap carried him all the way across the table and into a brass fire screen in front of the gas grate but he was back on his feet in a moment and in the end he got Roy and gave him a pretty vicious bite in the leg. Then he was all over it; he never bit anyone more than once at a time. Mother always mentioned that as an argument in his favor; she said he had a quick temper but that he didn’t hold a grudge. She was forever defending him. I think she liked him because he wasn’t well. “He’s not strong,” she would say, pityingly, but that was inaccurate; he may not have been well but he was terribly strong.

One time my mother went to the Chittenden Hotel to call on a woman mental healer who was lecturing in Columbus on the subject of “Harmonious Vibrations.” She wanted to find out if it was possible to get harmonious vibrations into a dog. “He’s a large tan-colored Airedale,” mother explained. The woman said that she had never treated a dog but she advised my mother to hold the thought that he did not bite and would not bite. Mother was holding the thought the very next morning when Muggs got the iceman but she blamed that slip-up on the iceman. “If you didn’t think he would bite you, he wouldn’t,” mother told him. He stomped out of the house in a terrible jangle of vibrations.

One morning when Muggs bit me slightly, more or less in passing, I reached down and grabbed his short stumpy tail and hoisted him into the air. It was a foolhardy thing to do and the last time I saw my mother, about six months ago, she said she didn’t know what possessed me. I don’t either, except that I was pretty mad. As long as I held the dog off the floor by his tail he couldn’t get at me, but he twisted and jerked so, snarling all the time, that I realized I couldn’t hold him that way very long. I carried him to the kitchen and flung him onto the floor and shut the door on him just as he crashed against it. But I forgot about the backstairs. Muggs went up the backstairs and down the frontstairs and had me cornered in the living room. I managed to get up onto the mantelpiece above the fireplace, but it gave way and came down with a tremendous crash throwing a large marble clock, several vases, and myself heavily to the floor. Muggs was so alarmed by the racket that when I picked myself up he had disappeared. We couldn’t find him anywhere, although we whistled and shouted, until old Mrs. Detweiler called after dinner that night. Muggs had bitten her once, in the leg, and she came into the living room only after we assured her that Muggs had run away. She had just seated herself when, with a great growling and scratching of claws, Muggs emerged from under a davenport’ where he had been quietly hiding all the time, and bit her again. Mother examined the bite and put arnica5 on it and told Mrs. Detweiler that it was only a bruise. “He just bumped you,” she said. But Mrs. Detweiler left the house in a nasty state of mind.

Lots of people reported our Airedale to the police but my father held a municipal office at the time and was on friendly terms with the police. Even so, the cops had been out a couple of times — once when Muggs bit Mrs. Rufus Sturtevant and again when he bit Lieutenant-Governor Malloy — but mother told them that it hadn’t been Muggs’ fault but the fault of the people who were bitten. “When he starts for them, they scream,” she explained, “and that excites him.” The cops suggested that it might be a good idea to tie the dog up, but mother said that it mortified him to be tied up and that he wouldn’t eat when he was tied up.

Muggs at his meals was an unusual sight. Because of the fact that if you reached toward the floor he would bite you, we usually put his food plate on top of an old kitchen table with a bench alongside the table. Muggs would stand on the bench and eat. I remember that my mother’s Uncle Horatio, who boasted that he was the third man up Missionary Ridge, was splutteringly indignant when he found out that we fed the dog on a table because we were afraid to put his plate on the floor. He said he wasn’t afraid of any dog that ever lived and that he would put the dog’s plate on the floor if we would give it to him. Roy said that if Uncle Horatio had fed Muggs on the ground just before the battle he would have been the first man up Missionary Ridge. Uncle Horatio was furious. “Bring him in! Bring him in now!” he shouted. “I’ll feed the — on the floor!” Roy was all for giving him a chance, but my father wouldn’t hear of it. He said that Muggs had already been fed. “I’ll feed him again!” bawled Uncle Horatio. We had quite a time quieting him.

In his last year Muggs used to spend practically all of his time outdoors. He didn’t like to stay in the house for some reason or other — perhaps it held too many unpleasant memories for him. Anyway, it was hard to get him to come in and as a result the garbage man, the iceman, and the laundryman wouldn’t come near the house. We had to haul the garbage down to the corner, take the laundry out and bring it back, and meet the iceman a block from home. After this had gone on for some time we hit on an ingenious arrangement for getting the dog in the house so that we could lock him up while the gas meter was read, and so on. Muggs was afraid of only one thing, an electrical storm. Thunder and lightning frightened him out of his senses (I think he thought a storm had broken the day the mantelpiece fell). He would rush into the house and hide under a bed or in a clothes closet. So we fixed up a thunder machine out of a long narrow piece of sheet iron with a wooden handle on one end. Mother would shake this vigorously when she wanted to get Muggs into the house. It made an excellent imitation of thunder, but I suppose it was the most roundabout system for running a household that was ever devised. It took a lot out of mother.

