What Tempts The Children Of Elementary School To Steal?

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What Tempts The Children Of Elementary School To Steal
What tempts them to steal. What tempts them to steal. Posted by Mousumi Chetia 2 years, 7 months ago The painting of the sun and the ocean tempts them to steal as it symbolises love and happiness which is absent from the lives of the slum children. : What tempts them to steal.
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What tempts the children and why?

Answer. Answer: The wonderful things of the world like the sun, love and all the beautiful things tempt the slum children to steal them. They want to steal the things because they do not possess them.
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Who are tempted to steal and how?

What can I do if a loved one shows signs of kleptomania, or tells me they think they might have it? – People with kleptomania often know they have an issue, but are afraid to seek help. They often live with feelings of shame, guilt and fear of what others will think of them.

  1. If a loved one tells you that they struggle with symptoms that might be kleptomania, they’re showing a lot of trust and vulnerability.
  2. Listening to them without judging can make a big difference.
  3. Nowing that someone is willing to support them without passing judgment may even encourage them to seek medical care.

A note from Cleveland Clinic Kleptomania is a mental health condition that causes an irresistible urge to steal items or objects. People who have this condition know stealing is wrong and commonly feel guilt or shame, but still can’t stop themselves. Kleptomania is a true medical issue, and people who have it don’t have the ability to stop themselves.
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Which ships and sun and love tempting them to steal?

Ships, sun and love symbolise the things which the students see on walls and books. The poet believes that these things make the children adopt wrong practices like stealing.
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Who is the unlucky heir in an elementary school classroom in a slum?

An Elementary School Classroom in a Slum Important Questions Class 12 English An Elementary School Classroom in a Slum Important Questions Short Answer Type Questions (3-4 Marks) Question 1. Why does Stephen Spender say that the pictures and maps in the elementary school classroom are meaningless? (Delhi 2009) Answer: According to the poet the pictures and maps in the elementary school classroom are meaningless because the map does not include their world of narrow lanes.

They live like rats in their cramped holes where fog and darkness dominate their lives. Question 2. How does the world depicted on the classroom walls differ from the world of the slum children? (All India 2009) Answer: The map of the world on the classroom walls is drawn in accordance with the will of the powerlords.

This world is not even remotely related to the world of the dirty slums. The world depicted in the pictures that decorate the walls holds a stark contrast with the world of the underfed poverty stricken slum children who live in cramped dark holes. The pictures suggest beauty, well-being and prosperity.

  1. So there is no connection whatsoever between the map of the civilized world to that of the world of the children.
  2. Question 3.
  3. Read the extract given below and answer the questions that follow: (All India 2010),On their slag heap, these children Wear skins peeped through by bones and spectacles of steel With mended glass, like bottle bits on stones All of their time and space are foggy slum.

So blot their maps with slums as big as doom.

  1. Which two images are used to describe these slums?
  2. What sort of life do these children lead?
  3. Which figure of speech is used in the last line?

Answer: 1. The images used to describe these slums are: ‘slag heap’, ‘bottle bits on stones’ and ‘slums as big as doom’.2. These children lead a life worse than death. The dirt and garbage of the slum is their world so their lives are pathetic, full of misery and poverty.3.

A simile has been used in the last line where slums are compared to a living hell. Question 4. Read the extract given below and answer the questions that follow: (Comptt. Delhi 2010) Open handed map Awarding the world its world. And yet, for these Children, these windows, not this map, their world, Where all their future’s painted with a fog.

A narrow street sealed in with a lead sky Far far from rivers, capes, and stars of words.

  1. What does the poet mean by ‘open-handed?
  2. What can be seen through these windows?
  3. How is the children’s world different from the one on the map?

Answer: 1. By the phrase ‘open-handed’ the poet implies to the map of the world that is drawn and reshaped at will by dictators like Hitler who want to gain supreme power over the world.2. The bleak and uncertain future of the slum children can be seen through these windows.3.

For these children the map of the world is meaningless as their own dirty and filthy surroundings form their world. They are doomed to live in a world with narrow streets and crowded lanes and they crave for a world of rivers, capes and a starry sky. Their world is far-removed from the things that the map shows.

Question 5. Read the extract given below and answer the questions that follow: (Comptt. All India 2010) Open-handed map Awarding the world its world. And yet, for these Children, these windows, not this map, their world, Where all their future’s painted with a fog.

  1. What does the poet mean by ‘a lead sky’?
  2. What does the poet say about the children’s future?
  3. What kind of world do we see on the map?

Answer: 1. ‘A lead sky’ suggests a grey and dull sky which means that there is no hope for the slum children. They have a bleak future.2. The children’s future is bleak and dark. They nurture hopes for a better future but achieving these hopes is merely a dream for them.3.

