All questions of Poem - An Elementary School Classroom in a slum for Class 12 Exam

‘Awarding the world its world’ suggests how the world is determined by the powerful leaders. The poet thus hints at two worlds: the world of poverty, misery, depravity represented in the slums which is contrasted with the world of progress and prosperity, the world of the rich which is shown on the pictures on the wall. This world is far removed from the lives of these slum children and a world that they cannot relate to.

The poet wishes the children to break the shackles of the slum so that they can come out of their dirty surroundings into an open area of freedom.

The walls of the colour is “sour cream” that suggests of white but it has a sour smell. It exhibits the depression, dejection and disappointment on the faces of slum school children. These walls suggest the decaying aspect and thereby the slum children are too in the pitiable as well as miserable state of affairs.

Governor, inspector and visitor are important and powerful persons in the modem times. The poet invokes them to help the miserable slum children. Their windows' refer to the lairs, holes or hovels of the dirty, stinking slums where the poor and unfortunate children of slums live.

'An Elementary School Classroom in a Slum'. This poem is written by Stephen Spender, one of the eminent poets who perfectly described their political, economical and social views through his creations.

The poet wants that the children should be taken out of their slums. Their living conditions should be changed. The poet wants that the children should be shown green fields; they should be allowed to live a free and carefree life.

According to the poet the pictures and maps in the elementary school classroom are meaningless because the map does not include their world of narrow lanes. They live like rats in their cramped holes where fog and darkness dominate their lives. So blot their maps with slums as big as doom.

These children belong to a world which is confined within the walls of their slum. They belong to a world of poverty, misery and deprivation. The world represented on the map is inaccessible to them. They do get glimpses of this world from the windows of their slums, but they can never be part of the rich outside world.

The poet aims to portray the conditions of the youngsters residing in the slum. ... This poem by Stephen Spender gives a vivid description of a school classroom in a slum and the children in the class. The faces of the children are dull. Their appearance shows that they are unwanted.

In the context of slum children, the correct answer is option D - because of no access to hope and openness of the world. This answer highlights an important aspect of the lives of slum children that sets them apart from others. Below, we will delve deeper into why this is the case.

Lack of Access to Hope:
Slum children often grow up in environments characterized by poverty, overcrowding, and limited resources. The challenging circumstances they face can lead to a lack of hope for a better future. Without access to basic necessities, quality education, and opportunities for growth, these children may struggle to envision a brighter tomorrow. This lack of hope can have a significant impact on their overall well-being and motivation to work towards a better life.

Absence of Openness to the World:
Slum children typically have limited exposure to the outside world beyond their immediate surroundings. They may lack access to information, technology, and experiences that could broaden their horizons and provide them with a more comprehensive understanding of the world. This limited exposure can result in a narrow perspective, limited aspirations, and a restricted sense of what is possible for them to achieve.

Consequences of No Access to Hope and Openness of the World:
The absence of hope and openness in the lives of slum children can have several consequences:

1. Limited Aspirations: Without exposure to a wide range of opportunities and experiences, slum children may have limited aspirations for their future. They may struggle to dream big or believe in their ability to break free from the cycle of poverty.

2. Lack of Motivation: The absence of hope can lead to a lack of motivation to pursue education or take steps towards personal development. The belief that their circumstances are unlikely to change can result in a sense of resignation and a lack of drive to improve their lives.

3. Restricted Opportunities: Slum children may face limited access to quality education, healthcare, and other essential services. This lack of access further perpetuates the cycle of poverty and restricts their opportunities for advancement in life.

4. Emotional and Psychological Impact: Growing up without hope and openness can have a profound emotional and psychological impact on slum children. They may experience feelings of frustration, helplessness, and a sense of being trapped in their current circumstances.

Conclusion:
The absence of hope and openness of the world sets slum children apart from others. It limits their aspirations, motivation, and opportunities for growth. Addressing these challenges requires a multi-faceted approach that includes providing access to education, healthcare, and other basic necessities, as well as fostering a sense of hope and creating opportunities for exposure to the broader world.

The poet, Stephen spender wants the life of the slum children be changed. He wants their poverty to end. He wishes them to live in healthier, hygienic and beautiful environment. He wants their future to be bright and full of hope.