A few months before Muggs died, he got to “seeing things.” He would rise slowly from the floor, growling low, and stalk stiff-legged and menacing toward nothing at all. Sometimes the Thing would be just a little to the right or left of a visitor. Once a Fuller Brush salesman got hysterics. Muggs came wandering into the room like Hamlet’ following his father’s ghost. His eyes were fixed on a spot just to the left of the Fuller Brush man, who stood it until Muggs was about three slow, creeping paces from him. Then he shouted. Muggs wavered on past him into the hallway grumbling to himself but the Fuller man went on shouting. I think mother had to throw a pan of cold water on him before he stopped. That was the way she used to stop us boys when we got into fights.

Muggs died quite suddenly one night. Mother wanted to bury him in the family lot under a marble stone with some such inscription as “Flights of angels sing thee to thy rest” but we persuaded her it was against the law. In the end we just put up a smooth board above his grave along a lonely road. On the board I wrote with an indelible pencil “Cave Canem.” Mother was quite pleased with the simple classic dignity of the old Latin epitaph.

Textual Questions

Q1. Describe how Thurber uses the figure of Muggs to create an eventful story that provides not only humor but also insight into human behaviour.

Ans.
There is no doubt that the story “The Dog That Bit People” is full of humorous elements. The main character through whom Thurber creates humor is the dog, Muggs. Muggs has a peculiar temperament, as he bites almost everyone who comes in his way, except the narrator’s mother.

The way Thurber presents Muggs in the story is highly humorous and engaging. The dog becomes the centre of all family troubles and comic situations, as he bites neighbors, visitors, the iceman, and even a congressman.

At the same time, the story provides an insight into human behaviour. While most family members are afraid of or annoyed by Muggs, the mother treats him with love and care. She is affectionate towards him and defends his actions. She even sends candies to people whom Muggs has bitten as a gesture of apology. This contrast in behaviour highlights how love, attachment, and perception influence human responses. Thus, through Muggs, Thurber not only creates humor but also reflects human psychology and relationships.

Q2. What does this story reveal about the interpersonal dynamics of the Thurber household? How does the treatment of Muggs differ between the mother and her children?

Ans.
The story “The Dog That Bit People” reveals the interpersonal dynamics within the Thurber household. It is an autobiographical account of the author’s childhood in Columbus, Ohio.

The family owns a dog named Muggs, who has a habit of biting people. He bites almost everyone except the narrator’s mother. Because of this, the children in the family strongly dislike the dog and consider him dangerous. They even want to get rid of him.

However, the mother has a completely different attitude. She loves Muggs, takes care of him, and protects him from harm, despite his behaviour. She does not allow her children to hurt or kill the dog. Even after Muggs dies, she wishes to bury him in the family plot under a marble stone with the inscription: “Flight of angels sing thee to thy rest.”

This contrast shows a clear difference in perception: the children see Muggs as a threat, while the mother sees him as a beloved companion.

Q3. Identify the various literary devices used by Thurber in order to generate humour and sarcasm in the story.

Ans.
As a humorist, Thurber uses several literary devices to create humor and sarcasm in the story. These include exaggeration, hyperbole, understatement, diction, tone, and irony.

One of the most important devices is personification, where Muggs is almost treated like a human member of the family. His behaviour is discussed as if he understands social relationships, which adds humor to the narrative.

Irony is also strongly present, as the dog causes trouble for everyone except the mother, who is the only person who loves him unconditionally.

Thurber also uses a humorous tone and diction, especially through the mother’s reactions. She consistently defends Muggs and even blames the victims rather than the dog. This creates situational comedy and sarcasm, as the mother refuses to accept that Muggs is at fault.

For example, when Muggs bites people, the mother justifies it and treats it as a misunderstanding, which adds to the comic effect of the story.

Q4. Identify any one humorous episode from the text and describe its impact on you as the reader.

Ans.
One of the most humorous episodes in the story is when the mother visits the Chittenden Hotel to meet a mental healer who was lecturing on “vibrations.”

The mother asks the healer if it is possible to create harmonious vibrations in a dog so that it stops biting. The healer advises her to “hold the thought” that the dog will not bite. The next morning, while the mother is trying to apply this advice, Muggs bites the iceman again. However, the mother does not blame the dog; instead, she blames the iceman for disturbing the “vibrations.”

This episode is highly humorous because it shows the mother’s blind faith in strange ideas and her refusal to accept reality. As a reader, this incident creates laughter due to its absurdity and also highlights Thurber’s satirical style, where human irrationality is exposed in a light-hearted way.

A few of your marked answers in Exercise 2 need correction. Here is the corrected key:

Exercise 2 (Correct Answers)

1. b – establish his fondness for dogs and set a humorous tone.

2. d – both a. and b.

3. a – Muggs never bit any family member.

4. a – how his family members tried to adjust to the dog's behaviour.

5. b – mother is secretly happy that the Congressman was bitten.

6. d – how to change the dog's behaviour.

7. b – The narrator grabbed the dog by his tail and hoisted him into the air.

