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

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.

‘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.

'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 phrase ‘The paper-seeming boy’ means that the boy is malnourished and is almost as thin as paper. His eyes are compared to those of rats to highlight that his hunger has made them shrewd and he is constantly in search of food.

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.

The slum children in an elementary school look pathetic. They are undernourished and diseased. They are used to dark dirty narrow cramped areas closed in by a grey skyThey are pale and unhealthy. Their unkempt and dull hair has been compared to rootless weeds.

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 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.

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.

A sweet young boy is sitting at the back of the dim class.

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.

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.

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.

An Elementary School Classroom In A Slum by Stephen Spender

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 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.

The thing ironical about the donations: All the things that has been put up on the sour cream walls of the classroom are all donated by the rich people but are utterly contradicting to their real state or situation or better put, the condition they are living in. For example: The Shakespeare head or his portrait hanging on the wall, whom he described as 'wicked' in the third paragraph because these children cannot relate to his work and words, which were made for the riches of the society. Then the civilised at dome where he is talking about the cities filled with large structures or buildings- symbolic of progress, where the sky is much more clearer as compared to theirs, something which these kids have never witnessed. And the open-handed map depicting all the worlds place like the beautiful valley of Tyrolese. But the truth is their window which shows their real 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.

The children spend their lives living like rats in their cramped holes in the slum. They live in the most dirty and unhygienic conditions.

The faces of children in slum areas reflect sadness and lack of enthusiasm.

Slum areas are characterized by extreme poverty, overcrowding, and inadequate access to basic amenities such as clean water, sanitation, and healthcare. In such challenging circumstances, children growing up in slums often face numerous hardships that impact their overall well-being and emotional state. The following points explain why the faces of these children reflect sadness and lack of enthusiasm:

1. Poverty:
- Children in slum areas usually come from families living in poverty, struggling to meet their basic needs.
- Lack of financial resources limits their access to education, healthcare, and other essential services, making their future prospects uncertain.
- The constant struggle for survival and witnessing their families' hardships can lead to feelings of hopelessness and despair, reflected in their expressions.

2. Limited opportunities:
- Children in slums often lack access to quality education and skills training, limiting their opportunities for personal and professional growth.
- Without proper education and skills, their chances of breaking the cycle of poverty and improving their living conditions are significantly reduced.
- The awareness of these limited opportunities can contribute to a sense of disheartenment and lack of enthusiasm among the children.

3. Living conditions:
- Slum areas are characterized by overcrowding, unhygienic living conditions, and inadequate infrastructure.
- Children growing up in such environments often face health issues, malnutrition, and exposure to violence and crime.
- These adverse living conditions can negatively impact their physical and mental well-being, leading to sadness and a lack of enthusiasm in their expressions.

4. Social stigma and discrimination:
- Children living in slum areas often face social stigma and discrimination due to their marginalized status.
- They may be subjected to prejudice, exclusion, and limited opportunities for social interaction and integration.
- The constant experience of discrimination can contribute to feelings of sadness, frustration, and a lack of enthusiasm among these children.

5. Lack of supportive systems:
- Children in slums may lack proper support systems, including parental guidance, mentorship, and access to psychological and emotional support.
- Without adequate support, they may struggle to cope with the challenges they face, leading to a visible lack of enthusiasm and emotional well-being.

In conclusion, the faces of children in slum areas reflect sadness and lack of enthusiasm due to the harsh realities of poverty, limited opportunities, challenging living conditions, social stigma, and a lack of supportive systems. Addressing these underlying issues and providing the necessary support and resources can help improve their well-being and give them a chance for a brighter future.

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.

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 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.

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 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 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.

Introduction:
The phrase "From fog to endless night" is a metaphorical expression that represents the dark and uncertain future of slum children from birth to death. It portrays the bleak circumstances and lack of opportunities that these children face throughout their lives.

Explanation:
1. Metaphorical meaning: The phrase is a metaphor that compares the journey of slum children to a transition from fog to endless night. It signifies the transition from a state of confusion, obscurity, and hopelessness (represented by fog) to a future filled with darkness and uncertainty (symbolized by endless night).

2. Dark and uncertain future: The phrase suggests that slum children are born into a world of poverty, deprivation, and limited opportunities. They face numerous challenges such as lack of access to education, healthcare, and basic amenities. As a result, their future is characterized by uncertainty and despair.

3. Lack of opportunities: Slum children often lack the resources and support necessary to break free from the cycle of poverty. They face significant barriers in accessing quality education and are often forced into child labor or other exploitative situations. The phrase highlights the limited opportunities available to these children, trapping them in a perpetual state of darkness.

4. Social inequality: The phrase also reflects the stark social inequality that exists in society, where some children are born into privilege and abundance, while others are condemned to a life of hardship and struggle. It emphasizes the stark contrast between the bright future that some children may have access to and the bleak future that slum children are likely to face.

