Look at the picture and answer the questions that follow.

Question 1.
Why do you think the teacher is punishing that student?
Do you approve of this action of the teacher? Give at least one
reason for your opinion.
Answer:
I think the teacher is punishing the student because he might
have done some mischief and not completed the assigned task
in time or behaved with the teacher or other students in an
inappropriate manner.

Such an action is not appropriate and it is not correct for

teachers to give corporal punishment to students.

School children may not behave properly due to lack interest,

lack of knowledge or because they are tired or bored. Teachers
need to be patient with them and explain the implications of
improper behaviour rather than punishing them.

Question 2.
Can you suggest a few steps to correct the students causing
nuisance?
Answer:

1. Try to understand the feeling of student and their view

point.
2. Explain what is wrong with the behavior and what the
expected behaviour is.
3. Point out the disadvantage of mistake that has been done.
4. Show the advantages of correct behaviour.
5. Identify avenues and activities where students can
contribute in a positive manner.
6. Communicating with the parents to identify if there is any
other reason beyond school for student actions.

Comprehension
I. Answer the following questions.

Question 1.
Why do you think the headmaster entered the class with a
flushed face and a hard ominous look?

Answer:
Swami and his friends had not attended the classes on the
previous day. Moreover, the students had broken the panes of
ventilators in the headmaster’s room. The school peon had
seen the students who had done that and had informed the
headmaster.

Question 2.
Why did the headmaster send for the peon?

Answer:
The headmaster wanted to show to the students he had proof
of their mischief. The peon had seen the students break the
pane of ventilator in the headmaster’s room.

Question 3.
“I don’t care for your dirty school.” Why did Swami mutter so?

Answer:
The headmaster was beating Swami with a cane. When Swami
complained of severe pain, the headmaster hit him four more
times with the cane and asked him to keep standing on the
desk. Swami was not able to bear the pain. He gathered
courage, took his books and walked out of the class. He said
that he did not care for that dirty school,

Question 4.
Do you justify the headmaster’s behaviour? If not, state your
reasons.

Answer:
No, it is not possible to justify the headmaster’s behaviour.
Beating students with a cane is not the right way to correct the
wrong doing. Such punishment does not persuade a student to
feel remorse. Instead, such punishment can provoke a student
to demonstrate more indiscipline as Swami displayed by
running away from the school.

Question 5.
If you were in Swami’s place, how would you feel?

Answer:
If I were in Swami’s place, I would probably feel the same way
as Swami did.

I would not have broken the panes in the first place.

II. Here are some utterances from the story. Complete the
table.

Answer:

Sl. Sentence spoken Who said to What it shows

No. by the characters whom? about the speaker

The headmaster The headmaster is

1. “Are you not ashamed of coming said this to the angry.
and sitting there after what you students of Swami’s
did yesterday?” class.

2. “Now say what you know about The headmaster The headmaster
the rascal on the desk.” said this to the wants to prove that
peon. he knows who had
broken the panes.

3. “Didn’t I see you break the The peon said this The peon wanted to
panes?” to Swami. show that he had
been alert on his
duty.
4. “Don’t beat me, sir. It pains.” Swami said this to Swami is feeling
the headmaster. intense pain and
wants the
headmaster to stop
beating him.
5. “Keep standing here on this The headmaster The headmaster
said this to Swami. intents to punish
desk, staring like an idiot, Swami and
till I announce your dismissal.” demonstrates his
authority on the
class.
6. “I don’t care for your dirty Swami said this the A desperate Swami
school.” headmaster. gathers courage and
says what he actually
feels.

III. Work in Groups

Give reasons for Swami’s decision to leave the school:

1. ________________
2. ________________
3. ________________

Vocabulary

I. Pick out words from the story which are synonyms of the
following words.

Answer:

Word Synonyms
1. beat thrash, whack, rap
2. angry Flushed, furious
3. rascal loafer, idiot, cheat
4.
insult
humiliation

II. Look at the following phrasal verbs taken from the text.

1. keep away
2. look around
3. look at
4. bring down
 5. cut off

These phrases are verbs followed by prepositions or adverbial

particles. You may understand that they are phrasal verbs.

You will notice that the following phrasal verbs ‘keep away’,
‘bring down’ and ‘cut off’ can be split as shown below.
Examples:

1. Keep the files away.

2. Bring the patient down.
3. Cut it off.

The other two phrasal verbs cannot be split.

Use the following phrasal verbs in your own sentences and
decide whether you can split them as shown in the above
examples.

