The Story of My Life by Helen Keller Chapter 1 Summary

The Story of My Life by Helen Keller Chapter 1 Summary, Notes and Question and Answers

The Story of My life- Novel for class 10- English CBSE By Helen Keller

Introduction of Chapter 1- the Story of My Life by Helen Keller

Helen Keller was born on June 27, 1880, in Tuscumbia, Alabama, USA, as the eldest child of Arthur H. Keller, a Captain in the Confederate Army and Katherine Adams, an educated lady from an intellectual family. She was deprived of her sight and hearing due to an illness that struck her when she was nineteen months old. ‘Ivy Green’, where Helen spent her childhood after her illness, was a paradise, a profusion of greenery and flowers. She spent most of her time in the garden, guided by her extra perceptions of smell, touch and hearing. The wonderful scenes of Nature that she had imprinted in her mind during the days before her illness remained evergreen in her memory. She recounts her confusion at being isolated from a world she had known and her frustration at not being able to renew contact with it. She could not help being bad-tempered, though she knew that she was in the wrong. With the love and care showered by the members of her family and her teacher, she gradually accepted her fate.

Conclusion/ Chapter in short/ Analysis of Chapter 1/Understanding the Theme of Chapter 1

Helen Traces the origins of her family and talks about early childhood.  Her entire days were the full colour of laughter and she was the darling of the family.  A mysterious illness left Helen blind deaf and dumb. Those were days of rebellion and indiscipline which Helen spent trying to make sense of a dark and silent world.

Autobiography of Helen Keller

Short Summary of Chapter-1 The Story of My Life by Helen Keller in Simple Words

Helen starts her autobiography by tracing the origins of the family on both her father’s and mother’s side. She recollects certain incidents from her early childhood which were full of colour and laughter. Being the first-born, she was the darling of the family. She was a normal child who could see and hear like other children. Even as a child, she had an eager and self-asserting disposition. She vividly recounts the house where she lived till the time she was struck by the illness. The house was covered with vines, climbing roses and honeysuckles and its old-fashioned garden was the paradise of her childhood. However, when the mysterious illness struck her, it left her deaf and blind. Her parents were greatly distressed when they found out that their baby girl could no longer see. Helen used to find solace in the garden, losing herself amongst the flowers and the vines. The only source of sustenance was her mother’s love and the tenderness which soothed her pain. These were days of rebellion and indiscipline when she struggled to make sense of the dark and silent world that she was suddenly enveloped in.

Extra Important Questions and Answers of Chapter 1

Question.1
 What does Helen mean by saying that ‘the shadows of the prison-house are on the rest…’?

Answer:
The expression means that Helen is not able to remember a large part of her childhood.

Question.2
When and where was Helen born? 

Answer:
Helen was born on 27 June 1880 in Tuscumbia, a town in northern Alabama.

Question.3
What does Helen mean when she makes the statement, ‘it is true there is no king who has not had a slave among his ancestors and no slave who has not had a king among his’?

Answer:
The author means that if one researches one’s lineage., he will find all kinds of people who were their ancestors. That is, no family can have only powerful and rich people as their ancestors.

Question.4
Who were Caspar Keller, Arthur H Keller and Kate Adams?

Answer:
Caspar was Helen’s grandfather, Arthur was her father, and Kate her mother.

Question.5
How do we know that the house in which Helen lived was very beautiful?

Answer:
Though the house was not very big, it was completely covered with vines, climbing roses and honeysuckle. From the garden, it looked like an arbour. The porch of the house was covered by a screen of yellow roses and Southern smilax which was always buzzing with hummingbirds and bees.

Question.6
How did Helen enjoy the beauties of her garden in spite of her blindness?

Answer:
Helen would feel the hedges and find different flowers by her sense of smell. She would find comfort in hiding her face in the cool leaves and grass. She wandered in the garden touching, feeling and smelling the various flowers, bushes and trees and could identify them accurately.

Question.7
What does Helen want to express through the statement ‘I came, I saw, I conquered‘?

Answer:
Helen wants to express the fact that she was a much-loved child especially as she was the first born in the family.

Question.8
How did Helen get her name?

Answer:
Helen’s father had wanted to name her Mildred Campbell after an ancestor whom he had a high regard for, while her mother wanted to name her after her mother, whose maiden name was Helen Everett. However, by the time they reached the church for the ceremony, her father lost the name and when the minister asked him, he gave the name Helen Adams.

Question.9
Give two examples to show that Helen was an intelligent baby.

Answer:
At six months Helen could say ‘How dye?’ and one day she started saying ‘Tea’ very clearly. Even after her illness, she could recollect many of the words that she had learnt as a baby, like ‘water’.

Question.10
What motivated Helen to take her first steps as a baby?

Answer:
One day, when Helen’s mother was giving her a bath, she was attracted by the flickering shadows of the leaves that were reflected on the bathroom floor. She got up from her mother’s lap and walked towards the reflection to try and catch it.

Question.11
Why does Helen cal! February a dreary month?

Answer:
It was the month in which Helen was struck by an illness which left her deaf and blind. For her, it was a nightmarish experience.

Question.12
For how long had Helen been able to see and hear?

Answer:
Helen was able to see and hear for the first nineteen months of her life.

Indias Struggle For Independence By Bipan Chandra Book PDF

India’s Struggle For Independence By Bipan Chandra Book PDF

The Indian national movement was undoubtedly one of the biggest mass movements modern Society has ever seen, It was a movement which galvanized millions of People of all classes and ideologies into political action and brought to its knees a mighty colonial empire. Consequently, along with the British, French, Russian, Chine, Cuban and Vietnam revolutions, it is of great relevance to those wishing to alter the existing political and social structure.

Various aspects of the Indian national movement, especially Gandhian political strategy, are particularly relevant to these movements in societies that broadly function within the confines of the rule of law, and are characterized by a democratic and basically civil libertarian polity. But it is also relevant to other societies. We know for a fact that even Lech Walesa consciously tried to incorporate elements of Gandhian strategy in the Solidarity Movement in Poland.

The Indian national movement, in fact, provides the only actual historical example of a semi-democratic or democratic type of political structure being successfully replaced or transformed. It is the only movement where the broadly Gramscian theoretical perspective of position was successfully practiced a war in a single historical moment of revolution, but through prolonged popular struggle on a moral, political and ideological level; where reserves of counter hegemony were built up over the years through progressive stages; where the phases of struggle alternated with ‘passive’ phases.

The Indian national movement is also an example of how the constitutional space offered by the existing structure could be used without getting co-opted by it. It did not completely reject this space; as such rejection in democratic societies entails heavy costs in terms of hegemonic influence and often leads to isolation but entered it and used it effectively in combination with non­constitutional struggle to overthrow the existing structure.

The Indian national movement is perhaps one of the best examples of the creation of an extremely wide movement with a common aim in which diverse political and ideological currents could exist and work and simultaneously continue to contend for overall ideological political hegemony over it. While intense debate on all basic Issues was allowed, the diversity and tension did not weaken the cohesion and striking power of the movement; on the contrary, this diversity and atmosphere of freedom and debate became a major source of its strength.

Today, over forty years after independence, we are still close enough to the freedom struggle to feel its warmth and yet far enough to be able to analyze it coolly, and with the advantage of hindsight. Analyze it we must, for our past, present and future are inextricably linked to it. Men and women in every age and society make their own history, but they do not make it in a historical vacuum, de novo. Their efforts, however innovative, at finding solutions to their problems in the present and charting out their future, are guided and circumscribed, moulded and conditioned, by their respective histories, their inherited economic, political and ideological structures. To make myself clearer, the path that India has followed since 1947 has deep roots in the struggle for independence. The political and ideological features, which have had a decisive impact on post­independence development, are largely a legacy of the freedom struggle. It is a legacy that belongs to all the Indian people, regardless of which party or group they belong to now, for the ‘party’ which led this struggle from 1885 to 1947 was not then a party but a movement all political trends from the Right to the Left were incorporated in it.