5. Impact on slum children: The phrase 'From fog to endless night' encapsulates the psychological, emotional, and physical toll that poverty and deprivation have on slum children. It represents the loss of hope, dreams, and aspirations that these children experience as they navigate through life without the necessary resources and opportunities to thrive.

Conclusion:
In conclusion, the phrase 'From fog to endless night' represents the dark and uncertain future of slum children from birth to death. It symbolizes the lack of opportunities, social inequality, and the emotional and physical toll that poverty and deprivation have on these children. It serves as a stark reminder of the urgent need for social and economic reforms to address the plight of slum children and provide them with a brighter and more promising future.

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.

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 'governor', 'inspector', and 'visitor' in the poem depict powerful and influential people. The poem is titled "The Man He Killed" by Thomas Hardy, and it explores the absurdity and senselessness of war.

The governor, inspector, and visitor are mentioned in the context of the speaker's encounter with a man whom he eventually kills. These three figures symbolize the authority and hierarchy within society, particularly in the context of war and the military.

1. Governor: The governor represents the highest level of authority and power in the military or government. In the poem, the speaker reflects on how he and the man he kills could have been friends if they had met under different circumstances. However, the presence of the governor suggests that their lives are ultimately controlled and manipulated by those in power. The governor's influence extends beyond the battlefield and impacts the lives of individual soldiers.

2. Inspector: The inspector represents the middle level of authority and power. While not as high-ranking as the governor, the inspector still holds significant power within the military hierarchy. The mention of the inspector implies that there is a system of surveillance and control in place to ensure obedience and maintain order among the soldiers. The inspector's presence further emphasizes how individuals are subject to the whims and decisions of those in positions of authority.

3. Visitor: The visitor represents someone external to the military or government hierarchy but still holds influence and power. This could refer to a politician, diplomat, or any other influential figure who has the ability to shape the course of events. The visitor's presence suggests that the decisions made by those in power are often driven by external interests and agendas. The lives of soldiers, like the man killed in the poem, become pawns in a larger political game.

In conclusion, the 'governor', 'inspector', and 'visitor' in the poem symbolize the power dynamics and influences that impact the lives of individuals in a war or military context. They represent the higher officials, government officials, political people, and powerful and influential individuals who hold sway over the lives of those on the ground.

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.

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.

- 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.

What attracts the slum children?

Slum children often find themselves living in impoverished conditions with limited access to basic amenities and opportunities. As a result, they are naturally drawn to anything that brings joy, excitement, and beauty into their lives. Among the options provided, all beautiful things like ships and the sun are likely to attract slum children. Let's explore why this is the correct answer.

1. **All beautiful things like ships and the sun:** Slum children may not have the chance to see or experience many beautiful things in their day-to-day lives. Ships and the sun represent elements of beauty, wonder, and exploration. The sight of a ship sailing on the water or the warmth and radiance of the sun can captivate their imaginations and offer a respite from the harsh realities of their surroundings.

2. **The animals:** Animals have a universal appeal, and slum children are no exception. Animals provide companionship, affection, and a sense of connection. They can also serve as a source of entertainment and amusement for children who may lack access to toys or other forms of entertainment. The presence of animals can bring joy and a sense of wonder to the lives of slum children.

3. **The movies:** Movies have the power to transport individuals to different worlds and experiences. For slum children, movies can offer an escape from their challenging circumstances and provide a glimpse into different cultures, places, and stories. The allure of movies lies in their ability to create a sense of possibility, adventure, and excitement, which can be particularly appealing to slum children who may have limited access to such experiences.

4. **Ice cream:** While ice cream may not represent a beautiful thing like ships and the sun, it can still attract slum children. Ice cream is often seen as a special treat or indulgence, something that brings joy and sweetness into their lives. For children who may not have regular access to such luxuries, the idea of enjoying an ice cream cone can be incredibly enticing.

In conclusion, all beautiful things like ships and the sun have the potential to attract slum children. These elements offer a sense of beauty, wonder, and escape from their challenging living conditions. Additionally, while not explicitly mentioned in the options, it is important to note that any form of kindness, love, and support can also attract slum children, as it provides them with a sense of hope, belonging, and connection.

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.

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'.

Shakespeare is described as wicked because there is no correlation between Shakespeare's works and the life of the slum children. Shakespeare's works are no good to the children in slum schools.

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.

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.

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 map shows a world that is beautiful and bright. In contrast, the world for these slum children is confined to the narrow and dirty streets of the slum. Their world is dark with no hope of improvement in the future. Hence, the map is a bad example.

Here, in the phrase Far far from rivers, the poet uses Alliteration.

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 lean and thin boy having rat's eyes and a stunted growth is the 'unlucky heir'. He will inherit twisted bones from his father.

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.