Answer:

Phrasal Can be
Sentences of your own
Verbs split
The teacher asked the students to look it Yes
up in the map.
look up
Sunny was too tired to look up at the clock
when he reached home.
A challenging target brings out the best in Yes
Virat Kohli.
bring out
He is too shy and it is not possible to bring
him out for Holi celebrations.
Our teacher will throw any one out if he or Yes
throw she misbehaves in the class.
out Covid 19 threw out all out plans to travel
in the year 2020.
The police has released a look out notice No
look out for the terrorist suspected of shooting near
the railway station.
III. Refer to a dictionary and pick out the phrasal verbs that
begin with the following verbs and write down sentences using
them.

Answer:

Verbs Phrasal verbs beginning with the verb

Bring up, bring out, bring to, bring about, bring
back, bring in, bring forward, bring on, bring off,
bring
bring down, bring around, bring together, bring
before, bring forth
Look up, look ahead, look around, look forward,
look through, look to, look on, look after, look at,
look
look over, look back, look to, look out, look into,
look down
rush Rush through, rush out, rush in, rush to
Keep up, keep out, keep on, keep in, keep off,
keep keep after, keep under, keep to, keep away, keep
back, keep down, keep from, keep at
Go around, go ahead, go on, go out, go through,
go go after, go against, go at, go along, go back, go
beyond, go by, go down, go into, go off
Put away, put back, put on, put off, put in, put
put forward, put aside, put before, put out, put
through, put forth, put down

Answer:

Verbs Sentence
After the death of her husband, Anila was finding it
bring
difficult to bring up her children alone.
Rajesh was looking through the magazine at the
look
train station when Raman saw him.
The government tried to rush through the bill in
rush
the assembly as it was the last day.
My brother walks so fast that it is difficult to keep
keep
up with him.
 It was not correct of Swami to go around accusing
go
his friends like that.
The principal asked the clerk to put away all the
put
correspondence in designated files.

Grammar

Read the imaginary conversation between Swami and his

father:

Swami’s Father : My dear Swami, why are you looking so dull?

Why haven’t you gone to school today?
Swami : Daddy, I don’t like the school. The headmaster beats
me every day.
Swami’s Father : Why does your headmaster beat you every
day without any reason? I’m sure you must be causing a lot of
nuisance in school.
Swami : No, Dad. The headmaster beats all my friends in the
same way.
Swami’s Father : OK. What do you want to do now? Don’t you
go to school and continue your studies?
Swami : No, Dad. I’ll join some other school.

Now change the conversation into indirect speech.

Answer:
Swami’s father fondly addressed his son and asked him why he
was looking very dull. He also enquired why he had not gone to
school that day. Swami replied that he did not like the school
and complained that the headmaster beat him every day.
Father disbelievingly asked why the headmaster beat him
every day without any reason. He added that he was sure
Swami must be causing a lot of nuisance in school. Swami
vigorously denied that and added that the headmaster beat all
his friends in the same manner. Father asked what he wanted
to do then. He further asked if he would not go to school and
continue his studies. Swami replied that he would join some
other school.
II. Noun Clause

Now read the following passage carefully and identify the noun
clauses.
Replace the underlined words ‘that’, ‘so’, and ‘it’ with suitable
noun clauses.

The headmaster entered the class furiously and said that he

wanted to know the reason for the absence of some students in
the class the day before. One student said that he had suffered
from a severe headache. The headmaster said, “I don’t believe
that”. The second said that somebody stopped him from
coming to school. The headmaster said, “I don’t think so”. The
third said that he too had suffered from a bad headache. On
hearing that the headmaster shouted in anger. The fourth said
that he had suffered from a terrible toothache. The headmaster
said, “I don’t believe it”. The fifth said, “My grandmother died
suddenly”. The headmaster retorted that he would ascertain it.
He said, “I will come to your house tomorrow to know the
fact.”

Answer:
A) Noun Clauses

1. that he wanted to know the reason for the absence of

some students in the class the day before.
2. that he had suffered from a severe headache.
3. that somebody stopped him from coming to school.
4. that he too had suffered from a bad headache.
5. that he had suffered from a terrible toothache.
6. that he would ascertain it.

B) Replacing ’that’ ‘so’ and ‘it’ with suitable noun clauses.

1. “I don’t believe that.” = “I don’t believe that you have

suffered from a severe headache”.
2. “I don’t think so” = “I don’t think that somebody stopped
you from coming to school”.
3. “I don’t believe it.” = “I don’t believe that you have
suffered from a terrible toothache.”
III. Editing

Read the following passage and edit (correct) the underlined

parts.

Swami went home and says that the headmaster beats him
severely. The parents asked that why the headmaster had
beaten him. Swami said that the headmaster beats him
yesterday. Swami’s father said why the headmaster has beaten
him without any cause. Swami replied to his father that the
headmaster beats him every day. Swami’s mother told to
Swami to attend the classes regularly.

Answer:
Swami went home and said that the headmaster had beaten
him severely. The parents asked why the headmaster had
beaten him. Swami said that the headmaster had beaten him
the day before. Swami’s father asked Swami why the
headmaster had beaten him without any cause. Swami replied
that the headmaster beats him every day. Swami’s mother told
Swami to attend the classes regularly.