The map of the world is symbolic of hopes and aspirations and a mere look at this world motivates the children to explore this world, which is full of the bounties bestowed by God. Question 6. How does the poet describe the class-room walls? (Delhi 2010) Answer: The sour cream coloured walls which were probably painted with the help of donations present a rather poor and pale sight.

A picture of Shakespeare, given as a gift, hung on the, unpleasant creamy wall. The pathetic conditions of the wall symbolises the equally sordid and miserable lives of the children who are surrounded by these walls. Question 7. The poet says, “and yet for these children, these windows, not this map, their world”.

  • Which world do these children belong to? Which world is inaccessible to them? (Delhi 2010) Answer: These children belong to the world of the dirty and stinking slums with its narrow lanes and cramped holes.
  • Their world is the world of poverty and disease.
  • The world that is inaccessible to them is one which has high domes of buildings, the music of bells and the fragrance of flowers.

Question 8. “So blot their maps with slums as big as doom”, says Stephen Spender. What does the poet want to convey? (Delhi 2010) Answer: The poet wants to convey that these slums are blots on the map of the civilized and rich world. The filthy slums that comprise the world for the slum children are living hells.

  1. Why is Shakespeare described as wicked?
  2. Explain: ‘from fog to endless night’.
  3. What does the reference to ‘slag heap’ mean?

Answer: 1. Shakespeare is described as wicked because there is no correlation between Shakespeare’s works and the life of the slum children. Shakespeare’s works are no good to the children in slum schools.2. This phrase describes the miserable, bleak and hopeless life of the slum children who have a gloomy future.

  • Question 10. Read the extract given below and answer the questions that follow: (All India 2011) Break O break open till they break the town And show tire children to green fields, and make their world Run azure on gold sands, and let their tongues Run naked into books the white & green leaves open
  • History theirs whose language is the sun.
  1. To whom does ‘they’ refer?
  2. What would they break?
  3. What other freedom should they enjoy?

Answer: 1. ‘They’ refers to the slum children.2. They would break free from the atrocities and injustice that they are subjected to.3. They should enjoy the freedom of being exposed to the world of books and being educated. They should break free from the shackles of slums and be allowed to read voraciously and excel professionally.

  1. Who does the poet appeal to?
  2. What is the appeal made by the poet?
  3. What does the expression, ‘their tongues run naked into books’ mean?

Answer: 1. The poet appeals to the governors, inspectors and visitors, the people in authority from all walks of life.2. The poet’s appeal is to ensure that the world of the map becomes an opening for these slum children and opens the avenues of new opportunities, progress and a better life for them to ensure that they are saved from their miserable condition.3.

This expression means to enable them to read and understand books independently by providing them liberal education. Question 12. Why does Stephen Spender say that the pictures and maps in the elementary school classroom are meaningless? (Comptt. All India 2011) Answer: According to the poet the pictures and maps in the elementary school classroom are meaningless because the map does not include their world of narrow lanes.

They live like rats in their cramped holes where fog and darkness dominate their lives. Question 13. Read the extract given below and answer the questions that follow: (Delhi 2012) The stunted, unlucky heir Of twisted bones, reciting a father’s gnarled disease, His lesson, from his desk.

  1. Who is the ‘unlucky heir’ and what has he inherited?
  2. What is the stunted boy reciting?
  3. Who is sitting at the back of the dim class?

Answer: 1. The ‘unlucky heir’ is a thin and lean slum boy who has inherited his parents’ poverty, disease and misery. He is also the unfortunate heir of his father’s physical deformities so his bones are twisted.2. The stunted boy is reciting a lesson in his weak and mellow voice.3.

  1. What are the children compared to?
  2. Why do you think the tall girl is sitting with a weighed down head?
  3. Give two phrases which tell us that the children are under-nourished.

Answer: 1. The children are compared to rootless weeds.2. The tall girl is sitting with a weighed down head because she is burdened by her poverty, the hardships of life and her misfortunes.3. The two phrases that tell us that the children are under-nourished are -‘paper- seeming’ and ‘with rat’s eyes’.

  1. Where is the map?
  2. Who does the word, ‘their’ refer to?
  3. What does the poet think of their future?

Answer: 1. The map hangs on the sour cream wall of the classroom.2. The word ‘their’ refers to the slum children.3. The poet thinks the future of these children is rather bleak and foggy. Their hopes and aspirations of a better future will always remain an unfulfilled dream for them and they will live a life of misery and despair.

Question 16. Why does Stephen Spender feel the maps in the elementary school classroom are meaningless? (Comptt. All India 2012) Answer: Stephen Spender feels the maps in the elementary school classroom are meaningless for the slum children as their slum is not a part of this map. The map rouses in them hopes and aspirations which will remain unfulfilled.

