Introduction: The author's grandmother was disturbed when he started going to the city school. There were several reasons for her discomfort.

Change in Environment: The author's grandmother was used to a rural and traditional lifestyle. The city school represented a significant change in the environment for her. She was worried that the new environment would be too fast-paced and overwhelming for her grandson.

Lack of Familiarity: The city school was unfamiliar territory for the author's grandmother. She was concerned that her grandson would have difficulty navigating the new environment and making friends.

Cultural Differences: The city school represented a different culture than the one the author's grandmother was accustomed to. She was worried that her grandson would be exposed to new and potentially negative cultural influences.

Academic Pressure: The author's grandmother was concerned that the city school would put too much academic pressure on her grandson. She feared that he would struggle to keep up with the rigorous academic demands of the new school.

Safety Concerns: The author's grandmother was also worried about her grandson's safety in the city. She feared that he would be more vulnerable to crime and other dangers in the unfamiliar urban environment.

Conclusion: In conclusion, the author's grandmother was disturbed when he started going to the city school for several reasons, including a change in environment, lack of familiarity, cultural differences, academic pressure, and safety concerns. However, with time, she might have become accustomed to the change and learned to accept it.

The author's grandmother was unhappy after knowing that the things taught to him at school were related to Western science and learning
secondly,she did not believe such things that were taught at his new school.