8. b – the mother used to frighten them by vigorously shaking an iron sheet.

9. c – Muggs began imagining things that were not there.

Exercise 8: Active → Passive

1. The girl hugged her pet.
✔ Correct: The pet was hugged by the girl.

2. The boy caught the falling kite.
✔ Correct: The falling kite was caught by the boy.

3. Someone has picked my pocket.
✔ Correct: My pocket has been picked.

4. The judge found him guilty of theft.
✔ Correct: He was found guilty of theft.

5. The farmer's wife carried a pot of milk on her head.
✔ Better: A pot of milk was carried on her head by the farmer’s wife.
(Word order improved)

6. I know her.
✔ Correct: She is known to me.

7. He annoyed her.
✔ Correct: She was annoyed with him.

8. The news pleased her.
✔ Correct: She was pleased by the news.

9. He made everyone happy.
✔ Correct: Everyone was made happy by him.

10. Saba was inspired by her class teacher.
✔ Correct passive form already given.
✔ Active should be: Her class teacher inspired Saba.

Exercise 9: Passive → Active

1. He was praised by his mother.
✔ Correct: His mother praised him.

2. The child was frightened by the noise.
✔ Correct: The noise frightened the child.

3. The city was destroyed by an earthquake.
✔ Correct: An earthquake destroyed the city.

4. The leader was welcomed by the people.
✔ Correct: The people welcomed the leader.

5. A book was bought by me.
✔ Correct: I bought a book.

6. He was made king.
✔ Correct: They made him king.

7. The project has been completed by them.
✔ Correct: They have completed the project.

8. A car was being driven by her.
✔ Correct: She was driving a car.

9. Tea is being made by them.
✔ Correct: They are making tea.

10. A house has to be chosen.
✔ Correct: We have to choose a house. (or: Someone has to choose a house.)

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4th Sem General English All Material

Q1. Does Mrs Pearson’s family take ‘notice’ of her? How is she treated?

Q2. Discuss Mrs Fitzgerald’s role in the change in the Pearson household.

Q3. Compare Mrs Pearson’s personality before and after the change.

Q4. Comment on the ending. Has the family changed for good?

Exercise 2 – True / False

Exercise 3 – Match the Disabilities with their Meanings

Answers:

Exercise 4 – Styles of Walking

Exercise 5 – Use of Expressions with “Out”

Exercise 6 – Pandemic Vocabulary

Grammar – Exercise 7

Direct to Indirect Speech

Grammar – Exercise 8

Indirect to Direct Speech

I Have Dream by Martin Luther King Jr.

About the Author – Martin Luther King Jr.

Parents and Wife

Education and Achievements

Summary and Analysis of I Have a Dream

Theme of the Speech

Textual Questions

Q1. Why has “I Have a Dream” been called the defining moment of the American Civil Rights Movement?

Q2. What are the various kinds of injustices that were meted out to African Americans in America?

Q3. Despite the injustice suffered by African Americans, King paints a picture of an integrated and unified America. Comment.

Q4. Mention the list of dreams that King spells out in his speech. Which one do you appreciate the most and why?

Q5. King refers to his dream as one deeply rooted in the American Dream. What does he mean?

Exercise 2 – True / False

Exercise 3 – Match the Disabilities with Their Meanings

Answers:

Exercise 4 – Styles of Walking

Exercise 5 – Use of Expressions Beginning with “Out”

Exercise 6 – Pandemic Vocabulary

Grammar

Exercise 7

Change the narration from Direct to Indirect Speech

Exercise 8

Change the narration from Indirect to Direct Speech

Text Book Questions of “How to Judge Globalism”

Q.1. Contrary to common perception, Sen sees the ‘active agents of Globalization … located far from the West’. Give two illustrations to prove the truth of his assertion.

Two illustrations are:

Q.2. In the essay Sen asserts that ‘our global civilization is a world heritage’. How does he argue his case? Do you agree with him? Give a reasoned answer.

Q.4. While talking of ‘distributional fairness’ Sen uses the analogy of a family. Explain how he uses it to explain what he believes to be as an error of approach towards globalization.

Q.5. Even though Sen defends globalization, he is aware that it is fraught with problems. What according to him is the ‘real issue’ that needs be addressed? Give a well-reasoned answer.

Exercise 2: Choose the correct option

Grammar Exercise

Exercise 11: Rewrite using the words in brackets

Exercise 12: Do as directed

About the Author (James Thurber)

Summary and Analysis of “The Dog That Bit People”

Textual Questions

Q1. Describe how Thurber uses the figure of Muggs to create an eventful story that provides not only humor but also insight into human behaviour.

Q2. What does this story reveal about the interpersonal dynamics of the Thurber household? How does the treatment of Muggs differ between the mother and her children?

Q3. Identify the various literary devices used by Thurber in order to generate humour and sarcasm in the story.

Q4. Identify any one humorous episode from the text and describe its impact on you as the reader.

Exercise 2 (Correct Answers)

Exercise 8: Active → Passive

Exercise 9: Passive → Active

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