This map with all its bounties is beyond their grim world of narrow lanes and cramped houses. Question 17. Read the extract given below and answer the questions that follow: (All India 2013) The stunted, unlucky heir Of twisted bones, reciting a father’s gnarled disease, His lesson, from his desk.

  1. Who is the unlucky heir?
  2. What will he inherit?
  3. Who is sitting at the back of the dim class?

Answer: 1. The unlucky heir is a weak and timid- looking slum boy whose eyes are like those of a rat. He is a boy with stunted growth and twisted bones.2. He will inherit his father’s gnarled disease wherein he will have a deformed and twisted body.3. A young and sweet girl, unnoticed by others and lost in her world of dreams, is sitting at the back of the dim class.

  1. Why is the map called a bad example?
  2. Where do the children spend their lives?
  3. What do ‘fog7 and ‘endless night’ stand for?

Answer: 1. The map is called a bad example for the children because it does not include their world of narrow and dirty lanes of the slum.2. The children spend their lives living like rats in their cramped holes in the slum. They live in the most dirty and unhygienic conditions.3.

‘Fog7 and ‘endless night’ describe the miserable and pathetic life of the slum children. From early foggy mornings till very late at night these children make vain attempts to sustain themselves despite all odds. Question 19. What message does Stephen Spender convey through the poem: ‘An Elementary School Classroom in a Slum’? (Delhi 2013) Answer: Through the poem ‘An Elementary School Classroom in a Slum’, Stephen Spender makes a frantic appeal to the affluent sections of the society to improve the lot of the slum children whose only hope for redemption is through the medium of education.

Question 20. In spite of despair and disease pervading the lives of the slum children, they are not devoid of hope. How far do you agree? (Delhi 2013) Answer: Though despair and disease do make these slum children look at the world with hollow eyes yet they are not devoid of hope.

They fight the battle of life courageously, like heroes whose victories are never celebrated, but they still make desperate attempts to live life against all odds. Their hope comes from the governor, the inspector, the visitor and the sympathetic attitude of the people. Question 21. The poet says, ‘And yet, for these Children, these windows, not this map, their world.’ Which world do these children belong to? Which world is inaccessible to them? (Delhi 2013) Answer: These children belong to a world which is confined within the walls of their slum.

They belong to a world of poverty, misery and deprivation. The world represented on the map is inaccessible to them. They do get glimpses of this world from the windows of their slums, but they can never be part of the rich outside world. Question 22. How is the atmosphere inside an elementary school classroom in a slum different from the one outside it? (Comptt.

  1. All India 2013) Answer: The world outside the slum abounds in the bounties of nature whereas the atmosphere inside the elementary school classroom is deplorable.
  2. The atmosphere inside the classroom is one of morbidity and inactivity.
  3. The classroom is poorly lit and not maintained properly with pale cream walls.
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Deprived of the lush green beauty of nature, the children spend their lives in the barrenness of a wasteland where there is no hope for their future.

  1. Question 23. Read the extract given below and answer the questions that follow: (Delhi 2014) With ships and sun and love tempting them to steal For lives that slyly turn in their cramped holes
  2. From fog to endless night?
  1. Who are ‘them’ referred to in the first line?
  2. What tempts them?
  3. What does the poet say about ‘their’ lives?

Answer: 1. ‘Them’ in the first line refers to children of the slum school.2. The ships, sun and love are symbolic of the joy and brightness of life. So to reach out to this life these objects tempt them.3. The poet says that the lives of these slum children is miserable and pathetic in their cramped holes where they strive and struggle for their sustenance from foggy mornings till late at night in a desperate attempt to survive.

  1. Who are the ‘children’ referred to here?
  2. Which is their world? j
  3. How is their life different from that of j other children?

Answer: 1. The ‘children’ referred to here are the children from the elementary school of the slum.2. Their world is the world of the slum, of deprivation and poverty. A world which is far away from rivers, capes and stars of words. A narrow street sealed with a lead sky.3.

Unlike other children they have a bleak future, without any hope or progress, they live in poverty and are disease-stricken. Their hopes and aspirations of a better future will always remain an unfulfilled dream for them and they will live a life of misery and despair. Question 25. Read the extract given below and answer the questions that follow: (Comptt.

Delhi 2014) And, yet for these Children, these windows, not his map, their world, Where all their future’s painted with a fog,

  1. Which map is the poet talking about in the above lines?
  2. To what do the words, “these windows, their world”, refer?
  3. What sort of future do the slum children have?

Answer: 1. The poet is talking about the open-handed map of the world that hangs in the classroom.2. “These windows, their world” refer to the narrow and filthy streets of the slums to which the lives of the slum children is confined.These children lead a life of disease and despair within these narrow streets.3.

