An Elementary School Classroom

1 / 16

Far far from gusty waves these children's faces. Like rootless weeds, the hair torn round their pallor: The tall girl with her weighed-down head. The paper- seeming boy with rat's eyes. The stunted, unlucky heir a. Which children are referred to here? What is peculiar about their faces? b. What does the expression ‘Far far from gusty waves’ signify? c. Explain: ‘Like rootless weeds.’ d. How is the tall girl affected by poverty? e. What is the comparison drawn with rat’s eyes?

a. The children of the slum area have been referred. Their faces instead of being filled with youthful exuberance are worn out and boggled down with the pressures of life. b. In this line the poet has tried to use imagery whereby he wants to draw the picture of the children away from the joy of nature and education are rather confined to their constricted and dingy life in the slum area. c. The simile has been used by the poet to highlight the state of malnutrition among the children who have hair as unkempt as the rootless weeds would be. They are without any support or nurturing. d. The tall girl is oppressed by the pressures of poverty that have been inflicted on her with time. She has a bent posture due to the trials and tribulations of life which she is subjected to at such a young age. e. The metaphoric meaning of this line suggests that the child is always on the lookout for food and security. He is deprived of the basic amenities and is undernourished so as a rat would always be on a lookout for food likewise he is also craving for food.

2 / 16

Of twisted bones, reciting a father's gnarled disease, His lesson, from his desk. At back of the dim class One unnoted, sweet and young. His eyes live in a dream, Of squirrel's game, in tree room, other than this. a. Who is being referred to in these lines why is he stunted? b. Why is ‘he’ referred to as ‘unlucky heir’? c. Explain: ‘citing a father’s gnarled disease.” d. Who sits at the back of the class, unnoticed? How is he different? e. Explain: “his eyes live in a dream.” f. What is the comparison drawn with ‘squirrel’s game’?

3 / 16

On sour cream walls, donations. Shakespeare's head, Cloudless at dawn, civilized dome riding all cities. Belled, flowery, Tyrolese valley, open-handed map Awarding the world its world. And yet, for these a. Explain: ‘On sour cream walls, donations.’ b. What does ‘Shakespeare’s head’ suggest? c. Why has the poet used images of ‘cloudless dawn’ and ‘civilized dome’? d. Explain: ‘Belled, flowery, Tyrolese valley.’ e. What does the reference to the ‘map’ imply?

4 / 16

Children, these windows, not this map, their world, Where all their future's painted with a fog, A narrow street sealed in with a lead sky Far far from rivers, capes, and stars of words. a. What comprises the world for these children? b. What future do these children have in store for themselves? c. Where do these children spend their lives? d. What does ‘lead sky’ symbolize? e. What bounties are these children deprived of?

5 / 16

Surely, Shakespeare is wicked, the map a bad example, With ships and sun and love tempting them to steal- For lives that slyly turn in their cramped holes From fog to endless night? On their slag heap, these children a. Why is Shakespeare referred to as ‘wicked’? b. How is ‘map’ a bad example? c. What do ‘ships’, ‘sun’ and ‘love’ symbolize? d. Where do their lives ‘slyly turn’? e. Explain: ‘From fog to endless night.’

6 / 16

Wear skins peeped through by bones and spectacles of steel With mended glass, like bottle bits on stones. All of their time and space are foggy slum. So blot their maps with slums as big as doom. a. What does ‘slag heap’ refer to? b. Explain: ‘skins peeped through by bones.’ c. What is the comparison drawn with ‘bottle bits on stones’? d. What comprises the world for these children? e. Why does the poet see slums ‘as big as doom’?

7 / 16

Unless, governor, inspector, visitor, This map becomes their window and these windows That shut upon their lives like catacombs, Break O break open till they break the town a. What is the ambience of an elementary school in a slum? b. What does the reference to the ‘governor, inspector and visitor’ imply? c. How does the ‘map’ become their ‘window’? d. What does the word ‘windows’ symbolize? e. Explain: ‘shut upon their lives like catacombs.’

8 / 16

And show the children to green fields, and make their world Run azure on gold sands, and let their tongues Run naked into books the white and green leaves open History theirs whose language is the sun. a. What hope does the poet see in these lines? b. What kind of a world does the poet visualize for these children? c. What does ‘green fields’ and ‘gold sands’ symbolize? d. Explain: ‘let their tongues run naked into books.’ e. What does the word ‘sun’ in the last line suggest?

9 / 16

Why does Stephen Spender use the images of the despair and disease in the first stanza in the poem and with what effect?

10 / 16

Inspite of despair and disease the condition of the slum children, they are not devoid of hope. Give an example of their hope and dream.

11 / 16

How does the poet picture the condition of the slum children?

12 / 16

What is the theme of the poem? How it has been presented?

13 / 16

Which images of the slums in the third stanza present the picture of social disparity, injustice and class inequalities?

14 / 16

"So blot their maps with slum as big as room" says Stephen Spender. What does the poet want to convey?

15 / 16

How can powerful persons-viz governor, inspector, visitor contribute to improve the lot of slum children?