An Elementary School Classroom In A Slum by Stephen Spender

The correct answer is option 'D': All of these. The poem likely utilizes a variety of poetic devices to enhance its meaning and create a more engaging and vivid experience for the reader. Here is an explanation of the different poetic devices mentioned in the options:

a) Alliteration: Alliteration refers to the repetition of the same consonant sound at the beginning of words in a sentence or line of poetry. It can create a musical or rhythmic effect. For example, in the line "Peter Piper picked a peck of pickled peppers," the repetition of the "p" sound is an example of alliteration.

b) Metaphor: A metaphor is a figure of speech that compares two unrelated things by stating that one thing is another. It is used to create imagery and evoke emotions. For example, in the line "Her eyes were sparkling diamonds," the poet is using a metaphor to compare the brightness and beauty of the person's eyes to the brilliance of diamonds.

c) Imagery: Imagery refers to the use of descriptive language that appeals to the senses (sight, sound, taste, touch, smell). It helps the reader visualize and experience the poem more vividly. For example, a poet might use imagery to describe a beautiful sunset, allowing the reader to imagine the colors, sounds, and feelings associated with it.

d) Synecdoche: Synecdoche is a figure of speech in which a part is used to represent the whole or the whole is used to represent a part. It can add depth and complexity to the poem. For example, in the line "The sails on the horizon," the sails represent the entire ship.

e) Irony: Irony is a literary device that involves a contradiction between what is expected and what actually occurs. It can be used to create humor or make a point. For example, if a character in a poem says "What a beautiful day" while it is raining heavily, it would be an example of verbal irony.

By incorporating alliteration, metaphor, imagery, synecdoche, and irony, the poem can create a multi-layered and engaging experience for the reader. These devices help to convey the poet's message, evoke emotions, and create a more vivid and memorable piece of literature.

According to the poet the pictures and maps in the elementary school classroom are meaningless because the map does not include their world of narrow lanes. They live like rats in their cramped holes where fog and darkness dominate their lives. ... The pictures suggest beauty, well-being and prosperity.

The correct answer is option 'D', which states that the children have pale faces and scattered, undone hair. This answer can be inferred from the given options as it is the only one that accurately describes the appearance of the children.

Explanation:
Faces:
- The word "pale" suggests that the children have a lack of color or a paleness to their skin tone. This can be an indication of poor health, tiredness, or even malnutrition.
- Pale faces can also be associated with a lack of vitality and energy. It can imply that the children are weak or lacking in physical strength.

Hair:
- The phrase "scattered and undone hair" suggests that the children have unkempt hair that is not groomed or styled. This can further reinforce the idea of their unkempt appearance and lack of care.
- It can also imply that the children may not have access to proper hygiene or grooming facilities.

Overall appearance:
- The combination of pale faces and undone hair gives the impression that the children are not well taken care of.
- This appearance may be a result of their living conditions, lack of access to proper nutrition, or limited resources.
- The description of pale faces and undone hair can evoke sympathy and concern for the children's well-being.

Other options:
- Option 'A', rich and beautiful faces, does not align with the description of "pale faces" and suggests a different socioeconomic status.
- Option 'B', bright, neat faces, does not match the description of "pale faces" and implies a more put-together appearance.
- Option 'C', healthy appearances, does not align with the description of "pale faces" and suggests a different level of well-being.

In conclusion, the given children are described as having pale faces and scattered, undone hair. This description suggests a lack of vitality, poor health, and a general unkempt appearance.

In order to bring a ray of cheer on their faces, he urges the governor, teacher, inspector and the visitor to take steps to help these children. He wants them to take than out of the slum where they can study, play and enjoy in the nature. This will change their lives. With mended glass, like bottle bits on stones.

- The stunted boy is reciting a lesson from his desk.
- The answer is option 'D', which means that the boy is reciting a lesson from his desk.
- This implies that the boy is studying or learning something and reciting it aloud to himself or perhaps to his classmates.
- The fact that the boy is described as "stunted" may indicate that he is physically or mentally challenged, but it does not specify the exact nature of his condition.
- The teacher might have asked the boy to recite a lesson, or he might be doing it voluntarily as a way to study and reinforce his learning.
- Reciting a lesson helps in better understanding and retention of the material being studied.
- It also helps in improving one's memory and public speaking skills.
- The boy could be reciting the lesson quietly to himself or speaking it aloud, depending on his comfort level and the classroom environment.
- Reciting a lesson from the desk suggests that the boy is seated and focused on his studies, indicating his dedication and effort to overcome any challenges he may face.
- It is important to note that the question does not provide any additional context or details about the boy's situation or the specific lesson he is reciting.

