Questions and Answers of ‘To Sir, With Love’

Describe briefly the scene between the speaker and the listeners in the story ‘To Sir, With Love’.

Ans: Edward Ricardo Braithwaite is a novelist, writer, teacher, and diplomat from South America. It is a compelling description of a teacher’s experiences, his own doubts about his own success, the hurdles he meets, and his desire to overcome them. His honest efforts eventually win him the students’ trust and support.

In the classroom, there is an interaction between the teacher and the students. The teacher detects a hostile environment. He is well aware that he is dealing with a rude and apathetic group of students. He is determined to make a difference in their lives. He has no clear plan on how to proceed. He is strong but compassionate. He promises to treat them as adults, rather than as young boys and girls. He emphasises the need of being nice and respectful to one another. He tells them that as members of the upper crust, they should be role models for the bottom crust. The kids are initially hesitant to accept him or his beliefs. However, as the speech progresses, become more responsive. Students are perplexed. No one has ever spoken to them in this way. When the teacher finishes his speech, he notes a noticeable shift in their demeanour.

2. ‘You will be treated not as children, but as young men and women, by me and by each other. ‘Why does the speaker say this? Who is being addressed?

Ans: Edward Ricardo Braithwaite is a novelist, writer, teacher, and diplomat from South America. It is a compelling description of a teacher’s experiences, his own doubts about his own success, the hurdles he meets, and his desire to overcome them. His honest efforts eventually win him the students’ trust and support.

On the second day of school, the instructor tries a new approach to dealing with his class of unfriendly, uninterested children. His main job is to instruct students and make his lessons as fascinating as possible. They are free to share their doubts and disagreements at any time during the instructional process. They will all be leaving school in a short period of time to look for work. Keeping this in mind, the teacher decides to treat them like adults rather than youngsters. He wants kids to have greater standards of behaviour as they grow older. The author did not plan any of the speech’s content. It unfolds naturally and step by step, eliciting a positive response from the students.

3. Explain the importance of deportment and conduct as discussed by the teacher.

Ans: Edward Ricardo Braithwaite is a novelist, writer, teacher, and diplomat from South America. It is a compelling description of a teacher’s experiences, his own doubts about his own success, the hurdles he meets, and his desire to overcome them. His honest efforts eventually win him the students’ trust and support.

The new teacher is astounded to see that the children are ill-mannered, disruptive, and uninterested. The teacher progressively unveils the code of conduct that he has established for the top class. The first step is to greet each other politely. When students get jobs, they will appreciate the importance of offering and getting these courtesies. He moves on to the next element of general demeanour and behaviour. The young ladies in the class should demonstrate that they are deserving of the courtesies. The young men should be proud of their association with them. Mrs Dale Evans, a female teacher, has been tasked with bringing about specific improvements in the girls’ attitudes. He instructs the boys to keep their appearance neat and tidy. Clean hands, faces, and brushed shoes are not signs of weakness or unmanliness. Muscles, clothing, and hairstyle do not determine a man’s strength.

Toughness is a mental trait, and cleanliness will make them appear much more appealing. All of this takes the pupils a few minutes to absorb. However, the teacher recognises that he has passed the first hurdle and can proceed with his attire or hairstyle.

4. Why does the teacher emphasize the fact that the students belong to the top class?

Ans: Edward Ricardo Braithwaite is a novelist, writer, teacher, and diplomat from South America. It is a compelling description of a teacher’s experiences, his own doubts about his own success, the hurdles he meets, and his desire to overcome them. His honest efforts eventually win him the students’ trust and support.

As the speech progresses, the teacher notices a noticeable shift in his students’ attitudes. He believes the time has come to impress upon them that they are of the highest calibre. The word top is highlighted by him. The term alludes to their obligations. They must set an example for the rest of the school. The younger generation will look up to them and want to mimic them. The lower classes will be watching their every move and discussion. Thus, they must demonstrate their superiority in hygiene, deportment, civility, and effort. The teacher closes his speech by expressing that he has a lot of faith in them and that they can be a great class if they choose to be. He promises to be there for them and encourages them throughout their journey.