16 / 16

Which world these children do belong to? Which world is inaccessible to them?

An Elementary School Classroom
An Elementary School Classroom

1 / 16

Far far from gusty waves these children's faces. Like rootless weeds, the hair torn round their pallor: The tall girl with her weighed-down head. The paper- seeming boy with rat's eyes. The stunted, unlucky heir a. Which children are referred to here? What is peculiar about their faces? b. What does the expression ‘Far far from gusty waves’ signify? c. Explain: ‘Like rootless weeds.’ d. How is the tall girl affected by poverty? e. What is the comparison drawn with rat’s eyes?

a. The children of the slum area have been referred. Their faces instead of being filled with youthful exuberance are worn out and boggled down with the pressures of life. b. In this line the poet has tried to use imagery whereby he wants to draw the picture of the children away from the joy of nature and education are rather confined to their constricted and dingy life in the slum area. c. The simile has been used by the poet to highlight the state of malnutrition among the children who have hair as unkempt as the rootless weeds would be. They are without any support or nurturing. d. The tall girl is oppressed by the pressures of poverty that have been inflicted on her with time. She has a bent posture due to the trials and tribulations of life which she is subjected to at such a young age. e. The metaphoric meaning of this line suggests that the child is always on the lookout for food and security. He is deprived of the basic amenities and is undernourished so as a rat would always be on a lookout for food likewise he is also craving for food.

2 / 16

Of twisted bones, reciting a father's gnarled disease, His lesson, from his desk. At back of the dim class One unnoted, sweet and young. His eyes live in a dream, Of squirrel's game, in tree room, other than this. a. Who is being referred to in these lines why is he stunted? b. Why is ‘he’ referred to as ‘unlucky heir’? c. Explain: ‘citing a father’s gnarled disease.” d. Who sits at the back of the class, unnoticed? How is he different? e. Explain: “his eyes live in a dream.” f. What is the comparison drawn with ‘squirrel’s game’?

3 / 16

On sour cream walls, donations. Shakespeare's head, Cloudless at dawn, civilized dome riding all cities. Belled, flowery, Tyrolese valley, open-handed map Awarding the world its world. And yet, for these a. Explain: ‘On sour cream walls, donations.’ b. What does ‘Shakespeare’s head’ suggest? c. Why has the poet used images of ‘cloudless dawn’ and ‘civilized dome’? d. Explain: ‘Belled, flowery, Tyrolese valley.’ e. What does the reference to the ‘map’ imply?

4 / 16

Children, these windows, not this map, their world, Where all their future's painted with a fog, A narrow street sealed in with a lead sky Far far from rivers, capes, and stars of words. a. What comprises the world for these children? b. What future do these children have in store for themselves? c. Where do these children spend their lives? d. What does ‘lead sky’ symbolize? e. What bounties are these children deprived of?

5 / 16

Surely, Shakespeare is wicked, the map a bad example, With ships and sun and love tempting them to steal- For lives that slyly turn in their cramped holes From fog to endless night? On their slag heap, these children a. Why is Shakespeare referred to as ‘wicked’? b. How is ‘map’ a bad example? c. What do ‘ships’, ‘sun’ and ‘love’ symbolize? d. Where do their lives ‘slyly turn’? e. Explain: ‘From fog to endless night.’

6 / 16

Wear skins peeped through by bones and spectacles of steel With mended glass, like bottle bits on stones. All of their time and space are foggy slum. So blot their maps with slums as big as doom. a. What does ‘slag heap’ refer to? b. Explain: ‘skins peeped through by bones.’ c. What is the comparison drawn with ‘bottle bits on stones’? d. What comprises the world for these children? e. Why does the poet see slums ‘as big as doom’?

7 / 16

Unless, governor, inspector, visitor, This map becomes their window and these windows That shut upon their lives like catacombs, Break O break open till they break the town a. What is the ambience of an elementary school in a slum? b. What does the reference to the ‘governor, inspector and visitor’ imply? c. How does the ‘map’ become their ‘window’? d. What does the word ‘windows’ symbolize? e. Explain: ‘shut upon their lives like catacombs.’

8 / 16

And show the children to green fields, and make their world Run azure on gold sands, and let their tongues Run naked into books the white and green leaves open History theirs whose language is the sun. a. What hope does the poet see in these lines? b. What kind of a world does the poet visualize for these children? c. What does ‘green fields’ and ‘gold sands’ symbolize? d. Explain: ‘let their tongues run naked into books.’ e. What does the word ‘sun’ in the last line suggest?

9 / 16

Why does Stephen Spender use the images of the despair and disease in the first stanza in the poem and with what effect?

10 / 16

Inspite of despair and disease the condition of the slum children, they are not devoid of hope. Give an example of their hope and dream.

11 / 16

How does the poet picture the condition of the slum children?

12 / 16

What is the theme of the poem? How it has been presented?

13 / 16

Which images of the slums in the third stanza present the picture of social disparity, injustice and class inequalities?

14 / 16

"So blot their maps with slum as big as room" says Stephen Spender. What does the poet want to convey?