Children living in slums often have a hopeless and struggling life. Slums are characterized by overcrowded and unsanitary living conditions, poverty, limited access to basic amenities, and a lack of opportunities for education and healthcare. These factors contribute to a challenging and difficult life for children growing up in slums.

- Overcrowded and unsanitary living conditions:
Children living in slums often have to share small living spaces with multiple family members, resulting in overcrowding. This lack of space leads to poor sanitation and hygiene, which increases the risk of diseases and illnesses. Inadequate access to clean water, proper sanitation facilities, and waste management systems further exacerbate the living conditions in slums.

- Poverty and limited access to basic amenities:
Slum dwellers, including children, usually live in extreme poverty. They struggle to meet their basic needs such as food, clean water, clothing, and shelter. Lack of access to proper healthcare and education facilities further compounds their challenges. Many slum children do not have access to clean drinking water, nutritious meals, or proper clothing, which affects their overall development and well-being.

- Limited opportunities for education:
Children living in slums often face significant barriers to education. They may not have access to nearby schools or lack the financial means to afford education-related expenses such as uniforms, books, and transportation. Additionally, the need for children to contribute to household income or take care of their younger siblings may prevent them from attending school regularly or completing their education.

- Lack of healthcare:
Slum children often lack access to proper healthcare services. They may not have access to medical facilities, vaccinations, or regular check-ups, making them more susceptible to diseases and infections. Additionally, the unsanitary living conditions in slums contribute to the spread of illnesses, further compromising the health of these children.

- Limited opportunities for a better future:
Children living in slums often face limited opportunities for upward mobility. The lack of access to quality education, healthcare, and basic amenities hinders their chances of breaking the cycle of poverty. They may be trapped in a cycle of struggle and deprivation, with limited prospects for a better future.

In conclusion, children living in slums have a life that is marked by hopelessness and struggle. Their living conditions, poverty, limited access to basic amenities, lack of educational opportunities, and inadequate healthcare services create significant challenges and hinder their overall development and well-being.

Analysis:
To answer this question, we need to carefully analyze the given information and determine who was sitting at the back of the dim class.

Given Information:
- The class is dimly lit.
- Someone is sitting at the back of the class.

Possible Answers:
a) a girl
b) an old man
c) a teacher
d) a young boy

Reasoning:
To arrive at the correct answer, we need to consider the given information and make logical deductions based on it.

1. The class is dimly lit.
- This implies that it is difficult to see clearly in the class due to low lighting.

2. Someone is sitting at the back of the class.
- This indicates that there is a person occupying the back row or area of the class.

Deduction:
Considering the given information and making logical deductions, we can conclude that the person sitting at the back of the dim class is most likely a young boy. Here's the reasoning behind this deduction:

- It is common for young boys to prefer sitting at the back of the class.
- Young boys are often more active and restless, and sitting at the back of the class allows them more freedom and space.
- Additionally, young boys may find it easier to engage in activities or distractions without being noticed by the teacher or other students while sitting at the back.

Therefore, based on these deductions, we can select option 'D' as the correct answer, indicating that a young boy was sitting at the back of the dim class.

Conclusion:
The person sitting at the back of the dim class is most likely a young boy.

The Tree Room in the poem refers to a room that is built on a tree where squirrels play. The poem describes a magical room that is constructed within the branches of a tree, providing a safe and playful haven for squirrels.

The poet uses vivid imagery to depict the Tree Room as a whimsical and enchanting space. Let's explore the reasons why the correct answer is option 'B':

1. Imagery of a room: The poem describes the Tree Room as a specific area within the tree where squirrels can gather and play. This suggests that the room is a defined space rather than just a general area on the tree.

2. Location on a tree: The poem explicitly mentions that the Tree Room is built on a tree. This indicates that it is not a separate structure but rather a part of the tree itself, highlighting the interconnectedness of nature.

