Summary: Television | English Class 10 ICSE PDF Download

About the Poet

Roald Dahl (1916–1990) was a renowned British novelist, short-story writer, poet, and screenwriter, celebrated for his imaginative and often darkly humorous works. Born in Cardiff, Wales, to Norwegian parents, Dahl served as a fighter pilot in World War II before embarking on a prolific writing career. He is best known for children’s books like Charlie and the Chocolate Factory, Matilda, and The BFG, which combine whimsical storytelling with moral lessons. His poetry, including “Television,” reflects his sharp wit and concern for societal issues, particularly the impact of modern influences on children. Written in 1964 as part of Charlie and the Chocolate Factory, “Television” critiques the detrimental effects of excessive TV watching on young minds, urging parents to encourage reading instead.

Summary of the Poem

“Television” is a satirical and cautionary poem that critiques the overuse of television, particularly its negative impact on children. Written in a conversational and exaggerated tone, the poem addresses parents, warning them about how television dulls children’s imaginations, stifles creativity, and hinders intellectual growth. Dahl describes children as being “hypnotised” by TV, losing their ability to think and imagine. He advocates replacing television with books to foster curiosity and creativity. Through vivid imagery and hyperbole, Dahl emphasizes the importance of protecting young minds from the mind-numbing effects of excessive screen time.

Stanza-by-Stanza Explanation

Stanza 1 (Lines 1–6)

The most important thing we’ve learned,
So far as children are concerned,
Is never, NEVER, NEVER let
Them near your television set —
Or better still, just don’t install
The idiotic thing at all.

Explanation: The poem opens with a direct and urgent warning to parents, emphasizing the dangers of allowing children to watch television. The repetition of “NEVER” and the hyperbolic suggestion to avoid installing a TV altogether set a dramatic tone. Dahl calls the television “idiotic,” reflecting his disdain for its influence and establishing the poem’s critical stance.

Stanza 2 (Lines 7–12)

In almost every house we’ve been,
We’ve watched them gaping at the screen.
They loll and slop and lounge about,
And stare until their eyes pop out.
(Last week in someone’s place we saw
A dozen eyeballs on the floor.)

Explanation: Dahl describes the universal scene of children glued to television screens, using vivid verbs like “gaping,” “loll,” “slop,” and “lounge” to convey their passive, almost zombie-like state. The exaggerated imagery of eyes popping out and the absurd claim of finding “a dozen eyeballs on the floor” employs hyperbole to humorously highlight the detrimental effect of TV on children’s engagement and vitality.

Stanza 3 (Lines 13–18)

They sit and stare and stare and sit
Until they’re hypnotised by it,
Until they’re absolutely drunk
With all that shocking ghastly junk.
Oh yes, we know it keeps them still,
They don’t climb out the window sill,

Explanation: This stanza continues to depict children as mesmerized and “hypnotised” by television, likening their absorption to being “drunk” on the low-quality content (“ghastly junk”). Dahl acknowledges that TV keeps children quiet and prevents mischief, such as climbing out windows, but suggests this stillness comes at the cost of mental stimulation, reinforcing the poem’s critique of passive entertainment.

Stanza 4 (Lines 19–24)

They never fight or kick or punch,
They leave you free to cook the lunch
And wash the dishes in the sink —
But did you ever stop to think,
To wonder just exactly what
This does to your beloved tot?

Explanation: Dahl points out the convenience television offers parents by keeping children docile, allowing them to focus on household chores. However, he challenges parents to consider the long-term impact on their “beloved tot.” The rhetorical questions shift the tone to one of concern, urging reflection on the hidden consequences of excessive TV watching.

Stanza 5 (Lines 25–30)

IT ROTS THE SENSE IN THE HEAD!
IT KILLS IMAGINATION DEAD!
IT CLOGS AND CLUTTERS UP THE MIND!
IT MAKES A CHILD SO DULL AND BLIND
HE CAN NO LONGER UNDERSTAND
A FANTASY, A FAIRYLAND!

Explanation: In this passionate outburst, Dahl uses capital letters and exclamation marks to emphasize the severe effects of television. He claims it “rots” children’s senses, “kills” their imagination, and “clogs” their minds, rendering them “dull and blind” to creativity and fantasy. The strong language underscores the poem’s central argument that TV stifles intellectual and imaginative growth.

Stanza 6 (Lines 31–36)

HIS BRAIN BECOMES AS SOFT AS CHEESE!
HIS POWERS OF THINKING RUST AND FREEZE!
HE CANNOT THINK — HE ONLY SEES!
‘All right!’ you’ll cry. ‘All right!’ you’ll say,
‘But if we take the set away,
What shall we do to entertain?’

Explanation: Continuing the hyperbolic critique, Dahl compares a child’s brain to “soft cheese” and their thinking to rusted, frozen machinery, emphasizing cognitive decline. The phrase “he only sees” highlights the passive consumption of visual stimuli. Anticipating parental objections, Dahl mimics their concern about finding alternative entertainment, setting up his solution in the next stanzas.

Stanza 7 (Lines 37–42)

‘What used the darling ones to do?
How used they keep themselves contented
Before this monster was invented?’
Have you forgotten? Don’t you know?
We’ll say it very loud and slow:
THEY ... USED ... TO ... READ! They’d READ and READ,

Explanation: Dahl sarcastically refers to television as a “monster” and reminds parents that before its invention, children entertained themselves through reading. The rhetorical questions and slow, deliberate tone (“very loud and slow”) mock the parents’ apparent ignorance. The repetition of “READ” introduces Dahl’s solution, emphasizing books as a wholesome alternative.