Q. The narrator played a crucial role in bringing a significant change in the students. Explain the statement by citing some references from the extract.

Ans: When Braithwaite takes over as a teacher for Greenslade School’s senior class, he is met by a group of disrespectful, egotistical, and ill-mannered kids. Though this angers him at first, he eventually chooses to take a different approach to teach. Mutual respect is one of the most fundamental features of this new approach. Braithwaite recognises that students can only learn something worthwhile in their classes if they respect the teacher who is instructing them. Once the students respond to his new approaches and begin to open up to him, he will find it simpler to pique their interest in their courses and turn them into good students.
The half-yearly report provides an excellent opportunity to assess pupils’ development.
“It was entirely their day, arranged, presented, and controlled by them,” for example, demonstrates their willingness to accept responsibility. The narrator observes that “the children arrived smartly dressed and polished” on the day of the report. This shows that the kids were aware of the event’s significance and took their duties seriously. Miss Joseph and Denham, two of Braithwaite’s students, were not only in charge of the day’s activities but also “moved about among their colleagues ensuring that each one was ready to play his (her) part,” demonstrating their capacity to be strong leaders. The narrator notes with delight that “Denham addressed each of the senior girls as ‘Miss.'” Denham’s development from an angry, nasty teenager to a respectable, good young man exemplifies Braithwaite’s positive influence on the students. Similarly, Potter, Sapiano, Miss Pegg, Jackson, Fernman, Miss Dare, and Miss Dodd all speak confidently and knowledgeably about their homework. Fernman’s passionate narrative, juxtaposed with his “clear and precise” voice, “adroit questioning,” and Denham’s bravery in his “blunt criticisms,” demonstrates that the students were concerned about their academic development.

As the pupils present their half-yearly reports, it is apparent that they have progressed enormously from the mischievous, unpleasant children Braithwaite originally met to responsible, young adults, thanks to Braithwaite’s patience and respect.

Q. Fernman brought comic relief in the Students’ Council programme. Explain.
Ans: A comic relief is a character (or factor) who adds levity to a severe situation. The half-yearly report, conducted by the Students’ Council, was a significant day for Greenslade School’s students and instructors. The kids were given roles and tasks, and they took their responsibilities seriously. When it came time for the senior class to present their reports, Miss Joseph addressed the theme of the class’ report by explaining that their teachings had concentrated on the value of human brotherhood and interdependence. These were serious and weighty subjects. Potter, Sapiano, Jackson, and Miss Pegg presented their reports on their various subjects one by one, demonstrating a thorough comprehension of their teachings. When it was time for Fernman to make his Physiology report, he directed Welsh and Alison to bring a skeleton to the stage. This abrupt shift in tone from his students’ serious, analytical presentations to the picture of Fernman on stage, next to a skeleton dangling from a hook put into the top of its skull and gradually revolving at the end of a cord, made the crowd chuckle. Fernman was able to relieve the audience’s stress by incorporating a funny aspect into his dramatic presentation. As a result, he provided humorous relief in the Students’ Council programme.

Q. Describe in brief the purpose of organizing the half-yearly report programme of the Students’ Council.
Ans: The Students’ Council considered the half-year report programme to be a significant occasion. The students would convey what they had learned to the professors and other students in this report. The major goal of the gathering was to examine and discuss the students’ academic achievement. The students would summarise what they had learned in their classes through their presentations, giving the teachers a clear picture of the depth of their learning. As a result, the report was critical in determining the structure of the remaining academic year. The panel discussion was another major component of the study. The students would choose a panel of teachers to whom they would direct their queries about the reports. Not only did the students have unlimited flexibility in selecting the names and numbers of the professors on the panel, but the teachers were not informed of their choice in advance. This aimed to reassure students that they, too, had the ability to control their academic development. In addition to these core goals, the programme offered students an excellent opportunity to demonstrate their organisational skills, become more active in school events, voice their ideas, and raise their concerns. Denham’s direct criticism of the P.T. class exemplifies how such programmes can help students express themselves.