3. Playful inhabitants: The poem states that squirrels play in the Tree Room. Squirrels are known for their agile and playful nature, making them the perfect inhabitants of such a room.

4. Squirrel-centric activities: The poem further describes the squirrels in the Tree Room as engaged in various playful activities, such as swinging from branches, chasing each other, and leaping from tree to tree. These actions emphasize the energetic and lively atmosphere of the room.

5. Symbolic representation: The Tree Room can be seen as a metaphor for a sanctuary or a safe space for animals. It represents a natural environment where animals can engage in their natural behaviors without fear or disturbance.

In conclusion, the Tree Room in the poem refers to a room built on a tree where squirrels play. This concept adds a touch of magic and wonder to the poem, showcasing the beauty and harmony of nature.

The Irony of Wall Hangings and Donations in the Classroom

Introduction:
Wall hangings and donations are commonly found in classrooms, often with the intention of creating a positive and conducive learning environment for students. However, there can sometimes be an ironic contrast between these well-intentioned efforts and the actual needs of the children in the classroom.

Explanation:
1. Wall hangings:
- Wall hangings are often used to decorate classrooms and create a visually appealing environment.
- They are typically colorful and may contain educational content such as alphabets, numbers, or motivational quotes.
- While these wall hangings may be visually pleasing, they may not address the specific learning needs of the students.
- For example, if the majority of students in a classroom struggle with reading comprehension, hanging decorative posters without any relevant reading materials may not be very helpful.
- Therefore, the irony lies in the fact that the wall hangings may not align with the educational needs of the students.

2. Donations:
- Donations are often made to schools with the intention of supporting the education and well-being of students.
- However, the irony arises when the donated items do not meet the actual needs of the students.
- For instance, if a school receives a large number of books as donations, but the majority of the students are at a lower reading level, those books may be of little use.
- Similarly, if the donated items are not culturally or socially relevant to the students, they may not be utilized effectively.
- Therefore, the irony lies in the fact that the donations, although well-intentioned, may not be aligned with the specific needs of the students.

Conclusion:
The irony of wall hangings and donations in the classroom lies in the mismatch between their intended purpose and the actual needs of the students. While they may create a visually appealing environment or provide resources, they may not address the specific educational requirements of the students. It is important for educators and donors to consider the unique needs and circumstances of the students when making decisions about classroom decorations and donations. This can help ensure that these efforts truly support the learning and development of the students.

The answer to the given question is option 'C' - Narrow streets of the slum.

Explanation:
The extract given talks about how the lives of the children are confined and limited. The line "And yet, for these Children, these windows, not this map, their world" suggests that the children's world is limited to what they can see through the windows, rather than exploring the larger world depicted on the map.

Explanation with details:
The children in the poem are described as being confined to a narrow street, sealed in with a lead sky. This suggests that they live in a slum area with limited space and opportunities. The phrase "their world, where all their future's painted with a fog" implies that their prospects and dreams are obscured by the gloomy environment they live in.

The mention of being "far from rivers, capes, and stars of words" further emphasizes the limited scope of their world. They are unable to experience the beauty and wonders of nature, as well as the vastness of knowledge and literature.

The option 'C' - Narrow streets of the slum, is the correct answer because it accurately describes the confined and restricted lives of the children. The other options do not align with the details mentioned in the extract.

In conclusion, the lives of the children in the poem are confined to the narrow streets of the slum. They are unable to explore the wider world beyond their immediate surroundings and are limited in their aspirations and opportunities.

The phrase "The paper seeming boy, with rat eyes" is a metaphorical description of a weak and malnourished boy. Let's break down the meaning of each part of the phrase:

1. "The paper seeming boy": This part suggests that the boy appears very thin and fragile, like a piece of paper. It implies that he lacks physical strength and is possibly suffering from malnutrition or poverty. The word "seeming" indicates that this is how he appears or seems to others.

2. "With rat eyes": This part refers to the boy's eyes, comparing them to those of a rat. Rats are often associated with being scavengers or pests, and their eyes are commonly depicted as small and cunning. Describing the boy's eyes as "rat eyes" suggests that they are small, sharp, and possibly filled with fear or desperation.