What are the outstanding features of the freedom struggle? A major aspect is the values and modern ideals on which the movement itself was based and the broad socio-economic and political vision of its leadership (this vision was that of a democratic, civil libertarian and secular India, based on a self- reliant, egalitarian social order and an independent foreign policy).The movement popularized democratic ideas and institutions in India.

The nationalists fought for the introduction of a representative government on the basis of popular elections and demanded that elections be based on adult franchise. The Indian National Congress was organized on a democratic basis and in the form of a parliament. It not only permitted but encouraged free expression of opinion within the party and the movement; some of the most important decisions in its history were taken after heated debates and on the basis of open voting.

From the beginning the nationalists fought against attacks by the State on the freedoms of the Press, expression and association, and made the struggle for these freedoms an integral part of the national movement. During their brief spell in power, from 1937-39, the Congress ministries greatly extended the scope of civil liberties. The defence of civil liberties was not narrowly conceived in terms of one political group, but was extended to include the defence of other groups whose views were politically and ideologically different. The Moderates defended Tilak, the Extremist, and non-violent Congressmen passionately defended revolutionary terrorists and communists alike during their trials. In 1928, the Public Safety Bill and Trade Disputes’ Bill were opposed not only by Motilal Nehru but also by conservatives like Madan Mohan Malaviya and M.R. Jayakar. It was this strong civil libertarian and democratic tradition of the national movement which was reflected in the Constitution of independent India.

The freedom struggle was also a struggle for economic development. In time an economic ideology developed which was to dominate the views of independent India. The national movement accepted, with near unanimity, the need to develop India on the basis of industrialization which in turn was to be independent of foreign capital and was to rely on the indigenous capital goods sector. A crucial role was assigned to the public sector and, in the 1930’s, there was a commitment to economic planning.

From the initial stages, the movement adopted a pro-poor orientation which was strengthened with the advent of Gandhi and the rise of the leftists who struggled to make the movement adopt a socialist outlook. The movement also increasingly moved towards a programme of radical agrarian reform. However, socialism did not, at any stage, become the official goal of the Indian National Congress though there was a great deal of debate around it within the national movement and the Indian National Congress during the 1930s and 1940s. For various reasons, despite the existence of a powerful leftist trend within the nationalist mainstream, the dominant vision within the Congress did not transcend the parameters of a capitalist conception of society.

The national movement was, from its early days, fully committed to secularism. Its leadership fought hard to inculcate secular values among the people and opposed the growth of communalism. And, despite the partition of India and the accompanying communal holocaust, it did succeed in enshrining secularism in the Constitution of free India.

It was never inward looking. Since the days of Raja Rammohan Roy, Indian leaders had developed a broad international outlook. Over the years, they evolved a policy of opposition to imperialism on a world-wide scale and solidarity with anti-colonial movements in other parts of the world. They established the principle that Indians should hate British imperialism but not the British people. Consequently, they were supported by a large number of English men, women and political groups. They maintained close links with the progressive, anti-colonial and anti-capitalist forces of the world. A non-racist, anti-imperialist outlook, which continues to characterize Indian foreign policy, was thus part of the legacy of the anti-imperialist struggle.

This volume has been written within a broad framework that the authors, their colleagues and students have evolved and are in the process of evolving through ongoing research on and study of the Indian national movement. We have in the preparation of this volume extensively used existing published and unpublished monographs, archival material, private papers, and newspapers. Our understanding also owes a great deal to our recorded interviews with over 1,500 men and women who participated in the movement from 1918 onwards. However, references to these sources have, for the ease of the reader and due to constraints of space, been kept to the minimum and, in fact, have been confined mostly to citations of quoted statements and to works readily available in a good library.

For the same reason, though the Indian national movement has so far been viewed from a wide variety of historiographic perspectives ranging from the hard-core imperialist to the Marxist, and though various stereotypes and shibboleths about it exist, we have generally avoided entering into a debate with those whose positions and analyses differ from our own — except occasionally, as in the case of Chapter 4, on the origin of the Indian National Congress, which counters the hoary perennial theory of the Congress being founded as a safety valve. In all fairness to the reader, we have only briefly delineated the basic contours of major historiographical trends, indicated our differences with them, and outlined the alternative framework within which this volume has been written.

We differ widely from the imperialist approach which first emerged in the official pronouncements of the Viceroys, Lords Dufferin, Curzon and Minto, and the Secretary of State, George Hamilton. It was first cogently put forward by V. Chirol, the Rowlatt (Sedition) Committee Report, Verney Lovett, and the Montaguee-Chelmsford Report. It was theorized, for the first time, by Bruce T. McCully, an American scholar, in 1940. Its liberal version was adopted by’ Reginald Coupland ‘and, after 1947, by Percival Spear, while its conservative veision was refurbished and developed at length by Anil Seal and J.A. Gallagher and their students and followers after 1968. Since the liberal version is no longer fashionable in academic circles, we will ignore it here due to shortage of space.

The conservative colonial administrators and the imperialist school of historians, popularly known as the Cambridge School, deny the existence of colonialism as an economic, political, social and cultural structure in India. Colonialism is seen by them primarily as foreign rule. They either do not see or vehemently deny that the economic, social, cultural and political development of India required the overthrow of colonialism. Thus, their analysis of the national movement is based on the denial of the basic contradiction between the interests of the Indian people and of British colonialism and causative role this contradiction played in the rise of the national movement. Consequently, they implicitly or explicitly deny that the Indian national movement represented the Indian side of this contradiction or that it was anti-imperialist that is, it opposed British imperialism in India. They see the Indian struggle against imperialism as a mock battle (‘mimic warfare’), ‘a Dassehra duel between two hollow statues locked in motiveless and simulated combat.” The denial of the central contradiction vitiates the entire approach of these scholars though their meticulous research does help others to use it within a different framework.

The imperialist writers deny that India was in the process of becoming a nation and believe that what is called India in fact consisted of religions, castes, communities and interests. Thus, the grouping of Indian politics around the concept of an Indian nation or an Indian people or social classes is not recognized by them. There were instead, they said, pre-existing Hindu-Muslim, Brahmin, Non-Brahmin, Aryan, Bhadralok (cultured people) and other similar identities. They say that these prescriptive groups based on caste and religion are the real basis of political organization and, as such, caste and religion-based politics are primary and nationalism a mere cover. As Seal puts it: ‘What from a distance appear as their political strivings were often, on close examination, their efforts to conserve or improve the position of their own prescriptive groups.’(This also makes Indian nationalism, says Seal, different from the nationalism of China, Japan, the Muslim countries and Africa).

If the Indian national movement did not express the interests of the Indian people vis-a-vis imperialism, then whose interests did it represent? Once again the main lines of the answer and argument were worked out by late 19 th century and early 20th century officials and imperialist spokesmen. The national movement, assert the writers of the imperialist school, was not a people’s movement but a product of the needs and interests of the elite groups who used it to serve either their own narrow interests or the interests of their prescriptive groups. Thus, the elite groups, and their needs and interests, provide the origin as well as the driving force of the idea, ideology and movement of nationalism. These groups were sometimes formed around religious or caste identities and sometimes through political connections built around patronage. But, in each case, these groups had a narrow, selfish interest in opposing British rule or each other. Nationalism, then, is seen primarily as a mere ideology which these elite groups used to legitimize their narrow ambitions and to mobilize public support. The national movement was merely an instrument used by the elite groups to mobilize the masses and to satisfy their own interests.