Q. Write in your words the entire half-yearly report programme of the Students’ Council. Ans:  On November 15th, the Students’ Council held its half-yearly report, an event wholly organised and given by the students themselves. The day’s activities were overseen by Miss Joseph and Denham, the two most senior students. The meeting began with a statement by Mr Florian, the school’s headmaster, who discussed the school’s goals and principles. His lengthy talk was well-received, and it was followed by a brief address by Miss Joseph, who defined the Council’s aim and operations. Following that, each class took turns reporting on what they had been studying in the first half of the year, which began after Easter, through their designated representatives. Each subject was represented by a different person. The report was presented first by the lowest class. The youngsters in this class were nervous and terrified because they were the youngest, yet they managed to submit their reports honourably. As each succeeding class gave its report, it became evident that as the students advanced through the ranks, their ability to express themselves improved noticeably. Mr Braithwaite’s class was the last to deliver its report because it was the oldest. Miss Joseph mounted the stage once more and began the class report by noting the unifying theme underlying all of their lessons: mankind’s brotherhood and the interdependence that exists among the world’s nations. Potter gave the mathematics report, observing that the usage of common weights and measures around the world was an example of increased understanding between people of various nations. Sapiano discussed the study of pests, the damage they can bring to major crops, and the role of international scientific collaboration in decreasing that damage. Miss Pegg and Jackson talked about geography. While Jackson concentrated on how the unequal distribution of minerals and vegetables around the world led to interdependence among states, Miss Pegg discussed the post-war world’s issues, the situation of refugees, and the function of the U.N.I.C.E.F. Fernman seized the stage by exhibiting a human skeletal model and emphasising the conclusion that “all people were the same.” Miss Dare emphasised the significance of knowledge exchange among countries to properly cope with sickness and disease challenges. Miss Dodd used history, notably the English Reformation, to underscore the importance of tolerance for other cultures and religions. Denham provided a surprising assessment in which he attacked the structure and overall pattern of the physical education and games session. Finally, a panel of teachers was appointed to answer any queries about the reports that had been distributed. The teachers’ panel was made up of Mr Weston, Mrs Dale-Evans, and Miss Phillips, who were picked at random. Denham objected to the requirement that all students take physical education. Mr Weston answered ineffectively, being loud and confrontational rather than making good reasons. Miss Phillips, on the other hand, stepped in and defended the need for all students to participate in P.T. Denham made some valid points, but he was quickly outwitted by Miss Phillips and gave up on the topic. The conference concluded with the headmaster’s final address, in which he expressed his pride in all of the students and thanked them for their efforts.

Q. Describe the question-answer session that took place at the end of the extract.
Ans:  The panel discussion at the end of the show was an essential part of the half-yearly report. Miss Phillips, Mrs Dale-Evans, and Mr Weston were picked at random to form the panel and were questioned about the reports by the school’s students. The majority of the queries came from senior students, and the teachers had not been made aware of them in advance. As a result, they were taken off guard by the questions and struggled to respond. Miss Phillips was the most knowledgeable of the three and answered the questions with honesty and authority. She also handled some of the questions presented to the other teachers deftly in order to assist them and rescue them from shame. Mr Weston, on the other hand, not only made no effort to appear decent but also tried to avoid Fernman’s and Denham’s direct questions by shouting loudly and acting to be outraged in order to avoid presenting any legitimate explanations. When Denham argued that the P.T. class provided no physical benefits, he was unable to justify its necessity. Miss Phillips stepped in once more and successfully defended the need for P.T. class, outwitting Denham, who then admitted defeat and gave up on the matter.