The future of the slum children is bleak and foggy, deprived of all the bounties of nature. Question 26. To whom does the poet in the poem, “An El-ementary School Classroom in a Slum” make an appeal? What is his appeal? (Comptt. Delhi 2014) Answer: The poet in ‘An Elementary School Classroom in a Slum’ makes a frantic appeal to the educated and affluent section of society who should try to improve the condition of the children of the slums through the medium of education.

He feels the people in general and the governments in particular have no feeling of these unfortunate children. Question 27. Which words/phrases in the poem, “An Elementary School Classroom in a Slum” show that the slum children are suffering from acute malnutrition? (Comptt.

  • All India 2014) Answer: The words/phrases in the poem that show that the slum children are suffering from acute malnutrition are: ‘rootless weeds’, ‘weighed down head’, ‘paper-seeming boy’, ‘stunted’ and ‘twisted bones’.
  • Question 28.
  • Read the extract given below and answer the questions that follow: (Delhi 2015) Far far from gusty waves these children’s faces.

Like rootless weeds, the hair tom round their pallor; The tall girl with her weighed-down head.

  1. Who are these children?
  2. What does the poet mean by ‘gusty waves’?
  3. What has possibly weighed down the tall girl’s head?
  4. Identify the figure of speech used in these lines.

Answer: 1. These are the poor and deprived children who are studying in an elementary school in a slum.2. By the phrase ‘gusty waves’ the poet means that these children do not enjoy their childhood freely in mainstream society. They are deprived of the energy and vitality of better living conditions.3.

  • Question 29. Read the extract given below and answer the questions that follow: (All India 2015) On their slag heap, these children Wear skins peeped through by bones and spectacles of steel
  • With mended glass, like bottle bits on stones.
  1. Who are these children?
  2. What is their slag heap?
  3. Why are their bones peeping through their skins?
  4. What does ‘with mended glass’ mean?

Answer: 1. These are the poor, impoverished children who are studying in an elementary school in a slum.2. Their slag heap refers to the dirt and garbage on which their childhood gets wasted.3. These children are undernourished and impoverished and look almost like skeletons with their bones peeping through their skins.4.

  1. Why was the class dim?
  2. Who was sitting at the back of the dim class?
  3. What was he dreaming about?
  4. Name the poem.

Answer: 1. The class was dim because it was neither well lit nor ventilated. Its surroundings were grey and dreary.2. A young, sweet boy unnoticed by others was sitting at the back of the dim class.3. He was dreaming about being like a squirrel in a tree room and the squirrel’s games.4.

  1. Name the poem.
  2. What are the donations on the wall?
  3. What does the map award the world?
  4. Why does the poet mention ‘Tyrolese Valley’?

Answer: 1. The poem is ‘An Elementary School Classroom in a Slum’.2. The sour cream walls of the classroom that have been painted with the help of donations.3. The map awards the world with the beautiful bounties created by God.4. The poet mentions ‘Tyrolese valley’ because of its natural beauty, which the slum children are deprived of.

  1. Question 32.
  2. How does the map on the wall tempt the slum children? (Comptt.
  3. Delhi 2015) Answer: The map on the wall shows beautiful rivers, mountains and valleys whereas the world of the slum children only consists of dim lanes covered with a lead sky.
  4. The beautiful world of the map is unknown to them.

So the map just tempts them without giving them an opportunity to live in the real world. Question 33. What does Stephen Spender want to be done for the children of the school in a slum? (Delhi 2016) Answer: The poet Stephen Spender wants that the children of the slums should be able to experience the beauty and joy of the outside world.

  • He wants that these children should be removed from their dirty surroundings.
  • They should get the opportunity of being educated and be a part of the outside world.
  • Their lives should not be confined to the cemeteries of the slums.
  • They should come out in the green fields and breathe in open air so that they can grow unrestricted and liberated.

Question 34. How is ‘Shakespeare wicked and the map a bad example’ for the children of the school in a slum? (All India 2016) Answer: ‘Shakespeare is wicked and the map is a bad example’ for the children of the school in a slum because they can never reach that level of education to understand the works of Shakespeare.

  1. Name the poem and the poet.
  2. Who are the ‘children’ referred to in these lines?
  3. What does the poet want for the children?
  4. What is the poet’s attitude towards these children?

Answer: 1. The poem is ‘An Elementary School Classroom in a Slum’ by Stephen Spender.2. The slum children are being referred to in these lines.3. The poet wants exposure to the world of freedom and knowledge and exposure to nature and education for the slum children.4.

  1. Name the poem and the poet.
  2. Who was the poet looking at?
  3. What was the poet’s childhood fear?
  4. What does the phrase, ‘familiar ache’ mean?