Gallagher, Seal and their students have added to this viewpoint. While Dufferin, Curzon, Chirol, Lovett, McCully, and B.B. Misra talked of the frustrated educated middle classes using nationalism to fight the ‘benevolent Raj’, Seal develops a parallel view, as found in Chirol and the Rowlait Committee Report, that the national movement represented the struggle of one Indian elite group against another for British favours. As he puts it: ‘It is misleading to view these native mobilizations as directed chiefly against foreign overlordship. Much attention has been paid to the apparent conflicts between imperialism and nationalism; it would be at least equally profitable to study their real partnership’. The main British contribution to the rise and growth of the national movement, then, was that British rule sharpened mutual jealousies and struggles among Indians and created new fields and institutions for their mutual rivalry.

Seal, Gallagher and their students also extended the basis on which the elite groups were formed. They followed and added to the viewpoint of the British historian Lewis Namier and contended that these groups were formed on the basis of patron- client relationships. They theorize that, as the British extended administrative, economic and political power to the localities and provinces, local potentates started organizing politics by acquiring clients and patrons whose interests they served, and who in turn served their interests. Indian politics began to be formed through the links of this patron-client chain. Gradually, bigger leaders emerged who undertook to act as brokers to link together the politics of the local potentates, and eventually, because British rule encompassed the whole of India, all-India brokers emerged. To operate successfully, these all-India brokers needed province level brokers at the lower levels, and needed to involve clients in the national movement. The second level leaders are also described as sub-contractors. Seal says the chief political brokers were Gandhi, Nehru, and Patel. And according to these historians, the people themselves, those whose fortunes were affected by all this power brokering, came in only in 1918. After that, we are told, their existential grievances such as war, inflation, disease, drought or depression — which had nothing to do with colonialism — were cleverly used to bamboozle them into participating in this factional struggle of the potentates.

Thus, this school of historians treats the Indian national movement as a cloak for the struggle for power between various sections of the Indian elite, and between them and the foreign elite, thus effectively denying its existence and legitimacy as a movement of the Indian people fr the overthrow of imperialism and for the establishment of an indep1ident nation state. Categories of nation, class, mobilization, ideology, etc., which are generally used by historians to analyse national movements and revolutionary processes in Europe, Asia and Africa are usually missing from their treatment of the Indian national movement. This view not only denies the existence of colonial exploitation and underdevelopment, and

The central contradiction, but also any idealism on the part of those who sacrificed their lives for the anti-imperialist cause. As S. Gopal has put it: ‘Namier was accused of taking the mind out of politics; this School has gone further and taken not only the mind but decency, character integrity and selfless commitment out of the Indian national movement’. Moreover, it denies any intelligent or active role to the mass of workers, peasant lower middle class and women in the anti-imperialist Struggle. They are treated as a child-people or dumb creatures who had no perception of their needs and interests. One wonders why the colonial rulers did not succeed in mobilizing them behind their own politics!

A few historians have of late initiated a new trend, described by its proponents as subaltern, which dismisses all previous historical Writing, including that based on a Marxist perspective, as elite historiography, and claims to replace this old, ‘bunkered’ historiography with what it claims is a new people’s or subaltern approach.

For them, the basic contradiction in Indian society in the colonial epoch was between the elite, both Indian and foreign, on the one hand, and the subaltern groups, on the other, and not between Colonialism and the Indian people. They believe that the Indian people were never united in a common anti-imperialist struggle, that there was no such entity as the Indian national movement. Instead, they assert that there were two distinct movements or streams, the real anti-imperialist stream of the subalterns and the bogus national movement of the elite. The elite stream, led by the ‘official’ leadership of the Indian National Congress, was little more than a cloak for the struggle for power among the elite. The subaltern school’s characterization of the national movement bears a disturbing resemblance to the imperialist and neo-imperialist characterization of the national movement, the only difference being that, while neo-imperialist historiography does not split the movement but characterizes the entire national movement in this fashion, ‘subaltern’ historiography first divides the movement into two and then accepts the neo-imperialist characterization for the elite’ Stream. This approach is also characterized by a generally ahistorical glorification of oil forms of popular militancy and consciousness and an equally ahistorical contempt for all forms of initiative and activity the intelligentsia, organized Party leaderships and other ‘elites’.

Consequently, it too denies the legitimacy of the actual, historical anti- colonial struggle that the Indian people waged. The new school, which promised to write a history based on the people’s own consciousness, is yet to tap new sources that may be more reflective of popular perceptions; its ‘new’ writing continues to be based on the same old ‘elite’ sources.

The other major approach is nationalist historiography. In the colonial period, this school was represented by political activists such as Lajpat Rai, A.C. Mazumdar, R.G. Pradhan, Pattabhj Sitaramayya, Surendranath Banerjea, C.F. Andrews, and Girija Mukerji. More recently, B.R.Nanda, Bisheshwar Prasad and Amles Tripathi have made distinguished contributions within the framework of this approach. The nationalist historians, especially the more recent ones, show an awareness of the exploitative character of colonialism, but on the whole they feel that the national movement was the result of the spread and realization of the idea or spirit of nationalism or liberty. They also take full cognizance of the process of India becoming a nation, and see the national movement as a movement of the people.

Their major weakness, however, is that they tend to ignore or, at least, underplay the inner contradictions of Indian society both in terms of class and caste. They tend to ignore the fact that while the national movement represented the interests of the people or nation as a whole (that is, of all classes vis-a-vis colonialism) it only did so from a particular class perspective, and that, consequently, there was a constant struggle between different social, ideological perspectives for hegemony over the movement. They also usually take up the position adopted by the right wing of the national movement and equate it with the movement as a whole. Their treatment of the strategic and ideological dimensions of the movement is also inadequate.

The Marxist school emerged on the scene later. Its foundations, so far as the study of the national movement is concerned, were laid by R.Palme Dutt and A.R. Desai; but several others have developed it over the years. Unlike the imperialist school, the Marxist historians clearly see the primary contradiction as well as the process of the nation-in-the making and unlike the nationalists they also take full note of the inner contradictions of Indian society.

However, many of them and Palme Dutt in particular are not able to fully integrate their treatment of the Primary anti­imperialist contradiction and the secondary’ inner contradictions, and tend to counter pose the anti-imperialist struggle to the class or social struggle. They also tend to see the movement as a structured bourgeois movement, if not the bourgeoisie’s movement, and miss its open-ended and all class character. They see the bourgeoisie as playing the dominant role in the movement — they tend to equate or conflate the national leadership, with the bourgeoisie or capitalist class. They also Interpret the class character of the movement in terms of its forms of Struggle (i.e., in its nonviolent character) and in the fact that it made strategic retreats and compromises. A few take an even narrower view. They suggest that access to financial resources determined the ability to influence the Course and direction of nationalist politics. Many of the Marxist writers also do not do an actual detailed historical investigation of the strategy, programme, ideology extent and forms of mass mobilization, and strategic and tactical maneuvers of the national movement.

Our own approach, while remaining, we believe, within the broad Marxist tradition, tries to locate the issues — of the nature of the contradictions in colonial India; the relationship between the primary and the secondary contradictions, the class character of the movement; the relationship between the bourgeois and other social classes and the Indian National Congress and its leadership i.e., the relationship between class and party; the relationship between forms of struggle (including non-violence) and class character ideology, strategy and mass character of the movement and so on in a framework which differs in many respects from the existing approaches including the classical Marxist approach of Palme Dutt and A.R.Desai. The broad contours of that framework are outlined below.