15 / 16

How can powerful persons-viz governor, inspector, visitor contribute to improve the lot of slum children?

16 / 16

Which world these children do belong to? Which world is inaccessible to them?

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The Complete Class 12 English CBSE Core Course

₹5349

₹10,637

The Complete Class 12 English CBSE Core Course is a one-of-a-kind course for students of Class 12 English CBSE Core and includes Flamingo, Vistas, reading and writing. It is jam-packed with hundreds of animated videos , detailed and original questions and answers, hundreds of HOTS questions along with their answers, and thousands of practice questions. And it doesn’t just cover literature, we cover reading, writing, and grammar too, so you never lag behind.

61 hours

This course packs more than 61 hours of content. It's a race against time, and we are rooting for you

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875 minutes of video

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What you'll learn?

  • A firm understanding of all the chapters in your prescribed book
  • A complete curriculum designed to help you study smarter
  • Basic and advanced grammar topics, everything from articles to clauses
  • Templates for writing sections
  • Animated videos explaining every chapter and topic
  • Practice questions to test your understanding
  • Thousands of original Q&A's with each chapter
  • Line-by-line explanation in Hindi
  • Reading materials and summaries with all topics
  • Premium doubt support - ask us anything, anytime
  • Tips and tricks for your exams
  • Request for additional content
  • Constant guidance and updates about latest changes
  • Scientifically designed course to solidify your basics

What's it about?

The Complete Class 12 English CBSE Core Course is a one-of-a-kind course for students of Class 12 English CBSE Core and includes Flamingo, Vistas, reading and writing. It is jam-packed with hundreds of animated videos , detailed and original questions and answers, hundreds of HOTS questions along with their answers, and thousands of practice questions. And it doesn’t just cover literature, we cover reading, writing, and grammar too, so you never lag behind.


This course is regularly updated, because these are fickle times we live in. This course will always stay up to date with the CBSE curriculum and is even now in sync with it. We’ve updated our course to include thorough examinations of discursive passages, case-based passages, and the newly added value-based questions.

Here’s all that’s included in this course:

  • Literature – All chapters from Flamingo & Vistas.
  • Grammar – All grammar topics prescribed by the latest CBSE syllabus.
  • Reading – Includes in-depth explanations of both discursive and case-based passages.

What’s special about this course?

Animated Videos

  • The entire chapter is explained line-by-line with the help of whiteboard animations, characters, and videos, because if we want to hold your attention, it’s got to be more interesting than the book, and we promise you, it is. 
  • We’ve split the videos into bite-sized snippets so it’s easier for you to stay attentive for longer and understand and grasp the content explained better. 
  • The chapter has been brought to life by our founder, Meenu Sethi, who’s been educating for more than three decades, and has been applauded for her voice on YouTube (barring the creepy comments). She has a knack for explaining even the toughest of lines in the simplest of words, turning these chapter into bite-sized pieces of cake.

Practice Quizzes

  • Once you’ve watched and understood the chapter, you can then move on to these practice quizzes to test your understanding
  • The results are presented instantaneously, along with where you went wrong and what were the correct answer. 
  • Each lesson is accompanied by a practice quiz, so if you’ve just watched a 2-minute video, you can then jump on to the quiz and check if you’ve really understood the topic or did you space out. 
  • These quizzes have multiple choice questions, multiple answer questions, and fill in the blanks.

Summaries & Reading Materials

  • In a hurry? Don’t worry, we’ve got you covered. 
  • If you just want to understand the concept or brush up on your syllabus, these reading materials will be your best friend. 
  • All of the materials have been curated and proof-read, so they are all high-quality, well explained pieces to supplement your learning journey.

Questions & Answers

  • All the literature chapters come with original and extremely thorough questions and answers
  • These include exercises present in the original books along with a ton of brand-new questions
  • These too have been split up for easy consumption, so after you’ve watched the video, attempted the quiz, and gone through the reading materials, you can go through these questions and answers to fully absorb the chapter.



Writing Templates

  • These are like plug-and-play hardware. 
  • All the topics in writing sections: formal and informal letters, applications, invitations can be hard to write from scratch every time, so we include easy-to-memorise templates crafted just for you. 
  • Just put in the words related to the topic and you have a letter or an application ready to go.

What if something’s missing?

We continuously strive to update our course as and when the curriculum is updated, but there might be times when we lag behind. With our “Request for Content” feature, you can now request for any missing or additional content right within your portal, and it’ll be delivered to your dashboard promptly.

I have a problem. Who can I contact?

You can WhatsApp us by clicking here, or you can approach us the old-fashioned way by emailing us here. You can even call us at +91-9910954830.

What should I know before joining this course?

There are no pre-requisites for this course, but you should be able to read English. If this course covers your curriculum, you can join it even if you’ve never studied it before.

Who is this course for?

Every student of class 12 who studies English. This course is meant to take you from zero to hundred, so no matter where you are on your journey, whether you’re just starting or are an experienced learner, this course will help you build your knowledge and learn better and smarter.

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