Answer: 1. The poem is ‘My Mother at Sixty Six’ by Kamala Das.2. The poet was looking at her mother.3. The poet’s childhood fear was of losing her mother.4. The phrase ‘familiar ache’ means the fear felt by the poet even when she was a child. Question 37.

  1. Who are these children?
  2. Which figure of speech has been used in the first two lines?
  3. Why is the tall girl’s head weighed down?
  4. What does the word ‘pallor’ mean?

Answer: 1. These are the children from the deprived and poor sections of society who study in an elementary school in a slum.2. Line 1: Imagery – ‘gusty waves’ Line 1: Repetition – ‘far far1 Line 1: An alliteration has been used – ‘far far from gusty waves’.

  • Line 1: A metaphor has been used in this line – ‘gusty waves’.
  • Line 2: A simile has been used – ‘like rootless weeds’.3.
  • The tall girl’s hair is weighed down because of the trials, tribulations and misfortunes she faces in her poverty- stricken life.
  • Question 38.
  • Read the extract given below and answer the questions that follow (All India 2017) At back of the dim class One unnoted, siveet and young.

His eyes live in a dream, Of squirrel’s game, in tree room, other than this.

  1. Why is the class dim?
  2. How is the young child different from others?
  3. What is he doing?
  4. What is a tree room?

Answer: 1. The class is dim because it is poorly lit.2. The young child is different from others because his eyes sparkle with dreams about his future.3. He is trying to live his dream in a frolic and in a happy place which is in stark contrast to this dingy classroom.4.

The room refers to the hollow in a tree where a squirrel takes shelter. Question 39. Why is Shakespeare wicked for the slum chil¬dren? (Comptt. All India 2017) Answer: Shakespeare is described as wicked because there is no correlation between Shakespeare’s works and the life of the slum children. Shakespeare’s works are no good to the children in slum schools as they cannot identify themselves with the characters.

He talks about a world far removed from reality. The slum children can never reach the level of education to understand the works of Shakespeare.
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What are things that tempt children?

Educationist with K-12 Organization GEG Ahmedabad & Gujarat Leader Google For Education Certified Trainer – Published Apr 15, 2016

What is a ‘temptation’?

Temptation means, “the desire to something, especially something wrong or unwise”. For example, “he was tempted to purchase the ice cream”, “Children are easily tempted towards sweets and chocolates”, “Don’t get tempted by chocolates from strangers”, etc.

  1. Temptation also means, “Something that seduces or has the quality to seduce”, for example, “Eve was tempted to eat the forbidden fruit”.
  2. Further temptation means, “The desire to have to do something that you should avoid”, for example, “Hostel students are often tempted to stay out for late evenings”.

Moreover, temptation means, “The act of influencing by excitement or hope”, for example, “Managers tempt the sales force for achieving extraordinary targets”. Thus, a temptation is a negative trait and though we usually use it frequently it develops undesirable traits in the person.

What temptations are applicable to a child?

Children are often easily tempted to perform the forbidden tasks. They by nature are spontaneous, restless and energetic which leads them to such temptations. Children are often tempted to articles, toys, friends, ice creams, chocolates, TV, games, handheld gadgets, etc.

To divert the child from such temptations is a Herculean task. We often tend to scold children for getting tempted so easily, whereas, they still may not have fallen prey to it. Reprimanding children for such normal human psychology of getting tempted so easily is like overreacting and curbing their childhood innocence.

As parents, we should be wise enough to handle the temptations of a child normally and easily. Generally, as parents, we often tempt the child in following ways to prepare them timely:

To wake up the child for the school, we usually tempt them by saying, “if you wake up early then we shall have breakfast together and I shall prepare your favorite snack.” So that the child finishes the meals, we often tempt them to take them outdoor for play, or by providing them video games. To encourage the child to complete the school work / lesson on time we often tempt them by saying, “if you finish your lesson timely then we shall visit the mall” To encourage the child to play outdoor games we often tempt them by saying, “I shall purchase a football if you play with me outdoor” To divert the child from toys of their friends we often tempt them by suggesting purchasing similar toys.

Thus, we often use temptations on a day to day lifestyle to divert the child with desired behaviour. This often creates an undesirable behaviour in the child which then has to be curbed with force. If we take some care before using temptations for diverting them then we can avoid large catastrophes in the future.

How easily we tempt the child unknowingly?

Unknowingly, we often tempt our children with things that are not suitable for the long run. For example, you want your child to finish their meals while you finish your work, so easily we resort to allowing them to watch TV or play video games along with having their meals just because you can’t focus on them at that moment.

We often tempt our children with unnecessary toys, articles, stationeries, play time, etc. just because we are not able to give them the time and so that they don’t disturb us we allow them the thing of their choice and desire. Thus the child learns to beg or ask for such permissions at the time you are busy and unknowingly will grant them the permission.