In our view, India’s Freedom Struggle was basically the result of a fundamental contradiction between the interests of the Indian people and that of British colonialism From the beginning itself, India’s national leaders grasped this contradiction They were able to see that India was regressing economically and undergoing a process of underdevelopment. In time they were able to evolve a scientific analysis of colonialism. In fact, they were the first in the 19th century to develop an economic critique of colonialism and lay bare its complex structure. They were also able to see the distinction between colonial policy and the imperatives of the colonial structure. Taking the social experience of the Indian people as colonized subjects and recognizing the common interests of the Indian people vis-a-vis colonialism, the national leaders gradually evolved a clear-cut anti-colonial ideology on which they based the national movement. This anti­colonial ideology and critique of colonialism were disseminated during the mass phase of the movement.

The national movement also played a pivotal role in the historical process through which the Indian people got formed into a nation or a people. National leaders from Dadabhai Naoroji, Surendranath Banerjee and Tilak to Gandhiji and Nehru accepted that India was not yet a fully structured nation but a nation-in-the-making and that one of the major objectives and functions of the movement was to promote the growing unity of the Indian people through a common struggle against colonialism. In other words, the national movement was seen both as a product of the process of the nation-in-the-making and as an active agent of the process. This process of the nation-in- the-making was never counter-posed to the diverse regional, linguistic and ethnic identities in India. On the contrary, the emergence of a national identity and the flowering of other narrower identities were seen as processes deriving strength from each other.

The pre-nationalist resistance to colonial rule failed to understand the twin phenomena of colonialism and the nation- in-the-making. In fact, these phenomena were not visible, or available to be grasped, on the surface. They had to be grasped through hard analysis. This analysis and political consciousness based on it were then taken to the people by intellectuals who played a significant role in arousing the inherent, instinctive, nascent, anti-colonial consciousness of the masses.

As explained in Chapter 38, the Indian national movement had certain specific though untheorized, strategy of struggle within which various phases and forms of struggle were integrated, especially after 1918. This strategy was formed by the waging of hegemonic struggle for the mi and hearts of the Indian people. The purpose was to destroy the two basic constituents of colonial hegemony# or the belief system through which the

British secured the acquiescence of the Indian people in their rule: that British rule was benevolent or for the good of the Indians and that it was invincible or incapable of being overthrown. Replying to the latter aspect, Jawaharlal Nehru wrote in The Discovery of India: ‘The essence of his (Gandhi’s) teaching was fearlessness … not merely bodily courage but the absence of fear from the mind. . . But the dominant impulse In India under British rule was that of fear, pervasive, oppressing, strangling fear; fear of the army, the police, the widespread secret service; fear of the official class; fear of laws meant to suppress and of prison; fear of the landlord’s agents: fear of the money­lender; fear of unemployment and starvation, which were always on the threshold. It was against this all pervading fear that Gandhiji’s quiet and determined voice was raised: Be not afraid.’

# Relying basically on Gramsci we have used the concept of

hegemony in an amended form since exercise of hegemony in a colonial society both by the colonial rulers and the opposing anti­imperialist forces occurs in a context different from an Independent Capitalist Society. The concept of hegemony, as used by us, means exercise of leadership as opposed to pure domination. More specifically it relates to the capacity as also the strategy, through which the rulers or dominant classes or leadership of popular movements organize consent among the ruled or the followers and exercise moral and ideological, leadership over them. According to Gramsci, in the case of class hegemony, the hegemonic class is able to make compromises with a number of allied classes by taking up their causes and interests and thus emerges as the representative of the current Interests of the entire society, It unifies these allies under its own leadership through ‘a web of institutions, social relations and ideas’ The Gramscian concept of hegemony is of course opposed to an economist notion of movements and ideologies which constitute primarily on immediate class interests in politics and ideology and tend to make a direct correlation between the two and sometimes even to derive the latter from the former.

And how was nationalist hegemony to be evolved? In the case of a popular anti-imperialist movement, we believe, the leadership, acting within a particular ideological framework, exercises hegemony by taking up the anti-colonial interests of the entire colonized people and by unifying them by adjusting the class interests of the different classes, strata and groups constituting the colonized people. The struggle for ideological hegemony within a national movement pertains to changing the relative balance of advantages flowing from such adjustment and not to the question of adjustment itself. In the colonial situation the anti-imperialist struggle was primary and the social — class and caste — struggles were secondary, and, therefore, struggles within Indian society were to be initiated and then compromised rather than carried to an extreme, with all mutually hostile classes and castes making concessions.

Further, the nationalist strategy alternated between phases of massive mass struggle which broke existing laws and phases of intense political-agitational work within the legal framework. The strategy accepted that mass movements by their very nature had ups and downs, troughs and peaks, for it was not possible for the vast mass of people to engage continuously in a Long-drawn-out extra legal struggle that involved considerable sacrifice. This strategy also assumed freedom struggle advancing through stages, though the country was not to advance to freedom till the threshold of the last stage was crossed.

Constructive work — organized around the promotion of khadi, national education, Hindu-Muslim unity, the boycott of foreign cloth and liquor, the social upliftment of the Harijans (low caste ‘untouchables’) and tribal people and the struggle against untouchability — formed an important part of nationalist strategy especially during its constitutional phases. This strategy also involved participation in the colonial constitutional structure without falling prey to it or without getting co-opted by it.

And what was the role of non-violence? It was not, we believe, a mere dogma of Gandhiji nor was it dictated by the interests of the propertied classes. It was an essential part of a movement whose strategy involved the waging of a hegemonic struggle based on a mass movement which mobilized the people to the widest possible extent.

The nationalist strategy of a war of position, of hegemonic struggle, was also linked to the semi-hegemonic or legal authoritarian character of the colonial state which functioned through the rule of law, a rule-bound bureaucracy and a relatively independent judiciary while simultaneously enacting and enforcing extremely repressive laws and which extended a certain amount of civil liberties in normal times and curtailed them in periods of mass struggle. It also constantly offered constitutional and economic concessions though it always retained the basics of state power in its own hands.

Seen from this point of view, the peaceful and negotiated nature of the transfer of power in 1947 was no accident, nor was it the result of a compromise by a tired leadership, but was the result of the character and strategy of the Indian national movement, the culmination of a war of position where the British recognized that the Indian people were no longer willing to be ruled by them and the Indian part of the colonial apparatus could no longer be trusted to enforce a rule which the people did not want. The British recognized that they had lost the battle of hegemony or war of position and decided to retreat rather than make a futile attempt to rule such a vast country by threat of a sword that was already breaking in their hands.

Seen in this strategic perspective, the various negotiations and agreements between the rulers and the nationalist leadership, the retreat of the movement in 1922 and 1934, the compromise involved in the Gandhi- Irwin Pact and the working of constitutional reforms after 1922 and in 1937 also have to be evaluated differently from that done by writers such as R. Palme Dutt. This we have done in the chapters dealing with these issues.

The Indian national movement was a popular, multi-class movement. It was not a movement led or controlled by the bourgeoisie, nor did the bourgeoisie exercise exclusive influence over it. Moreover, its multi-class, popular, and open-ended character meant that it was open to the alternative hegemony of socialist ideas.

