An Elementary School Classroom in a Slum
In this poem the poet focuses on the theme of social
injustice and inequalities. He presents the pathetic and miserable picture of
the elementary classroom in a slum. These children have pale and lifeless faces
and some are even diseased. They are like rootless weeds which are uncared and
unwanted with their disorderly hair torn around their faces. They are depressed
and oppressed with the burdens of life and keep their heads down. They have
stunted growth. One of the girls is apparently burdened with the miseries of
poverty.
One of the boys has inherited his father’s disease and
has stunted growth. Another student is sitting unnoticed and he is yearning to
play outdoors. A sweet young boy is sitting at the back of the dim classroom.
He is dreaming of a squirrel’s game in the trees and probably other interesting
things.
The walls are dirty and creamy and on them are hung the
donations given to the school in the form of pictures, paintings, Shakespeare’s
portrait and maps which are meaningless for the children. They exhibit the
world of the elite and the privileged while the children in the slum have a
future that is sealed and confined to the slum. Their future is dark and
limited. The donations on the walls only add to the frustration of the
children. They are tempted to attain what would be unattainable for them. The
children studying in these schools do not have the means to go and explore the
world.
For them what they see through their classroom windows,
the narrow street and the lead sky is the world. Shakespeare is wicked for them
as he has written only about the rich, beautiful world tempting them to steal.
The map is of no interest to them because it does not
reflect the world they live in-cramped and dark lanes. Their lives start in
darkness and ends in utter darkness. They are undernourished and their poverty
has distorted their vision as they spend their whole time in foggy slums. The
poet feels that the map which shows beautiful and exotic places should be replaced
with slums as it is not the world they live in.
Unless the governor inspector and visitor play a vital
role in bringing about a change, their lives will remain in dark. The slum
children will be able to peep through the window only when the gap between the
two worlds is bridged.
They should break the barriers till they come out of the
dirty surroundings and their world should be extended into the green fields,
golden sands and bright world. They should have the freedom of expression and
their outlook be broadened. Thus, the children in the slum can progress only if
they are given good education and the freedom to move into a world of
opportunities and progress. The poet also states that history is made only by
those people who have the power of knowledge. Hence, educating and letting the
children into a free world of opportunities would release them from the
suffocating, wretched life in a slum.
Similes:
Like rootless weeds: the coarse, untidy and unkempt hair of the
slum children is similarised to rootless weeds to bring forth the idea that the
children were malnourished.
Like bottle bits on stones: the shining mended glasses of the spectacles
is contrasted against the dark complexion of the malnourished slum children.
The mental framed, broken glasses of the spectacles of the slum children is
similarised to the shining bottle bits on stones. The slum children settled on
the waste heap is similarised to the splinters and pieces of broken
bottle/glass against stones.
Like the broken glasses of the spectacles, the hopes ,
aspirations , ambitions lives of these slum children are completely shattered.
Like catacombs: The slum children are living in dark and
dingy rooms which are
similarised to catacombs in subterranean cemetery. The
windows of these rooms look like the lids of catacombs. The future of the slum
children is shut for ever like the dead bodies in the catacombs.
Slum as bid as doom: slum is similarised to hell of death. Living
in slum is worse than death, rather it is a living hell.
Metaphors:
Rat’s eyes: suggests the boy’s curious, anxious and
insecure nature. Like a rat always insecure, on the move, searching for food
and safety, this small boy too shares the same condition.
Father’s gnarled disease: the boy’s father is handicapped with a crooked
body. The boy has inherited his father’s disease and the malnourished body of
the paper seeming boy is no better than the crooked, disease-stricken body of
his father.
Squirrel’s game: Like the squirrel enjoys his freedom playing
feely everywhere in nature, the boy also wants to play and enjoy his life with
his endless curiosity. But he is forced to be in the dark, dull and dreary
classroom of the slum school.
Tree room: The hiding place of squirrel with great, comfort,
security, curiosity and fun is contrasted with the gloomy and dull class room
of the little boy.
Future painted with fog: Just as fog blocks, blurs or ruins vision,
the slum children’s future is vague and blurred with hopelessness, frustrations
and lack of empathy and upliftment.
Lead sky: The normal bright and blue sky is described as lead sky,
suggesting the dark and dull sky just as the base metal lead is. There is no
blue and bright sky of life and future for the slum children.
Spectacles of steel: The poverty-stricken, skinny and skeletal
bodies of the slum children look like wiry framework of steel just like that of
a pair of spectacles. The expression also suggest the view of mass of students,
visually impaired wearing low-cost and unhealthy spectacles with metal frames.
These poor children are deprived of everything due to the callous attitude of
the government officials.
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