Overall, the phrase is a vivid description of a boy who is physically weak, likely due to poor living conditions or lack of access to proper nutrition. The use of metaphors helps create a strong visual image and evokes a sense of empathy for the boy's plight.

Why is the answer 'D' - weak and malnourished boy?

The answer 'D' - weak and malnourished boy is the correct interpretation of the phrase because each part of the description points to this meaning:

- "The paper seeming boy" indicates a frail and fragile appearance, suggesting a lack of physical strength.
- "With rat eyes" implies small, sharp, and possibly desperate eyes, which can be associated with malnutrition.

The metaphorical language used in the phrase helps convey the boy's vulnerability and emphasizes his impoverished state. The choice of words creates a vivid image in the reader's mind, evoking feelings of sympathy and concern for the boy's well-being.

In conclusion, the phrase "The paper seeming boy, with rat eyes" metaphorically describes a weak and malnourished boy, highlighting his physical fragility and impoverished condition.

In the elementary school of the slum their future is dark and misty because of the slum environment. They have nothing new and encouraging in their lives. They are trapped in their miseries of despair, diseases and utter poverty. In these narrow streets their fate is sealed.

We need to break the barriers that divide society into haves and have-nots. The poet wants to convey that these slums are blots on the map of the civilized and rich world. The filthy slums that comprise the world for the slum children are living hells. Life is worse than death for them. These slums stalk them like death stalks its victim.

"From fog to endless night" tells us about the lives of children dwelling in slums. Endless night means that their future is dark with no opportunity. The future holds little promise for them. It is blotted by fog.

The poet Stephen Spender wants that the children of the slums should be able to experience the beauty and joy of the outside world. He wants that these children should be removed from their dirty surroundings. They should get the opportunity of being educated and be a part of the outside world.

Poor plight of the slum children

The given lines, "Far far from gusty waves these children's faces. Like rootless weeds, the hair torn round their pallor," express the poor plight of the slum children. Let's analyze the lines to understand this in detail.

1. Far far from gusty waves these children's faces:
This line suggests that the children are far away from the lively and energetic atmosphere of the sea. The term "gusty waves" symbolizes the vibrant and dynamic nature of life. However, the children's faces are far from reflecting such vitality. This indicates that their lives are devoid of joy, happiness, and excitement.

2. Like rootless weeds:
The comparison of the children to "rootless weeds" implies that they lack a stable and nurturing environment. Weeds are unwanted and grow in unfavorable conditions, signifying that these children are growing up in a neglected and impoverished setting.

3. The hair torn round their pallor:
The mention of torn hair and pallor further emphasizes the poor condition of the slum children. "Torn hair" suggests neglect, lack of proper grooming, and possibly physical abuse. "Pallor" refers to their pale and unhealthy complexion, indicating a lack of proper nutrition and healthcare.

Overall:
The words express the poor plight of the slum children by depicting their distance from a vibrant life, their rootless existence, and their physical and emotional neglect. These children are trapped in an environment that fails to provide them with the basic necessities of life, such as proper education, healthcare, and nutrition. Their lives are characterized by poverty, neglect, and a lack of opportunities. Therefore, option D, "poor plight of the slum children," is the correct answer.

Bridging Gaps of Inequalities and Injustice

In order to effectively help poor children, powerful people should focus on bridging gaps of inequalities and injustices. This approach entails addressing the root causes of poverty and providing opportunities for these children to thrive. Here are some ways in which powerful individuals can contribute to this cause:

1. Advocacy and Policy Change:
- Powerful people can use their influence to advocate for policies that promote equality and justice for poor children. This could involve lobbying for increased funding for education, healthcare, and social welfare programs.
- They can also push for changes in laws and regulations that perpetuate poverty and discrimination, such as advocating for fair labor practices and equal access to resources.

2. Philanthropy and Donations:
- Powerful individuals can contribute financially to organizations and initiatives that support poor children. This can include donating to charities that provide education, healthcare, and basic needs for impoverished communities.
- They can establish foundations or scholarships to provide resources and opportunities for underprivileged children, enabling them to break the cycle of poverty.

3. Mentoring and Skill Development:
- Powerful individuals can actively engage with poor children by offering mentorship and guidance. By sharing their knowledge, skills, and experiences, they can inspire and empower these children to pursue their dreams.
- They can also support vocational training programs and initiatives that equip children with practical skills, enabling them to secure better job opportunities in the future.