The national movement did, in fact, undergo constant ideological transformation. In the late 1920s and 1930s, Jawaharlal Nehru, Subhas Bose, the Communists, the Congress Socialists, and other Left-minded socialist groups and individuals made an intense effort to give the movement arid the National Congress a socialistic direction. One aspect of this was the effort to organize the peasants in kisan sabhas, the workers in trade unions and the youth in youth leagues and student unions. The other was the effort to give the entire national movement a socialist ideological orientation, to make it adopt a socialist vision of free India. This effort did achieve a certain success and socialist ideas spread widely and rapidly. Almost all young intellectuals of the 1930s and 1940s belonged to some shade of pink or red. Kisan sabhas and trade unions also tended to shift to the Left. Also important in this respect was the constant development of Gandhiji’s ideas in a radical direction. But, when freedom came, the Left had not yet succeeded, for various reasons, in establishing the hegemony of socialist ideas over the national movement and the dominant vision within the movement remained that of bourgeois development. Thus, we suggest, the basic weakness of the movement was located in its ideological structure.

The Indian National Congress, being a movement and not just a party, included within its fold, individuals and groups which subscribed to widely divergent political and ideological perspectives. Communists, Socialists and Royists worked within the Congress as did constitutionalists like Satyamurthy and K.M.Munshi. At the same time, the national movement showed a remarkable capacity to remain united despite diversity. A lesson was learnt from the disastrous split of 1907 and the Moderates and Extremists, constitutionalists and non-constitutionalists and leftists and rightists did not split the Indian National Congress thereafter, even in the gravest crises.

There were, of course, many other streams flowing into the swelling river of India’s freedom struggle. The Indian National Congress was the mainstream but not the only stream. We have discussed many of these streams in this volume: the pre-

Congress peasant and tribal movements, the Revolutionary Terrorists, the Ghadar and Home Rule Movements, the Akali and Temple Reform movements of the 1920s, the struggle in the legislatures and in the Press, the peasant and working class struggles,, the rise .of the Left inside and outside the Congress, the state people’s movements, the politics of the capitalist class, the Indian National Army, the RIN Revolt, etc. We have, as a matter of fact, devoted nearly half of this volume to political movements which formally happened outside the Congress. But we do not treat these ‘non-Congress’ movements as ‘parallel’ streams, as some have maintained, Though they were outside the Congress, most of them were not really separate from it. They cannot be artificially counterposed to the movement led by the Congress, which, with all its positive and negative features, was the actual anti-imperialist movement of the Indian people incorporating their historical energies and genius, as in the case with any genuine mass movement.

In fact, nearly all these movements established a complex relationshl with the Congress mainstream and at no stage became alternatives to the Congress. They all became an integral part of the Indian national movement. The only ones which may be said to have formed part of an alternative stream of politics were the communal and casteist movements which were not nationalist or anti-imperialist but in fact betrayed loyalist pro­colonial tendencies.

In time, the Indian National Movement developed into one of the greatest mass movements in world history. It derived its entire strength, especially after 1918, from the militancy and self- sacrificing spirit of the masses. Satyagraha as a form of struggle was based on the active participation of the people and on the sympathy and support of the non-participating millions. Several Satyagraha campaigns — apart from innumerable mass agitational campaigns — were waged between 1919 and 1942. Millions of men and women were mobilized in myriad ways; they sustained the movement by their grit and determination. Starting out as a movement of the nationalist intelligentsia, the national movement succeeded in mobilizing the youth, women, the urban petty bourgeoisie, the urban and rural poor, urban and rural artisans, peasants, workers, merchants, capitalists, and a large number of small landlords.

The movement in its various forms and phases took modem politics to the people. It did not, in the main, appeal to their pre­modem consciousness based on religion, caste and locality or loyalty to the traditional rulers or chieftains. It did not mobilize people ideologically around religion, caste or region. It fought for no benefits on that basis. People did not join it as Brahmins, or Patidars, or Marathas; or Harijans. It made no appeal to religious or caste identities, though in some cases caste structure was used in villages to enforce discipline in a movement whose motivation and demands had nothing to do with caste.

Even while relying on the popular consciousness, experience, perception of oppression and the needed remedies, on notions of good rule or utopia the movement did not merely reflect the existing consciousness but also made every effort to radically transform it in the course of the struggle. Consequently it created space for as well as got integrated with other modern, liberationist movements — movements of women, youth, peasants, workers, Harijans and other lower castes. For example, the social and religious reform movements which developed during the 19th century as part of the defence against colonialization of Indian culture merged with the national movement. Most of them became a part of the broad spectrum of the national movement in the 20th century. But, in the end, the national movement had to -surrender in part before communalism. We have tried to examine, at some length, the rise and growth of communalism and the reasons for the partial failure of the national movement to counter its challenge. The national movement also failed to undertake a cultural revolution despite some advances in the social position of women and lower castes. Moreover, it was unable to take the ‘cultural defence’ of the late 19 th century’s social and religious reforms back to the rationalist critical phase of the early 19th century. It also could not fully integrate the cultural struggle with the political struggle despite Gandhiji’s efforts in that direction.

The national movement was based on an immense faith in the capacity of the Indian people to make sacrifices. At the same time, it recognized the limits on this capacity and did not make demands based on unrealistic and romantic notions. After all, while a cadre-based movement can base itself on exceptional individuals capable of making uncommon sacrifices, a mass movement, even while having exceptional individuals as leaders, has to rely on the masses with all their normal strengths and weaknesses. It is these common people who hail to perform uncommon tasks. ‘The nation has got energy of which you have no conception but I have,’ Gandhiji told K.F. Nariman in 1934. At the same time, he said, a leadership should not ‘put an undue strain on the energy.’

As a mass movement, the Indian national movement was able to tap the diverse energies, talents and capacities of a large variety of people. It had a place for all — old and young, rich and poor, women and men, the intellectuals and the masses. People participated in it in varied ways: from jail-going Satyagraha and picketing to participation in public meetings and demonstrations, from going on hartals and strikes to cheering the jathas of Congress volunteers from the sidelines, from voting for nationalist candidates in municipal, district, provincial and central elections to participating in constructive programmes, from becoming 4-anna (25 paise) members of the Congress to wearing khadi and a Gandhi cap, from contributing funds to the Congress to feeding and giving shelter to Congress agitators from distributing and reading the Young India and the Harijan or illegal Patrikas (bulletins) to staging and attending nationalist dramas and poetry festivals, and from writing and reading nationalist novels, poems and stones to walking and singing in the prabhat pheries (parties making rounds of a town or part of it) .

The movement and the process of mass mobilization were also an expression of the immense creativity of the Indian people. They were able to give a full play to their innovativeness and initiative.

The movement did not lack exceptional individuals, both among leaders and followers. It produced thousands of martyrs. But as heroic were those who worked for years, day after day, in an unexciting humdrum fashion, forsaking their homes and Careers, and losing their lands and very livelihood — whose families were often short of daily bread and whose children went without adequate education or health care.

 

The Story of My Life Questions Based on Letters

The Story of My Life Questions Based on Letters

The following section is for a better understanding of Helen’s View of life

Letters- 

The letters, which have been arranged by John Albert Macy, are an expression of Helen’s inner thoughts and trace her growth as an individual. They reveal her struggle to be more like the people around her and therefore most letters are an expression of her view of the world, as seen by those who can see and hear, rather than as she actually experienced it. The letters were a sort of exercise which trained her to write. Since most of her friends were distinguished people, she felt the necessity to write well.

In her letter to Alexander Graham Bell, dated 9 March 1900, Helen discloses her pleasure in writing letters. According to her, letters are more truly her own since they quickly enter the thoughts and feelings of her friends without the need of an interpreter.

Helen started writing the letters just three and a half months after the first word was spelt onto her hand by Miss Sullivan. Helen slowly showed improvement in writing and putting thoughts into words. In her letters, she mentions her visit toiler relatives, Miss Sullivan’s skill in teaching, her first encounter with the sea, her education etc. These letters reveal the places she lived in, the famous people she knew and her struggles as she learnt to express herself in words and sentences. These letters have been selected to show her development and to present the most interesting and significant phases of her life. The letters reveal that at that time, she was the only well-educated deaf and blind person in the world.