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Q. Describe the discussion that took place between Miss Joseph and Denham.
Ans: Following the class presentations, a panel of professors was chosen at random to answer any questions the students had about the reports. Mrs Dale-Evans, Miss Euphemia Phillips, and Mr Weston were on this panel. Denham’s class report was critical of the P.T. class, and as a follow-up, he asked the panel of teachers to justify the need for such a class, as he believed it provided no physical benefits. Denham, a trained boxer, believed that exercises could only benefit students if they were performed daily and for longer periods of time, implying that the P.T. class, which lasted only twenty minutes twice a week, was a waste of time. While Mr Weston was unable to provide a sufficient answer, Miss Phillips stepped in and reminded the students that because the school had limited resources, the goal was to create a timetable that provided maximum value to the greatest number of students. She contended that, while Denham and other physically fit students like him may not see the benefit of the P.T. class due to their participation in other sports, the school has many more students who could. Furthermore, she solicited the assistance of senior students such as Denham in this regard. Denham, though impressed by Miss Phillips’ clever response, was not ready to stop questioning and argued that if what Miss Phillips was saying was true, then only students who needed P.T. should be forced to take it and boys like Denham, who do not rely on it for exercise, should be allowed to use the time as they saw fit. As the narrator comments, this topic was hard, but Miss Phillips was as cool as usual and responded by explaining that because the school trains students for the real world, it was vital for them to become used to doing things they were instructed to do, even if they did not like it. Miss Phillips argued that participating in P.T. class was an example of this and that the boys could think of it as a mental as well as a physical exercise. Denham admitted defeat and abandoned his line of questioning after realising he had been outwitted. As a result, Denham’s forceful and harsh probing was no match for Miss Phillips’ calm and composure.

Q. Which event took place in the extract? Choose the correct one. Give reason/s to support your answer.
a. Annual Sports Day on November 15th 
b. Annual Social and Cultural Gathering on November 15th
c. Half-yearly report of Students’ Council on November 15th
d. Farewell Programme on November 15th
Ans: c. Half-yearly report of Students’ Council on November 15th The first line of the extract, “The half-yearly report of the Students’ Council was on November 15th, and was one of the important days in the calendar of Greenslade School” gives us this information.

Q. Choose the correct alternative. Give reason/s to support your answer.
The event in the extract was held at the.…….
1. author’s house
2. auditorium of the school
3. market
4. garden
Ans: The event in the extract was held at the auditorium of the school.
The line, “A bell was rung at 10.00 a.m. and everyone trooped into the auditorium to sit together in classes” confirms that the event took place in the auditorium of the school.

Q. The incidents in the extract occurred at a particular place. Explain the significance of that place in your own words.
Ans: The events described in the excerpt occurred in Greenslade School’s auditorium. Because the main focus of the extract is the student-teacher connection, the school is the ideal backdrop. Students write and deliver their half-yearly reports to teachers, and they express their concerns by questioning the teacher panel.
Mr Braithwaite is only an audience member throughout the excerpt. As his students enter the stage, it is apparent that they have made significant progress not only as students but also as individuals. Even if Braithwaite was aware of how his students had changed, the setting of the auditorium, with him as an audience member, enabled him to witness the fruits of his work from a distance. He expresses his sense of pride to the reader through his narration. The stage is another part of the setting that represents the pupils’ growth. The stage represents the kids’ life. By delivering their reports, students are not only actively participating in their school, but also taking charge of their life. Finally, the stage provides the ideal platform for students to demonstrate their abilities, and can thus be compared to the stage of a theatre, with students given the opportunity to captivate the audience. As an audience member, Braithwaite is like the director of a play, watching his work emerge on stage and grinning with pride.

Q. Explain how the setting of the extract contributes to the theme of the novel.
Ans: The extract takes place in Greenslade School’s auditorium. The school is located in London’s East End, and the plot is set in the 1940s. The novel’s topic is reflected in the infamous East End. Though the excerpt focuses mostly on the student-teacher connection, the novel as a whole addresses issues of racism and discrimination as perceived by the narrator. Racism was fairly frequent in 1940s Britain. The narrator is a black man who is an outsider in British culture. Because of his black origin, he is denied employment, treated harshly, and faces prejudice in a variety of ways. Braithwaite begins his new job as a teacher with resentment for being left out. When he meets the students at Greenslade School, he is astounded by their disrespectful and impolite behaviour. However, after analysing the students’ surroundings, he comes to understand their conduct. The East End of London has a history of overpopulation, crime, and poverty, making it an undesirable environment for developing children. The kids’ behaviour is a product of their surroundings, and most teachers give up on teaching them. As a result, the students are outsiders in society, much as Braithwaite was in the eyes of the British. Despite being ostracised by society, the students and Braithwaite eventually learn from each other and become better people. In this regard, the location of Britain in the 1940s and Greenslade School in the East End of London are essential to the novel’s themes of racism, prejudice, and the student-teacher relationship.