There are many such cases where the child learns such undesirable behaviour just because we are not in a position to handle their tantrums if we control them. In a party or a social get together the child will start misbehaving or play mischief just in order to drag your attention to them then during such event we easily grant them using our mobile phone and playing games therein.

Thus, we ourselves, give opportunity to our children to get spoiled just because we are not able to give time or attention. Such events get converted into habits in a very short duration and the child starts demanding as if it was their right. It is then we realize that where the matter has reached and start controlling them by reprimanding them which again is improper way to motivate good behaviour.

We as parents should devote some time and effort towards behaviour management of the child and thus not to tempt them knowingly or unknowingly.

What are undesirable temptations and how do we guide the child to resist them?

Any temptation that further develops into an undesirable habit and behaviour is negative and should be avoided. Examples of it include, playing video games too frequent, not doing homework and making excuses, resistance to healthy food habits and resorting to unhealthy or junk foods, playing outdoor for long hours, visiting places which you denied, demanding things that you usually don’t allow, etc.

Explain: inform your child the consequences of resorting to temptations and why you don’t want him to fall prey to it. Make them understand the reason and logic behind it. This way you will fine tune reasoning in your child which will enable him to resist such temptations in your absence. Give time: instead of giving gadgets, or toys of desire to your child, give some time to your child. Play with the same old toy in an alternative way and teach them the different plays he can have with the same toy. Giving time to your child will provide security to the child and enhance the feeling of confidence in them which will be required in your absence. Follow rules yourself : mostly while trying to infuse good behaviour in children we often forget how we behave with them. This will have a ruining effect on the child and will force them to believe that every parent is like that and children are often neglected. Thus making rules and following it yourself is more important and will guide them to a responsible behaviour. Don’t keep nagging: We often have this habit of frequently instructing our child before the child learns from the act. Nagging is a negative trait and will often infuse low self-esteem in the child. If you know that your child is resorting to actions you denied then do not stop them or prevent them, rather monitor them and observe the rewards that your child is going to have due to such actions. Allowing them to experience and then making them understand is a better method than nagging. Let the child learn from self-experience as well rather than by just your set of experiences. Don’t Spank: Spanking teaches your child that it’s okay to hit someone in order to solve a problem. Don’t hit your child too frequent though you may not physically hurt them but it has a lasting effect on their mind. Rather than spanking, hold on to your decision of not allowing the child with temptations even if the child shows tantrums. Don’t worry it will fade away easily and the next time it may not happen at all. Display Correct Approach: Rather than using controlling language and behaviour. Show your child the correct approach yourself. Show them how to eat properly, pour water into the bottle properly, avoid eating chocolates yourself, not resorting to temptations yourself, etc. Showing them the correct and logical approach will make them more responsible in the long run. Be Graceful: Even when you are angry, exhibit a graceful behaviour that forces the child to think and control their behaviour when they are angry. Loosing your temper to the tantrums of the child will show them that its ok to behave irritatingly if you are in disagreement with somebody or the situation. Behaving gracefully with your child will teach them to keep respect even during disagreements.

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The list of such suggestions is exhaustive and endless. It is only through timely observation and need based analysis of the situation that will allow you to teach your child how to resist temptations. Well, this is not as easy as mentioned here. The practical of the above theory will require a lot of patience and tolerance yourself.
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What are the things the child was attracted?

NCERT Solutions for Class 9 English Moments Chapter 1 The Lost Child are part of NCERT Solutions for Class 9 English, Here we have given CBSE Class 9 English Moments Chapter 1 The Lost Child. NCERT Textbook Questions Think about it (Page 6) Question 1.

What are the things the child sees on his way to the fair? Why does he lag behind? Answer: On his way to the fair the child sees toys, balloons of different colours, garland of gulmohur, a swing and a snake-charmer playing a flute. He gets attracted towards all these things. So, he lags behind. Question 2.

In the fair he wants many things. What are they? Why does he move on without waiting for an answer? Answer: The child wants many things in the fair. He wants to have toys, different sweets, garland, balloons of different colours and has a keen desire to enjoy the roundabout.

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Question 3. When does he realise that he has lost his way? How have his anxiety and insecurity been described? Answer: The child sees a roundabout in the fair and gets attracted to it. He wants to have a ride on it. He asks his parents for permission to enjoy it.

Having no response on the part of his parents he realises that he has lost his way. He starts crying bitterly at once and runs here and there in search of them. Question 4. Why does the lost child lose interest in the things that he had wanted earlier? Answer: The lost child loses interest in the things he had wanted earlier because he got lost in the fair.