Questions

1. What do the first few letters tell us about Helen?

Answer- The first few letters show a lack of punctuation, indicating that these were her first attempts at understanding words and making sense out of them by stringing them together. They also record the things she did on a day-to-day basis and the events that took place in her life and in the lives of her family members.

2. What impressions do you get of Helen’s language in the later letters she wrote?

Answer- One is able to gauge the command that Helen slowly gains over the language. Helen’s letters trace her growth and understanding of the language, how she acquires more examples of idioms and her grammar becomes more accurate. Her sentences become more complex and her vocabulary richer.

3. What does Dr Brook’s reply tell us about his interaction with Helen?

Answer- Dr Brook simplified the concept of God for Helen and explained the meaning of love and goodness. The impact of this letter can be seen in her writing when she expresses her gratitude for his explanation of the spiritual aspects of life.

4. What do the letters exchanged by Helen with her friends and family reveal to you?

Answer-The letters exchanged between Helen and her friends show the love, respect and regard that people had for Helen, and how they marvelled at her knowledge, her zest for life and her keen interest in learning more. They also reveal people held her in the high esteem for having fought and triumphed over the tough odds she had to face since childhood. They also show how she had become a role model for those around her. In addition, they reflect her deep love for her family, especially Mildred, her and Miss Sullivan, her teacher.

5. Who was Tommy Stringer? How was he helped by Helen?

Answer- Tommy had become deaf and blind at the age of four. He had no mother, and his father was too poor to care for him. He was admitted to the Perkins Institution to on the advice of Dr Alexander Graham Bell. When Helen heard of him she wrote her friends to raise money for his education.  She also monitored his progress a school.

Vote of Thanks Speech Sample PDF

Vote of Thanks Speech Sample PDF

Words of Gratitude Speech (sample)

The following sample thanksgiving speech can be spoken on many functions in schools and colleges  like annual day, un vote, quiz competition, arrival of a guest speaker, workshop, seminar, conference , kindergarten graduation day, teachers day, farewell function , cultural programme, parent teacher meeting. So if you worried about how to say vote of thanks, you are on a right platform.  Kindly have a look-

A warm and graceful morning to our most valued guest, management committee , worthy teachers and my most beloved children as well as one and all gathered over here.  It’s my privilege to have been asked to propose a vote of thanks on this occasion.  I, on behalf of …….school name……, and the entire fraternity of the institution first of all extend my most sincere thanks to Almighty. On my own behalf I extend a very hearty vote of thanks to the chief guest who spared time from his busiest schedule to grace the occasion. All the speakers for gracing your important work and sharing with us your findings and opinions today.

A big ‘Thank You’ to Master …………, for their efforts towards anchoring of today. Their own ideas and style of explanation of everything.    I must mention my deepest sense of appreciation for  I would like to take this opportunity to place on record our hearty thanks to all the new post bearers because of whom  we are gathered here as well they have held a great promise and are going to lead a life of commitment.  I also extend thanks to  all my staff members  for their enormous cooperation in the organization of this gala event. Event like this cannot happen overnight. The wheels start rolling weeks ago. It requires planning and a birds eye for details. We have been fortunate enough to be backed by a team of very motivated and dedicated colleagues of our school who know their job and are result oriented.  I cannot thank everyone enough for their involvement and their willingness to take on the completion of tasks beyond their comfort zones! Vary on these vote of thank examples till your express motion fits the atmosphere right. I specially thank the people who have been the backbone of the function Our transport In charge Mr. ………………who has not let us feel any to and fro problem, out technical arrangement team stage setting and lighting arrangement team  all the musicians who have  been the spreader of melodious tones our press and Media persons and  ultimately catering staff. Once again I want to state that we are all most grateful to all speakers on this stage. We thank you for being with us this morning -it’s been really a great pleasure.
Thank you very much

least but not the last  We are really very much owe to Almighty and I continuously pray to the Omnipresent the Omniscient to provide us such opportunities in plenty. Thanks a lot to one and all directly or indirectly involved in the programme.  Jai Hind

 

The Story of My Life Questions Based on Incidents

The Story of My Life Questions Based on Incidents

Questions Based on Incidents

Q.1. How did Helen lose her faculties of seeing and hearing?

Answer: Helen was not born blind and deaf. She had been a normal child with all her senses of perception in perfect condition. When she was nineteen months old, she was stricken by a mysterious disease, which even the doctors could not diagnose. They had no hope and even predicted her end. Gradually Helen’s senses of hearing and sight started fading away until she lost them permanently. Darkness and stillness enveloped her life once and for all.

Q.2. How did Helen almost burn herself?

 Answer: One day Helen spilt some water on her apron. As she wanted to get it dried quickly, she spread it before the fire, which was flickering on the sitting room hearth. She moved nearer the fire and threw the apron over the ashes, in her hurry to get it dried. The apron caught fire and it engulfed her. She could feel her clothes blazing. On hearing her frightened cry, Nancy the nurse came rushing to her rescue. She threw a blanket on her, which nearly suffocated her. Thanks to Viny’s timely intervention, only Helen’s hands and hair had been burnt.

Q.3. How did Dicken’s ‘American Notes’ kindle hope in Helen’s mother? Why was her hope short-lived?

Answer: The frequent tantrums that Helen threw up when she could not succeed in doing things as she wanted to do them, made her parents really perplexed. The school for the blind was far away and it was unlikely to come to an out of the way place like Tuscumbia to teach a child who was both deaf and dumb. It was at this juncture that Helen’s mother remembered vaguely an account of Laura Bridgman (from Dickens” American Notes’), who had been educated in spite of being deaf and blind. This brought in a ray of hope in Kate’s life. But the hope was short-lived as she realised that Dr Howe, who had discovered the way to teach the deaf and blind, had been dead many years before and his methods had probably died with him. Moreover, there was no possibility of a little girl living in a far-off town in Alabama receiving the benefit of Howe’s teaching.

Q.4. A teacher can play a very significant role in the life of her students. Explain the statement with reference to Miss Sullivan.

Answer: The role of a teacher does not end in imparting knowledge to his/her students. A teacher is a guide.  a facilitator and a mentor to the students. The love, understanding and patience that a teacher bestows on the students, help in moulding them, instilling confidence and self-respect in them. They are the moulders of the future pillars of a nation. Miss. Sullivan is a typical example of a dedicated teacher. Her role as a teacher all the more challenging as her student was physically challenged. But she did not leave a single stone unturned in order to groom Helen. From the very beginning, she was tolerant and patient. Through her deft handling of Helen’s psychology, she succeeded in dispelling darkness and diffidence from her mind. By tolerating her lapses, she won her heart. She patiently guided her, step by step, in learning to spell and read. She was fruitful in her effort to bring light in the otherwise dark world of Helen.

Q.5. How did Miss. Sullivan introduce the beauty and benevolence of nature to Helen?                   

Answer: Miss. Sullivan took Helen across the fields to the banks of the Tennessee River, when the daisies and the buttercups were in full bloom. She was taught how the sun and rain make the trees grow, how birds build nests and live and thrive from land to land and how the squirrel, the deer and the lion and every other creature finds food and shelter. As the knowledge of the things around her grew, she discovered the delight of the world she was in. Her teacher taught her to find beauty in the fragrant woods, in every blade of grass, and in the curves and dimples of her little sister’s hand. She linked her earliest thoughts with nature and made her feel that the birds, flowers and Helen herself were happy peers. Thus, in subtle ways, Miss. Sullivan helped Helen to make connections with the world around her.                                                                                                                                                                  

Q.6. “Love is something like the clouds that were in the sky before the sun came out”. How was Miss Sullivan finally able to drive home the meaning of ‘love’ into Helen’s bead?