Stanza 8 (Lines 43–48)

AND READ and READ, and then proceed
To READ some more. Great Scott! Gadzooks!
One half their lives was reading books!
The nursery shelves held books galore!
Books cluttered up the nursery floor!
And in the bedroom, by the bed,

Explanation: Dahl nostalgically describes a time when children were immersed in reading, using exclamations like “Great Scott! Gadzooks!” to add humor and enthusiasm. The imagery of books filling nursery shelves and floors paints a vibrant picture of a reading culture, contrasting with the dullness of TV watching and reinforcing the value of literature.

Stanza 9 (Lines 49–54)

More books were waiting to be read!
Oh, such a beautiful array
Of children’s books, in scarlet, green,
With silver print and bindings clean!
The children soaked them up with joy,
Each girl and boy, oh every boy!

Explanation: The stanza continues to celebrate books, describing their colorful, appealing covers and the joy they bring children. The vivid imagery of “scarlet, green” bindings and “silver print” highlights the aesthetic and emotional allure of books, contrasting with the monotonous TV screen. The repetition of “boy” emphasizes universal engagement with reading.

Stanza 10 (Lines 55–60)

They read of dragons, witches, gnomes,
Of pirates, ships and treasure-homes,
While dreaming in their childhood beds,
Their dreamy fancies filled their heads.
And so they grew to think and feel,
And learned what’s true and what is real.

Explanation: Dahl lists fantastical elements from children’s literature—dragons, witches, pirates—that spark imagination and emotional growth. Reading allows children to “think and feel” and develop an understanding of reality, unlike the passive consumption of television. This stanza underscores the educational and emotional benefits of books.

Stanza 11 (Lines 61–66)

So please, oh PLEASE, we beg, we pray,
Go throw your TV set away,
And in its place you can install
A lovely bookshelf on the wall.
Then fill the shelves with lots of books,
Ignoring all the dirty looks,

Explanation: The poem concludes with a passionate plea to parents to replace televisions with bookshelves filled with books. The repetition of “please” and the direct command to “throw your TV set away” reinforce Dahl’s urgency. He acknowledges potential resistance (“dirty looks”) but urges parents to prioritize their children’s intellectual growth.

Stanza 12 (Lines 67–71)

The screams and yells, the bites and kicks,
And children hitting you with sticks —
Fear not, because we promise you
That, in about a week or two
Of having nothing else to do,

Explanation: Dahl humorously addresses parents’ fears that removing the TV will lead to chaotic behavior, exaggerating with images of “screams,” “yells,” and “children hitting you with sticks.” He reassures them that this phase will be temporary, lasting only “a week or two,” as children adjust to life without television.

Stanza 13 (Lines 72–78)

They’ll now begin to feel the need
Of having something good to read.
And once they start — oh boy, oh boy!
You’ll see those children filled with joy,
Those darling ones will laugh and play,
They’ll soon forget that set, we say,
And love their books more every day!

Explanation: The final stanza optimistically predicts that children will rediscover the joy of reading once the TV is gone. The exclamations “oh boy, oh boy!” convey excitement, and the imagery of children laughing and playing suggests a return to active, imaginative engagement. Dahl concludes that books will become a lasting source of joy, replacing the temporary allure of television.

Themes

1. Dangers of Television: The poem critiques television’s numbing effect on children’s minds, arguing it stifles creativity and critical thinking.
2. Power of Reading: Dahl champions books as a means to foster imagination, emotional growth, and intellectual development.
3. Critique of Modern Society: The poem reflects concerns about the growing influence of technology and its impact on family life and education.
4. Parental Responsibility: Dahl urges parents to prioritize their children’s mental growth over convenience, encouraging active engagement over passive entertainment.
5. Imagination and Creativity: The poem contrasts the imaginative world of books with the dullness of TV, emphasizing the importance of fantasy in childhood development.

Important Word Meanings

• Gaping: Staring with an open mouth, suggesting fixation or lack of thought.
• Loll: To sit or lie in a relaxed or lazy manner.
• Slop: To sit or move carelessly, implying sloppiness.
• Hypnotised: Mesmerized or entranced, unable to think independently.
• Ghastly: Horrible or dreadful, referring to low-quality TV content.
• Junk: Worthless or poor-quality material, here describing TV programs.
• Tot: A small child.
• Clogs: Blocks or obstructs, used metaphorically for the mind.
• Gadzooks: An archaic exclamation of surprise or annoyance.
• Array: An impressive or varied collection, here referring to books.
• Fancies: Imaginations or whimsical thoughts.

Conclusion

“Television” by Roald Dahl is a witty yet poignant critique of the detrimental effects of excessive television watching on children. Through humor, hyperbole, and vivid imagery, Dahl warns parents about how TV dulls young minds and stifles creativity, advocating for the enriching alternative of reading. The poem’s conversational tone and exaggerated scenarios make it engaging, while its underlying message about nurturing imagination and critical thinking resonates deeply. For Class 10 ICSE students, “Television” serves as a reminder to balance modern entertainment with intellectual pursuits and highlights the timeless value of literature in shaping young minds.