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Q. ‘When the turn of my class came I sat up anxiously’.
Why was the narrator anxious? Explain the statement by citing suitable references from the extract.
Ans: The Students’ Council’s half-yearly report was an assessment of the student’s progress in the first half of the year, which began after Easter. Braithwaite’s students had been nasty, ill-mannered, and unpleasant at the start of that year, and they had shown little interest in their classes. Braithwaite, on the other hand, had built the groundwork for a solid student-teacher relationship based on mutual respect through innovative teaching approaches. He was patient and clearly cared about the students, which resulted in a shift in their perspectives. Braithwaite was well aware that all eyes would be on the students on the day of the event. He describes it as “one of the most important days in the Greenslade School’s calendar.” The reports that the students were to present were an overview of what they had learned with Braithwaite and hence an assessment of his hard work. Furthermore, they gave Braithwaite the perfect opportunity to sit back and witness them as an audience member. As the day arrived, he became “as excited as the children.” The big day arrived, and Braithwaite sat in the crowd. The reports would demonstrate whether or not the students had learnt anything from their classes, as the “emphasis was on what they understood rather than what they were expected to learn.” Braithwaite knew that this was a test of his teaching abilities, and whether he passed or failed was determined by the report presented by his students. As a result, when it came time for his students to submit the class report, he was concerned about their performance and sat up straight in his chair.

Q. Select two statements that describe the theme of the extract:
a. Half-yearly report of the Students’ Council was not an important event for the students and teachers of the school.
b. The writer was immensely pleased to notice the progress of his students.
c. The students showed a remarkable change in their behaviour and were progressing in all the subjects.
d. The head of the institution was against conducting such activities in the school.


Ans: The statements that describe the theme of the extract are:
b. The writer was immensely pleased to notice the progress of his students.
c. The students showed a remarkable change in their behaviour and were progressing in all the subjects.

Q. The relationship between the teacher and the students is highlighted in the extract.
Illustrate with suitable examples from the extract.
Ans: Braithwaite, the senior class teacher, is happy with the progress his students have achieved. When the students first met him, they were misbehaving and showing little interest in their studies. Braithwaite, on the other hand, manages to build a solid student-teacher relationship built on mutual respect through unique teaching approaches and a wealth of patience. Eventually, he assists students in developing a genuine interest in their subjects. His hard work is put to the test at the Students’ Council’s half-yearly report, where students are asked to demonstrate what they have learnt to the entire school. Braithwaite is “as excited as the children” as the half-yearly report day approaches, and he sees how they prepare from afar. He is impressed by their capacity to accept responsibility, as seen by the statement, “I observed the activities of my class as they prepared for it, nothing with pride the business-like manner in which tasks were allocated and fitted into a neat programme.” From the preceding paragraph, it is also obvious that witnessing his students’ development from mischievous youngsters to young people is a very proud moment for Braithwaite and evidence of his hard work. Braithwaite is clearly anxious about his kids’ performance on the day of the event. Not only is he concerned about how they conduct themselves, but he also hopes that his efforts have paid off and that the students have learned something during the past half-year. “When my class’s turn came, I sat up anxiously,” he says, revealing his uneasiness. Braithwaite observes his students from the audience as if he were the director of a play. His students walk the stage one by one and speak intelligently about their studies. Miss Joseph and Denham’s leadership abilities impress Braithwaite.
The line “I felt terribly pleased and proud to see the confident courtesy with which Denham used the term ‘Miss’ in addressing each of the senior girls; I felt sure that this would in itself be something for the younger ones to aim at, a sort of badge of young adulthood” demonstrates how Braithwaite beamed with pride upon seeing that his lesson of mutual respect had taken effect and had the potential to inspire the younger students. Potter, Sapiano, Jackson, Miss Dodd, and Miss Dare provide insightful perspectives on their particular areas. Braithwaite expresses his admiration for Feynman’s “dramatic” presentation, saying, “Fernman was wonderful; he had them eating out of his hand.” Finally, Denham’s criticism of P.T. class demonstrated intelligent questioning, which is the hallmark of any responsible student. Denham’s subsequent dispute with Miss Phillips, while forthright, is ultimately courteous, as he abandons the topic when vanquished by Miss Phillips. This is also a proud time for Braithwaite since Denham’s change from an angry, nasty youngster to an intelligent, inquisitive young mind is a significant accomplishment. The sample highlights the link between the teacher and the students by emphasising Braithwaite’s feelings as he watches with pride the progress his students have achieved in the half-year.