Answer: Once, Helen brought some violets for Miss Sullivan, who tried to kiss her in return for her kind gesture. But Helen would not let anyone else other than her mother kisses her. When Miss Sullivan spelt, “I LOVE HELEN” into her hand, Helen wanted to know what love was. Miss Sullivan pointed to her heart and said, “It is here”. For the first time, Helen became conscious of her heartbeats and the word ‘love’ puzzled her as she could not touch it. Even her teacher could not show her love. Her search or the meaning of ‘love’ continued. One day when the sun reappeared from behind dark clouds, after a brief shower, Helen asked if that was love. Then her teacher explained that one cannot touch the clouds, but feel the rain and know how glad the thirsty earth is to have it. In the same way, love cannot be touched, but one can feel the sweetness that it pours into everything. Without love a person who id not be happy and would not want to play. in this way, the concept of love was made clear to Helen.

Q.7. What were the different steps that Helen had to take before she started reading “Reader for Beginners“?

Answer: As soon as she could spell a few words, Helen was given slips of cardboard on which were printed words in raised letters. She learnt that each word stood for an object, an act or a quality and she began by finding the slips of paper that represented them. Then she placed each name on the object, thus making a sentence out of the words and carrying out the things themselves. For example, she placed her doll on the bed with the words ‘is-on-bed’ arranged beside the doll. At times, everything in the room was arranged in object sentences. When she got the “Reader for Beginners”, she hunted for the words she knew and she was filled with joy when she found them. She compares her joy to the game of hide-and-seek.

 Q.8. What does Helen say about her first trip on the ocean?

Answer: Helen’s first trip in the ocean was in a steamboat from Boston to Plymouth. She felt that the voyage was full of lie and motion. But the rumble of the machinery made her believe that it was the thunder before the rain. She started to cry, thinking that their outdoor trip would be cancelled if it were to rain.

Q.9. “Shortcuts are inviting, but they must be used with all caution and proper care”. Elucidate this statement with reference to the adventure that Helen, her sister and Miss Sullivan had on the trestle.                                  

Answer: Once Helen, her sister and Miss Sullivan lost their way, while wandering in the woods. Suddenly Mildred pointed out to the trestle which spanned a deep gorge. As it was late and growing dark, they decided to cut across the trestle which was a shortcut to their house. As they were halfway through the trestle, they heard the “puff, puff’ of an engine. Just in time, they climbed down upon the cross braces. The train rushed over their heads. They could feel the hot breath from the engine on their faces and the smoke and ashes almost choked them. As the trestle shook and swayed, they felt that they would fall into the chasm. With great difficulty, they regained the track and reached home long before dark.

Q.10.What kind of a reception did Helen receive at the station from her family members?

Answer: As soon as she had made her own speech, she wanted to go home. She talked to Miss Sullivan throughout the journey, not for the sake of talking but determined to improve to the last minute. The whole family had come to the station to receive her. Her mother pressed her close to her, speechless and trembling with delight, taking in every syllable that she spoke. Mildred seized her free hand and kissed it and danced. Her father expressed his pride and affection in a big silence.

Q.11.Briefly describe Helen’s trial before the court at the Perkins Institution.

Answer: Helen was brought before a court of the investigation, which comprised of the teachers and officers of the institution. Miss Sullivan was asked to leave. She was questioned and cross-questioned to such an extent that it appeared that they wanted her to acknowledge the fact that she remembered having had “The Frost Fairies” read out to her. She could sense the doubt and suspicion in every question aimed at her. She could also ‘see’ her dear friend, looking at her reproachfully. The blood pressed about her thumping heart, and she could scarcely speak, except in monosyllables. Even the consciousness that it was a dreadful mistake did not lessen her suffering. When at last she was allowed to leave the room, she was completely dazed and did not even notice the consoling words told by her teacher and her friends.

 Q.11. Helen became a different person after her visit to Boston. How?                                               

 Answer: Yes. Helen became a different person after her visit to Boston. This journey was different from the previous journey to Baltimore as she was no longer a young “restless” child. Helen could befriend the blind children at the Perkins Institute quite easily. She was delighted to be able to communicate with the blind children in her own language. Besides, she was happy to be at the same institute where Laura Bridgeman had been taught. She envied the blind children only in one aspect their ability to hear. Eventually, Helen felt contented and happy in their company and forgot all her pain. The next day, they went to Plymouth by water. It was Helen’s first trip on the ocean and first voyage on a steamboat. On reaching their destination, she felt the curves and cuts of the Plymouth Rock and the I620″ engraved on it. A gentleman at the Pilgrim Hall Museum gave her a small model of the rock. She was familiar with the wonderful stories about the Pilgrims that visited that rock. She could idealise them for their bravery and zeal to acquire home in an unknown territory. Later on. she was disappointed to know about their shameful acts of persecuting minority groups like the ‘Quakers’. In Perkins institution, she made many friends among them was Mr William Endicott and his daughter. They were very kind to her and took her through their rose garden at Beverly Farms. She went to the beach for the first time and played in the sand. It was because of Mr Endicott that she called Boston, ‘The City of Kind Hearts.’

Theme of The Novel The Story of My Life

Theme of The Novel The Story of My Life

Q.1. The Story of My Life tells us the sufferings of a physically disabled child. How?

Answer: Keller’s main message in her autobiography is that you can persevere through anything in life. She also wrote to express the survival of her disabilities and how she overcame them. Keller’s purpose was to inspire and people to endure. To tell people not to tease or hurt people who had disabilities because they were not any different from them. Helen Keller wrote her life story as a tool for other people to learn from. She was plagued by disabilities that she had to overcome. To tell blind, deaf, and mute people that they are just ordinary people.

Q.2. Helen’s life is a saga of a strong lady. Do you agree? Give some examples in support of it.

Answer: Winston Churchill called Helen Keller “the greatest woman of our age”. The single greatest lesson readers take away front The Story of My Life is the value of perseverance. Without the ability to see or hear, Keller learned to function and interact within society in a meaningful way. Her drive to make a place for herself in the world started when she was very young. Even as a child, she found ways to help her mother around the house, rather than stay in a world that was dark, silent, and lonely. In fact, the terrible fits for which she is so well-known were the product of her extreme frustration at not being able to make herself understood and not having anyone else reach out and communicate with her. Once she overcame her obstacles and learned to communicate, she was driven to accomplish her high goals. She garnered many achievements, but she also gave credit for her accomplishments to her teacher Miss Sullivan whom she had a lovely relationship.

Q.3. Anne Sullivan gave a new direction to Helen’s life. How?

Answer: There are teachers and then there are educators. Ms Sullivan clearly qualified the second category, for it was her endeavour to teach Helen the essential skills of being human and then delve into the deep recesses that the child herself did not know the depth of. In spite of her harrowing experiences at the hands of the wild child. Anne was determined to break the horse and get it to learn to be civilised. She did not confine her teaching lessons into the four walls of the room; instead, the lessons were imparted under the blue sky and from life itself.

Q.4. Learning new words broke all the barriers in Helen’s life. Elucidate with examples.        