4. Promoting Access to Education:
- Education is a powerful tool for social mobility. Powerful people can work towards ensuring that all children, regardless of their socio-economic background, have access to quality education.
- They can support initiatives that provide scholarships, school supplies, and infrastructure improvements in underserved areas. Additionally, they can advocate for inclusive educational policies that address the unique needs of poor children, such as free school meals or transportation assistance.

5. Collaboration and Partnerships:
- Powerful individuals can collaborate with other stakeholders, including governments, NGOs, and community organizations, to effectively address the challenges faced by poor children.
- By pooling resources and expertise, they can develop comprehensive programs and initiatives that tackle the multidimensional aspects of poverty, such as healthcare, nutrition, and social support.

By focusing on bridging gaps of inequalities and injustices, powerful people can play a significant role in improving the lives of poor children. Through their influence, resources, and commitment, they can help create a more inclusive and equitable society.

He uses the images of despair and disease to describe the miserable and pathetic fives of the children living in slums. The faces of these children are pale and lifeless. They and their hair are like 'rootless weeds'. The burden of fife makes them sit with their head 'weighed down'.

The significance of Catacombs:

Catacombs hold various symbolic meanings, especially in literature and art. They are often used as a metaphor for confinement, despair, and the darker aspects of human existence. In the given options, the correct answer is option 'B' - confinement to the slums, the maps being irrelevant. Let's explore this answer in detail:

1. Confinement to the slums:
The catacombs are underground burial sites, typically found in cities. In literature and art, they are often associated with the lower classes or slums. The catacombs can represent the claustrophobic and oppressive living conditions of those confined to the slums. It symbolizes their limited opportunities, lack of social mobility, and the hardships they face on a daily basis.

2. Maps being irrelevant:
The maps hanging on the wall of the classroom signify the outside world, the places beyond the slums. However, for those confined to the slums, these maps might be irrelevant. The people living in the slums may not have the means or opportunities to explore the places depicted on the maps. The maps become a stark reminder of their confinement and the stark reality that they may never be able to escape their current circumstances.

3. Connection to the theme of the story:
The significance of the catacombs and the maps in the classroom can be understood in the context of a larger theme or message in the story. The theme may revolve around social inequality, the struggles of the lower classes, or the limitations imposed on individuals due to their socio-economic backgrounds. The catacombs and the maps serve as symbols that reinforce these themes and add depth to the narrative.

In conclusion, the catacombs signify confinement to the slums and the maps hanging on the wall of the classroom being irrelevant. They represent the limitations and despair faced by individuals living in the slums, highlighting the stark contrast between their confined lives and the broader world depicted on the maps.

The head of the tall girl is weighed down she suffered with scarcity . She did not have even basic necessities of life to be fulfilled. She was weak and psychologically worn out.

An open-handed map represents a random, indefinite map. For the children, these maps serve as windows to the outside world within which their future is uncertain. The children cannot afford to dream of the outside world.

Explanation:

The term "paper-seeming boy" is a descriptive phrase used to describe a boy who is as thin as a sheet of paper. In this context, the correct answer is option 'B' which states that the boy is thin like a sheet of paper.

The phrase "paper-seeming" is a literary device known as a simile, which is a figure of speech that compares two things using the words "like" or "as". In this case, the boy's thinness is being compared to the thinness of a sheet of paper.

Key Points:

- The term "paper-seeming boy" is a descriptive phrase.
- It is a simile, comparing the boy's thinness to a sheet of paper.
- The correct answer is option 'B' which states that the boy is as thin as a sheet of paper.

Importance:

The phrase "paper-seeming boy" is used to create a vivid and memorable image in the reader's mind. By comparing the boy's thinness to a sheet of paper, the author is able to convey the idea that the boy is extremely thin and frail.

Conclusion:

In conclusion, the phrase "paper-seeming boy" means that the boy is as thin as a sheet of paper. This description helps to create a vivid and memorable image in the reader's mind, emphasizing the boy's extreme thinness and fragility.

The tall girl's heads has possibly been weighed down by with the load of poverty and burden of her misfortunes. The tall girl's head has possibly been weighed down by being burdened with sad thoughts about her misfortune, which is making her feel depressed.