He is panic-stricken for being lost. Now he frist wants his parents. He is afraid and feels unsafe. Question 5. What do you think happens in the end? Does the child find his parents? Answer: Yes I feel that the child finds his parents at last. The kind-hearted person must have tried his best to find his parents.

  • On the other hand the parents of the child must have left no stone unturned to find their child.
  • Talk about it (Page 6) Question 1.
  • How to ensure not to get lost.
  • Answer: It is very common that children get lost in fairs and crowds.
  • Hardly a day passes when no child gets lost.
  • It is the duty of both the parents and the children to ensure not to get lost.

The parents need to be vigilant and more careful at crowded places. Before entering a crowded place the parents should fix a point where the child should wait in case of getting lost. They should make the child memorise home address and telephone numbers.

They should put or pin up a note on the pocket of the child with full details. They should attend to the need of the child and never leave him behind, in case he happens to stand at some shop. On the other hand the child should hold the hands of his parents at a crowded place. He should keep an eye on his parents so as not to lose sight of them.

In case of any emergency the help of police, help centres and media can be taken. Short Answer Questions (2 marks each) (About 30-40 words each) Question 1: How did the child react when there was no sign of his parents ? (Board Term, Sept., 1,2013, K2G41GH) Answer: The child was very innocent.

  1. He gets confused and panic-stricken on not seeing his parents.
  2. He felt lonely without his parents amidst so much of crowd.
  3. The man who tries to console the child also does not achieve any success as the boy only needs his parents and no monetary benefit.
  4. Question 2: Where did the child go with his parents ? What did he want there ? (Board Term 1,2012, ELI-013) Answer: The child went to a fair with his parents.

He wanted garlands, balloons and sweets over there. He also wanted to see the snake and take a ride on the swing. Question 3: Why did the lost child refuse to take his favourite things in the fair after loosing his parents ? (Board Term 1,2012, ELI-015) Answer: The child refused to take his favourite things in the fair after he lost his parents as he missed them and wanted to meet them only.

  1. Now, he had lost interest in all his favourite things.
  2. Question 4: How did the mother distract the child’s mind from the toy seller ? (Board Term 1,2012, ELI-017) Answer: The mother distracted the child’s mind from the toy seller by pointing towards a flowering mustard field.
  3. He saw colourful dragon flies and staffed running after them.

Question 5: How was the child separated from his parents ? (Board Term 1,2012, ELI-018) Answer: The boy was attracted to toys, balloons and sweets in the fair. He got fascinated with the flute music being played by the snake charmer. While watching the roundabout swing he got separated from his parents.

Question 6: What happened when the lost child reached the temple door ? (Board Term 1,2012, ELI-019) Answer: When the child reached the temple door men jostled each other. The poor child struggled to thrust his way out but was knocked. He might have been trampled if he had not shouted at his highest pitch.

Question 7: Who rescued the lost child ? What did he offer to buy him ? (Board Term 1,2012, ELI-020) Answer: The man in the shrine rescued the lost child. He lifted him up in his arms and tried to soothe him. He took him to the nearest roundabout swing and offered to buy him flowers, balloons and sheets.

Question 8: Parents were in a hurry to reach the fair but the child was delaying them. How ? (Board Term 1,2012, ELI-029) Answer: The boy got distracted by toys which he wanted to buy, butterflies and dragon flies which he wanted to catch and ffc?wers that he wanted to gather. And, out of pine innocence he delayed his parents to reach the’fair.

Question 9: What was tlje first reaction of the child when he realized that he had lost his parents? (Board Term 1,2012, ELI-035) Answer: The child panicked when he realized (hat he had lost his parents. He was puzzled, angry and desperate. He cried and shouted for his parents.

He ran here and there to look for his parents. Question 10: Why didn’t the boy wait for an answer after he had pleaded for sweets ? (Board Term 1,2012, ELI-042) Answer: The boy didn’t wait for an answer after life had pleaded for sweets because he knew that his parents would say that he was greed^ and would refuse to buy the sweets.

Question 11: What happened when the “lost child” entered the grove ? How did he enjoy there ? (Board Term 1,2012, ELI-046) Answer: When the “lost child” entered the groye, a shower of young flowers fell upon him. He began to gather the raining petals.

He heard the cooing of doyes and ran towards his parent^. He had a fun- filled splendid time in the grove. Long Answer Type Questions (4 marks each) (About 80-100 words) Question 1: What changes do you notice in the behaviour of the child, once he is separated from his parents in the story “The Lost Child” ? (Board Term 1,2012, ELI-021) Answer: A child along with his parents had been to a fair.

He was very excited and happy with the stalls of toys and sweets. He gets separated from his parents and starts crying. He runs hither and thither in search of his parents, but in vain. Since the place was overcrowded he got real scared. He started cryjng as he was all alone.