Answer: Yes, learning new words broke all the barriers in Helen’s life. One day Helen was playing with her doll when Mrs Sullivan handed her over, her a doll and spelt the word “doll” to indicate the objects but Helen refused to accept. Earlier that morning, she had got mixed up over the use of the words mug and water and out of frustration at being contradicted, smashed her new doll, deriving a sadistic pleasure at having hurt Ms Sullivan. The teacher, however, was not the one to give up, so she took Helen to the good house and there spelt the word water into her hand under the running water. The entire exercise opened up a new world of hope, knowledge and joy for Helen.

Q.5. How did Helen discover beauty in the natural aspects of nature?

Answer: Nature played an important role in Helen’s education. The freedom that Helen felt midst the openness and vastness of nature made up for her dark, confined world and she felt at ease. There was so much for her to explore and she could decipher the signals. She had found herself a beautiful place on the tree top in her garden. It was on top of the mimosa tree near the summer house and she spent many happy hours sitting in it. It was her tree of paradise as it had helped her to overcome her fear of nature and build her confidence.

Q.6. What made Helen realise that under softest touch hides treacherous claws?

Answer: Helen Keller states. “Nature wages open war against her children and under softest touch hides treacherous claws.” She feels that nature cannot always be great, there are some things about nature that can be horrid when Keller first tried to climb the tree, a limb had fallen and she had gotten scared, and she wanted her teacher, Anne Sullivan. She states “The mere thought filled me with terror.” Helen Keller means, even though nature is beautiful, tinder all that beauty. she can be hiding some horrid stuff just as the mother was both tender and strict nature too could prove threatening. It was when she was returning home from her long walk with Ms Sullivan. It was a fine day and she felt drawn to the cherry tree wishing to climb it. Ms Sullivan let her have her way in and came home to fetch the lunch as they intended to eat it sitting up in the tree. The weather took a turn for the worst and soon the thunderstorm built up that shook the tree to its roots and poor Helen the life drain out of her for fear. She intended to jump off when Ms Sullivan reached there and held her in her arms. She was equally scared of Helen’s safety.

Q.7. How did Helen’s field of inquiry broaden? Why did she wish to return to the same subjects again and again?

Answer: Helen field of inquiry broadened when her interrogations against the abstract words like love and think have arisen. Helen had always been a quick and efficient learner and once she came to know that everything had a name, she went about conquering words, phrases and sentences. With every passing day, her thirst for knowledge grew but one day she found herself stuck when Ms Sullivan tried to impress upon her, the meaning of the word ‘love’. the flow could she define this phenomenon? She tried to draw several parallels but it was only the in-depth understanding of the teacher who did not give up till she had made the girl realise the meaning and essence of love, likening it to the clouds in the sky that cannot be touched but bring with them a promise for joy for the thirsty earth after a hot day.

Q.8. Real learning needs the active involvement of the teacher. What do you think?

Answer: Though she was all of the twenty-one herself, yet Ms Sullivan showed a great maturity of character in dealing with her student. She had developed her methodology of letting Helen learn by doing. It was the hands-on patience that worked well. Moreover, she had a knack of telling things. She never bothered the girl with  Unnecessary details but went about quickly over them. never once scolding Helen for not remembering her lessons.S he went slowly and patiently, introducing subjects and technicalities in little details, fragments that the receptive mind of Helen could not help but remember. Miss Sullivan was indeed a good teacher. She had a long association with the blind and so had a peculiar sympathy for Helen. Her way of describing things was great. The uninteresting details were taken over by her in a quick way and sit: never asked Helen questions to see whether she remembered the previous lessons or not. All the lessons took place in sunlight woods to the house, making them more interesting and easier to learn. She broke through the isolation imposed by a near complete lack of language, allowing Helen to blossom as she learned to communicate.

Q.9. Santa Claus fulfils our wishes. Did he bring joy for Helen? How can you say?                                       

Answer: Helen was very excited about her real Christmas gift. She kept on guessing what it could be as she could get hints from her friends. Her excitement kept on growing. When she woke up on Christmas, there were gifts all around on the table, all chairs, at the door, on the window sill. In fact, it was difficult for her to walk without stumbling. Then Miss Sullivan presented her a canary – a singing bird. She named it little Tim. Life with Tim became exciting as it would hop on her finger and eat candid cherries out of her hand. She was taught how to take care of pets by Miss Sullivan. Tim kept her busy as she made his cage clean and sweet, filled his cups with fresh seed and water and hung a spray of chicken weed in his swing. But one day she left Tim’s cage on the window- sill and went to fetch water for his bath. On returning back, she felt the rush of the cat and found Tim gone when she put her hands inside the cage. Immediately she realised that she had lost her sweet little singer.

Q.10. Time makes you independent. Discuss                                                                                             

Answer: Time is not only a great healer but teaches the hard lessons of life which truly made you responsible, independent and accountable. Time really makes you independent. It is common saying ‘Experience is a great teacher’. Once we come up front with the hard realities of life soon we find some way to face those challenges to make our life smoother. Time teaches you everything. Once Helen overcame her illness of blindness and deafness, with the passage of time she became the famous personality of the world. Undoubtedly her teacher played a greater role to make her independent from dependent. She taught her every lesson of life and Helen grabbed it as a more efficient learner which later allowed her to handle her life more independently.

Q.11. Sometimes books encourage us to learn more. How does “our world” instigate Helen?

Answer: Books are the mirror of the real world theoretically not practically. But it opens our inquisitiveness and desire to see the world in the real sense. The same thing happened with Helen. Helen had read about the sea in her book “Our World” and was excited to visit it. The spirit of adventure had caused Helen to undertake all those activities that a normal child would. She had always wondered about the vastness of the ocean and her first feel and experience of the beaches when she visited Boston and fearlessly plunged into the billowing ocean. She says that she felt ecstatic and sheer joy made her quiver but only until she was pulled under the water as she lost her balance. It was a harrowing experience but it did not deter her from enjoying the beauty of the ocean as she spent time on the shore. She loved the salty water and was upset that she could not stay there for long.

Q.12. Chapter 13 displays that determination and dedication compel the most difficult tasks to be done successfully. Elaborate

Answer: Helen was a determined, devoted and hard working child. Helen had yearned to speak ever since she was a small girl. However the fact that she was hearing impaired proved a great hindrance in the development of her speech. It was very frustrating for Helen who continued to feel the sounds and the lip movements of the people around her, without any success. It was with the efforts of Ms Sarah Fuller and constant practice on the part of Helen that she learnt to catch the vibrations of the throat when people were talking and the movements of their mouth and their facial expressions. Helen completely dependent on her fingers and the sense of touch in catching the vibrations and she forced herself to repeat the words and sentences for hours. She was frequently discouraged by friends but her. need to be understood by all was far more intense that made her preserve and keep practising. Finally, the happiest moment arrived. Helen had developed speech and was eager to return home. As she reached the station and her family heard her speak, they were overjoyed. Her mother was speechless with delight and her tightly; Mildred danced in joy hugged clasped her hand and kissed her, and her father expressed his pride and affection by a “big silence. Helen’s power of speech seems to be a Biblical reference. A parallel drawn to her life’s difficulties: She wishes to convey that even heavens and nature bows down in front of one’s ceaseless efforts and determination. She worked hard and there was nothing that she could not achieve. It was nothing short of a miracle and even the forces of nature applauded her.

Q.13. inspiration helps a person in making his ideas bloom then why copying is not considered good?

Answer: It is well in saying that one has to be inspired by others to bloom in their lives. Inspiration in the field of writing always gives wings to other ideas but just the mere copying of an inspired product is not morally authentic. One should always learn from thousands but develop their own unique out of those thousands of ideas which later inspire others to follow them. Following someone is not bad undoubtedly it blooms the garden of ideas but just copying the same which the others already predicted is the symptom of plagiarism.