Chapter Explanation: Teachers | Class 7 English Alive PDF Download

Introduction

This poem is an evocative narrative exploring the intersection of childhood, poverty, and education in a setting that suggests the poet's home country, which now feels distant and somewhat alien. The poem dives deep into the disparities within educational access and the broader societal implications these disparities have on the aspirations and futures of young girls. Through vivid imagery and emotional appeal, the poet crafts a world that resonates with hope despite the undercurrents of socio-economic struggle.

Stanza 1

A home-town, long left-behind,

In a country almost foreign now;

Where sounds are louder,

And colours are brighter,

And voices clamour and surround.

Listen to those dreams,

Burning like rubbish in dead-end streets,

Whispering like smoke blown on the breeze.

Talk to the children.

Walk into a school,

Surrounded by clogged canals and the angles of alleys:

The girls with a little money,

Get to see a little further,

Get to dream a little bigger,

Doctor, dentist, maybe lawyer.

Explanation:

The poem opens with a reflective tone, emphasizing a deep sense of nostalgia mixed with alienation. The "home-town, long left-behind" represents a place that the speaker has physically departed from but remains emotionally tethered to. Describing it as "almost foreign now" suggests a disconnect that has grown over time, possibly due to changes in the speaker's perspective or transformations within the town itself. The environment is depicted as sensory-rich, with "louder sounds" and "brighter colors," indicating a lively, albeit overwhelming, atmosphere. This could symbolize the chaotic energy of a developing urban area.

In contrast to the bustling life, the dreams of the town's youth are portrayed as smoldering remnants, "Burning like rubbish in dead-end streets," which conveys a sense of wasted potential and despair. These dreams are not loud or vivid but are like smoke, ephemeral and fleeting, easily dispersed and ignored by the breeze. The stanza closes by directing attention towards the children, urging an interaction that goes beyond mere observation—to engage with and understand their lives. This engagement is further depicted through the imagery of walking into a school situated amidst the complex geography of "clogged canals and the angles of alleys," which adds a layer of physical and metaphorical obstacles that the children must navigate daily.

Stanza 2

The others,

The ones who can't afford uniforms,

But at least they still make it to school,

Through the struggles and shame,

Teetering on that one good track,

The daughters of milk wallahs, rickshaw wallahs,

And the man who hawks pots on his back,

All these girls want to be,

Every last one,

Teachers.

Explanation:

 Here, the economic divide within the community is starkly presented. Girls who can afford school uniforms are portrayed with a glimmer of hope; their financial stability allows them to "see a little further, dream a little bigger." Their aspirations to become professionals like doctors, dentists, or lawyers are indicative of their broader world view and accessible opportunities. Conversely, the stanza shifts to focus on the girls who face significant financial hurdles. Despite these challenges, they manage to attend school, showcasing their resilience and determination. These girls, identified as "daughters of milk wallahs, rickshaw wallahs," and others in menial professions, collectively aspire to become teachers. This shared aspiration is significant—it reflects both their realistic assessment of what is achievable and their admiration for the role of educators as agents of change.

Stanza 3

Teach us

What it means to strive and work and hope,

In tin-roofed rooms at kerosene stoves,

Raise your seven little siblings at the age of eight,

Be told that your lot in life is your fate,

And want more than the dregs of living in this place,

How your mind takes flight,

At the sight of the school gate,

Wardrobe doors to a Narnia,

Of everyday magic,

Like arithmetic and letters.

The only place you see women,

Like you will be one day,

Stand tall and straight,

Women who fling wide those doors,

Who are heard and seen,

Who don't get married off at fifteen,

Dream, girls, dream of a better life,

A wife is not the only thing you can be.

Go be the leader, the keeper, the dream-driven seeker,

Go be teachers,

Teach us,

Because we don't know,

What triumph means.

Explanation:  The final stanza is a poignant entreaty from the girls, asking to be taught about more than just academic subjects. They want to learn about "strive and work and hope," concepts that are crucial for them as they navigate their challenging realities. The description of their living conditions, "tin-roofed rooms at kerosene stoves," and the responsibility of raising siblings at a young age, underscores the burdens these girls carry. Yet, they dare to dream of a life beyond the "dregs of living" that their environment offers. The school is metaphorically compared to "wardrobe doors to a Narnia," suggesting it as a portal to a magical place of escape and transformation where learning opens up new possibilities. The women they encounter as teachers represent figures of authority and emancipation, inspiring the girls to envision a life where they too can stand "tall and straight," unbound by societal constraints such as early marriage. The stanza and the poem conclude with a powerful call to action for the girls to aim for leadership and seek knowledge, thereby changing their narratives from predetermined fates to self-directed futures.

Message

The poem eloquently speaks to the transformative power of education, especially for girls in impoverished settings. It underscores the stark realities of socio-economic inequality while simultaneously highlighting the resilience and aspirations that education can foster among the most vulnerable.

Theme

Themes of empowerment through education, the impact of socio-economic conditions on personal development, and the role of women as educators and symbols of change are interwoven throughout the poem. These themes are explored within the context of a society that is vibrant yet challenging, reflecting the complexities of modern life in developing areas.

List of Difficult Words with Their Meanings

Clamour: A loud and confused noise, especially that of people shouting vehemently.

Rubble: Waste or rough fragments of stone, brick, concrete, etc., especially as the debris from the demolition of buildings.

Clogged: (Of a space or opening) blocked or obstructed, preventing free movement or flow.

Teetering: Moving unsteadily or hesitantly, symbolizing the precarious nature of the girls' journey towards education.

Rickshaw wallahs: Individuals who drive rickshaws, a mode of human-powered transport.

Milk wallahs: Persons who deliver milk, often from door to door.

Dregs: The remnants of a liquid left in a container, together with any sediment, often used metaphorically to describe the lowest and most worthless part of something.

Narnia: A fictional realm used here as a metaphor for a magical, transformative space, from C.S. Lewis's "The Chronicles of Narnia."

Arithmetic: The branch of mathematics dealing with the properties and manipulation of numbers.

Fate: The development of events beyond a person's control, regarded as predetermined by a supernatural power.