Q. Explain in brief the theme of the extract.
Ans: The novel’s central theme is the student-teacher relationship. When Braithwaite first starts as a teacher at Greenslade School, he is greeted by a group of arrogant, disrespectful, and ill-mannered students who are well-known for their terrible behaviour. Though first angry and annoyed, Braithwaite eventually learns to be patient and tolerant of their pranks and forms close bonds with each of them. Braithwaite is concerned not only with their academic advancement but also with their personal growth. He even takes the time to learn more about their history and attempts to understand why they act the way they do. More significantly, he establishes a mutually respectful relationship with the students. Braithwaite addresses the girls as ‘Miss’ and the boys as their last name and invites the students to address him as ‘Sir,’ conveying the idea that a healthy student-teacher relationship involves both give and take. Students initially resist this strategy, but they eventually warm up to it. This is evident when Braithwaite expresses his gratitude to Denham for calling the senior females as ‘Miss.’ The excerpt emphasises the significance of a teacher’s influence in the lives of his or her students. Braithwaite’s impact extends far beyond his academic position. Braithwaite exemplifies how a teacher should be tolerant and empathetic by refusing to give up on his students. The sample indicates that a teacher’s activity is not restricted to the classroom by highlighting Braithwaite’s role in developing the characters of his students. The freedom, to be honest, is also an important part of student-teacher interaction. Braithwaite encourages his students to be honest and fearless, as evidenced by Denham’s respectful but direct criticism of the P.T. class, implying that students must be active participants in their own development. His way of creating a relationship based on mutual respect is effective, and it culminates in his students’ transformation from mischievous youngsters to young people. Braithwaite sees this metamorphosis with joy as he watches his students submit the class report and admires them for their improvement.

Q. Describe the atmosphere of the school described in the extract.
Ans: Greenslade School’s Students’ Council was expected to present its half-yearly report on November 15. It was one of the most crucial days of the school year. The students planned, presented, and controlled the entire programme. They were supposed to present a report summarising what they had learned throughout the half-year, which began after Easter. As a result, the report was critical for both students and teachers because it provided an excellent opportunity to assess students’ academic development. Furthermore, it was a test of the kids’ organisational skills. Braithwaite’s students were delighted about the event, and as the date came, Braithwaite found himself sharing their joy. To prepare for the occasion, the students split the responsibilities among themselves and created an official programme. They took their roles as organisers very seriously and carried out their responsibilities as if they were experts. Braithwaite was filled with pride as he watched his students take responsibility and behave like young, mature adults. On the day of the ceremony, the youngsters dressed properly and looked decent, demonstrating that they were aware of the significance of the occasion. Miss Joseph and Denham, two senior students from Braithwaite’s class, were chosen as the student representatives who would host the event, and they made certain that every student was prepared to play their part, demonstrating their leadership abilities. Thus, the half-yearly report had infused the school’s culture with excitement and anticipation, while also providing students with a platform to demonstrate their organising talents.