Writing

I. What do you think Swami might have thought after he had

left his school? Write down his reflections in a paragraph.

Answer:

Swami came out of the class and was barely able to control his
tears. “This is not the school where I want to study”, Swami
said to himself. He thought, “What does the headmaster think
of himself? Why is he so cruel? The glass pane was broken
when the stone that I threw to take down guavas went and hit
the ventilator of his room. Even then, I was honest and
admitted to my mistake. He should have stopped at just
scolding me in front of the class. What was the need to insult
and beat me? I’m never going to attend this school”.
As he continued to walk, Swami thought, “I hope that my
parents can understand my feelings. They were also children
once and they would have also done mischief as a child. I will
also tell them that I will be careful about such things and not
damage property. I will be regular in school and not give them
reasons to complain in future”.

II. Construction of a Narrative

Look at the concluding part of the story.

He restrained the tears that were threatening to rush out,
jumped down, and, grasping his books, rushed out, muttering,
‘I don’t care for your dirty school.’
Now imagine what happens to Swami after going away from
school. Write a narrative which should include dialogues,
sensory perceptions etc.
You may include things such as the following.
1) Swami rushed out from the class.
2) His parents asked him what happened at school.
3) His mother looked at the scars on his shoulders.
4) His father wanted him to go to school.
5) Swami did not like to go to school.

Answer:

Swami rushed out of the school saying, “I don’t care for your
dirty school.” While he was walking towards his home, he
started crying. He could still feel the pain of the beating that
the he had received from the headmaster. As he continued to
walk, he got immersed in his own thoughts. He felt ashamed
and insulted. He was not aware of his surroundings but
surprisingly his legs did not falter and he reached home.

Seeing the tears in his eyes and rumpled shirt and hints of
scars on his shoulders, his mother got scared. In a choking
voice, she asked Swami what had happened. His father also
looked worried and eager to listen Swami. Swami gathered
courage to narrate the incidents of the day to his parents.
.“The school headmaster beats me every day”, said Swami
crying loudly. “Sometimes without any reason. He is very strict
and insults me in front of the entire class”, Swami continued
with tears flowing from his tired eyes. His father was curious
and said, “Why does the headmaster beat you without a
reason?”

Swami became emotion and said, “Dad, I do not know, maybe

he likes to beat young children. He beats other children too.”
The mother was disturbed by all this and asked, “What shall we
do? You have to go to a school.”

“I think, I should go to another school”, said Swami promptly.

Both the parents were surprised at this and wondered how to
respond to him.

Study Skills

I. Read the data given in the table and answer the questions
that follow.
Reasons for Dropouts among children Aged 5-14 Years – 1997-
98

Reasons for Dropouts Rural (per cent) Urban (per cent)

Total Male Female Total Male Female
1. Child not being interested in studies 37.2 14.8 22.4 34.7 15.5 19.2
2. Parents not being interest .8 4.5 6.3
3. Unable to cope 16.4 9.2 7.2 13.7 8.1 5.6
4. To work for wage/salary 2.5 1.8 0.7 3.6 2.5 1.1
5. Participation in other
economic activities 6.1 4.5 1.6 5.8 3.5 2.3
6. Attend to domestic duties 3.7 1.1 2.6 4.9 2.2 2.7
7. Financial constraints 11.2 4.1 7.1 15.8 6.6 9.2
8. Other reasons 7.4 3.2 4.2 10.7 4.2 6.5
Source: Ministry of Human Resource Development (MHRD)

Answer the following questions:

1. What is the major reason for dropouts in rural and urban
areas?
2. What percentage of female children are dropped out as their
parents not being interested in their children’s studies in rural
areas?
3. Which is the less significant reason for dropouts?
4. Which of the following statements are true with reference to
the data given in the above table? Tick (S) the true
statements.
a. The dropout-rate due to child not being interested in studies
is more among the urban children than that of the rural
children.
b. Participation in other economic activities is high among
urban female children when compared with rural female
children.
c. If we create interest in studies among the children, the
literacy rate will increase in our country.
Answer:

1. The major reason for dropouts among children both in

rural and urban areas is the child being not interested in
studies.
2. 9.2 percent of girls are dropouts in rural areas because of
lack of interest on the part of parents.
3. Working for wages/salaries is the least significant reason
for dropouts.
4.

a – False

b – True

c – True

II. Write a report on dropouts using the information given in

the above table.
You may begin the report like this.
This report is based on the data provided by MHRD for the year
1997-98 for children who dropped out in the age group of 5-14
years…
Include the following.
1. The financial reasons for dropouts
2. Personal reasons for the dropouts
3. Whether the dropout rate is more among girls/boys
4. Whether the dropout rate is more among rural/urban