The correct answer is option 'C': they show vastness which is opposite to the world and needs of the children in the classroom.

Explanation:
In the context of the question, the pictures and maps are considered meaningless because they depict vastness, which is contrary to the world and needs of the children in the classroom. Let's break down this explanation further:

1. The Opposite of the World and Needs of Children:
The world inside a classroom is typically confined and structured, with limited space and resources. Children in a classroom require a focused and interactive learning environment that caters to their specific needs, rather than overwhelming them with the vastness depicted in pictures and maps.

2. Vastness Depicted in Pictures and Maps:
Pictures and maps often portray expansive landscapes, seascapes, or geographical features that may not relate directly to the immediate surroundings of the children in the classroom. These visuals can be distracting and may not align with the curriculum or learning objectives. The vastness represented in these mediums can also create a sense of disconnection or detachment for the students.

3. Lack of Relevance and Engagement:
The pictures and maps may not hold immediate significance or relevance to the topics being taught in the classroom. They might not stimulate the students' interest or engage them in active learning. To promote effective learning, it is important to provide visual aids, such as images and maps, that are relatable and meaningful to the students' learning experiences.

4. Need for a Stimulating and Contextual Learning Environment:
To foster meaningful learning experiences, it is crucial to create a classroom environment that is stimulating, contextual, and relevant to the students' lives. This can be achieved by incorporating visuals that align with the curriculum, capture the students' attention, and facilitate their understanding of the subject matter.

By considering the world and needs of the children in the classroom, the pictures and maps can be deemed meaningless if they fail to fulfill the criteria of relevance, engagement, and alignment with the curriculum. Therefore, option 'C' is the correct answer.

One unnoted, sweet and young. His eyes live in a dream, Of squirrel's game, in tree room, other than this. The poet describes the children who study in an elementary school which is setup in a slum area.

The tree room in poem "Elementary school in a slum" is the room which the build on the trees where the squirrels play. The boy with the 'rat's eyes' was dreaming to escape from the dim light of the class and move out of the room to the bright and openness of the tree room.

Stephen Spender (1909-1995) was an English poet and an essayist. He left University College, Oxford without taking a degree and went to Berlin in 1930. Spender took a keen interest in politics and declared himself to be a socialist and pacifist.

According to the poet the pictures and maps in the elementary school classroom are meaningless because the map does not include their world of narrow lanes. They live like rats in their cramped holes where fog and darkness dominate their lives. So blot their maps with slums as big as doom.

The colour of the classroom walls is 'sour cream' or off white. This colour suggests the decaying aspect and pathetic condition of the lives of the children in a slum-school.

The poem deals with social injustice and class inequality. The poet highlights the lack of political will on the part of the authorities and indifference on the part of society that compels these children to live a life of poverty and hunger. They are deprived of their basic rights.

The squirrel's game is a metaphor for fun and freedom. It is full of fun, frolic, mystery and curiosity. The liveliness of a squirrel's game is in stark contrast to the gloomy world of the classroom.

In the elementary school of the slum their future is dark and misty because of the slum environment. They have nothing new and encouraging in their lives. They are trapped in their miseries of despair, diseases and utter poverty. In these narrow streets their fate is sealed.

The words in the given stanza that imply a bleak future are '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'.

The poet notices a young and sweet boy sitting at the back of the class. He is perhaps dreaming about the squirrel’s game. He is perhaps dreaming of having such tree-room for himself also. The poet says that the walls of the classroom are cream. They smell like sour cream. There is a bust of Shakespeare in the classroom. There are pictures of big church and the Tyrolese valley having bell-shaped flowers. There is an open-handed map, which shows all the places of the world. But ironically for the children living in the slum their world is not that map but only the scene that can be seen outside the window of their classroom.

The poem written by Stephen spender describes the social inequalities which are prevailing in society. In the poem, he describes the condition of the students of an elementary school which is situated in a slum area.

Hawaiian islands is not described above.

He uses the images of despair and disease to describe the miserable and pathetic fives of the children living in slums. The faces of these children are pale and lifeless. They and their hair are like 'rootless weeds'. The burden of fife makes them sit with their head 'weighed down'.