Q. Explain the following statement that enriches the language and create a powerful impact.
Miss Phillips is transformed into a very convincing personality.
Ans: When the three teachers, Mrs Dale-Evans, Miss Euphemia Phillips, and Mr Weston, are called on stage for the question-and-answer session, the narrator refers to Miss Phillips as “frilly” and “seemingly brainless.” He is surprised, however, to discover that she is the “coolest” and “best-informed” of the three. Miss Phillips’ transition into a very believable personality began when students from the top two classes questioned the three teachers on stage. Despite her lack of preparation, Miss Phillips responded to the questions put to her with “candour” and “authority.” In reality, she saved the other two teachers by “intervening skilfully” without making them feel uncomfortable. When Denham claimed that scheduling P.T. only twice a week for twenty minutes was a waste of time, it was Miss Phillips who “took the reins” and “her stock shot up a hundredfold,” implying that she took it upon herself to respond to Denham, greatly increasing her value as a panellist. She delicately stated that the creation of a P.T. and games schedule was in the best interests of all students and the school’s limited resources. When Denham continued the debate by questioning the need for all students to attend P.T., Miss Phillips quickly responded, saying that P.T. was “as much an exercise of the mind as it is of the body” and that the entire timetable had been created to help the students in the real world, which meant that doing something despite not liking it was part of that training. Miss Phillips’ final argument left Denham stumped, and she laughed broadly, “this frilly, innocent-looking puss had gobbled her canary without leaving the tiniest feather.” Miss Phillips’ authority and competence in replying to the queries helped the narrator understand “how it was that such a slight creature could cope so effectively with her class.” As a result, the language chosen to describe Miss Phillips’ change enriched the storey and had a profound impact.

Q. Explain the following statement that enriches the language and create a powerful impact.
There are many features of language that contribute to the smooth sailing of the plot.
Ans: Braithwaite’s meticulous description of the atmosphere at the school before the tragedy produces a realistic image for the readers. The narrator’s excellent educational background is shown in the use of long and complicated sentences that painstakingly depict the scenes on the day of the incident. The narrator’s realisation that Mr Florian associated himself with the school and everyone in it, his use of words like “condemnable gravity,” when the students take their seats on the stage in all seriousness, and his observation about the lowest class students being shy and frightened to stand in front of the entire school, provide readers with insight into the minds of the characters and the emotions they felt. To make the plot more complex, the narrator has used a variety of literary and artistic tactics. He employs many negatives to accentuate a positive point, such as “in no way remote from his school,” “it was an experience which I shall not easily forget,” and “Denham was not to be put off by these sugary remarks.” Transferred epithets such as “blank criticisms,” “adroit questioning,” “innocent eyes,” and “sugary remarks” were also utilised to enhance the narration. In the line “I had heard quite a lot about these occasions and became as excited as the children as the day approached,” the narrator employs Simile. The narrator has used the word antithesis to characterise Denham’s personality. On the one hand, he is proud to see Denham’s leadership characteristics, organisational skills, and confidence, but on the other hand, when Denham makes his report on P.T., he portrays Denham as rude, forceful, and rebellious.
Because the narrator, who initially refers to Miss Phillips as showy and apparently foolish, changes his perception of her as the event progresses and describes her as well-informed, calm, tactful, and authoritative, the narrator’s antithetical view of Miss Phillips highlights his objectivity in describing her character. The literary style of Metaphor is also used by the narrator when describing the conversation between

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Miss Phillips and Denham refer to it as a “crossing of staves,” equating it to physical fighting with wooden sticks. At the end of the question-and-answer session, he used metaphor again, comparing Miss Phillips to “a cat” and Denham to “a canary.” Symbolism, a literary device, has often been employed to propel the plot. The narrator and his students represent the outcasts who have no place in a civilised society and have now come to form their own community through improving one another. The school represents the East End of London in the mid-1940s, which was not an ideal setting for raising children. Thus, the many aspects of the language used in this extract add to the plot’s smooth sailing.

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