  1. A kind hearted man offers him many things but he refuses.
  2. The child who wanted everything from the fair was now not interested in any of these things as he only yearned to be with his parents.
  3. Question 2: Compare the attitude of the child before and after his separation from his parents.
  4. Board Term 1,2012, ELI-025) Answer: Before separation the child was very happy and excited at the fair.

He was fascinated with all the things that were displayed at the stalls. He wanted to have all the things like his favourite toys, sweets, flowers, etc. He also wanted to go for a ride. But after separation the boy just wanted to be with his parents. He was not interested in any of those things which he kept longing to have from the stalls.

  • In the absence of his parents these things did not give him any satisfaction.
  • Question 3: How did the man who found the little boy in the fair, try to soothe him ? (Board Term 1,2012, ELI-031) Answer: The man who found the little boy in the fair tried every possible way to soothe him.
  • He took him to a roundabout swing then offered a horse ride, tried to make him listen to the snake charmer’s song and offered him a balloon, as he thought that this would distract his mind, but in vain.

He offered him flowers and sweets, but the child kept crying. The child could not be distracted by any of the things at the fair as he longed to be with his parents. Question 4: How do you know that the lost child was a nature – lover ? (Board Term 1,2012, ELI-047) Answer: The child was attracted to the nature’s little aspects because of his innocence.

When his mother diverted his attention towards the mustard field he saw the flowers which were in the nascent stage and flowering. The flpwers of the field were pale like melting gold. He then saw a group of dragon flies which were bustling about on their gandy purple wings, intercepting the flight of a lone black bee or butterfly in search of sweetness from the flowers.

The child wanted to catch those dragon this but they went away fluttering and flapping. He also got attracted to the little insects and worms along the footh that were teeming out from their hiding places to enjoy the Sunshine. A §hower of young flowers fell upon the child as he entered the fair.

  1. He forgot about his parents and began to gather the raining petals in his hands.
  2. Again when he heard the cooing of doves, he ran towards his parents shouting about them.
  3. Question 5: What all things did the child get attracted to, once be entered the fair ? Was he able to get all the things he desired ? What happened when he made a bold request to his parents ? (Board Term 1,2012, ELI-053) Answer: With a wide mouth, he stared at the sight of burfi.

Later he was attracted to a garland of gulmohur and was carried away by the rainbow glory of the coloured balloons. He wanted them all but, on the other hand, he also knew the answers of his parents, so he convinced himself and did not ask them for anything.
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What makes people steal?

Causes – The causes of kleptomania are not known. Several theories suggest that changes in the brain may be at the root of kleptomania, and that learned patterns of stealing items strengthens the problem over time. More research is needed to better understand these possible causes, but kleptomania may be linked to:

Problems with a naturally occurring brain chemical called serotonin. Serotonin, a neurotransmitter, helps regulate moods and emotions. Low levels of serotonin are common in people prone to impulsive behaviors. Addictive disorders. Stealing may cause the release of dopamine — another neurotransmitter. Dopamine causes pleasurable feelings, and some people seek this rewarding feeling again and again. The brain’s opioid system. Urges are regulated by the brain’s opioid system. An imbalance in this system could make it harder to resist urges. Learned habit. Urges are very uncomfortable. Responding to these urges by stealing causes a temporary decrease in distress and relief from these urges. This creates a strong habit that becomes hard to break.

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What is the psychology behind shoplifting?

1. Psychological factors – Psychological disorders lead some people to shoplift. They include depression, obsessive-compulsive disorder, and kleptomania. These disorders can influence anyone to steal, regardless of what they look like, their demographic, or their salary bracket.
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Why is it a sin to steal?

Now through theft a man inflicts harm on a neighbor in his possessions, and if men were to steal from one another indiscriminately, human society would perish. Hence, theft, as contrary to charity, is a mortal sin.
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What tempts them to steal?

What tempts them to steal. What tempts them to steal. Posted by Mousumi Chetia 2 years, 7 months ago The painting of the sun and the ocean tempts them to steal as it symbolises love and happiness which is absent from the lives of the slum children. : What tempts them to steal.
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Why do ships and sun and love tempt children to steal?

Expert-Verified Answer The children have been living in the slum which is dark and gloomy, thus, the beautiful things of the nature such as sun, love and beauty tempt them.
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What does the ship and sun and love mean?

What does ‘ships’, ‘sun’ and ‘love’ symbolise? The ship, sun, love symbolize joy and happiness which these children are deprived of, To reach out to the world beyond, these children are sometimes tempted to adopt wrong means to fulfill their dreams, I hope u got the answer Thank u : What does ‘ships’, ‘sun’ and ‘love’ symbolise?
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What does the elementary school classroom in a slum symbolize?

Conclusion – According to The Elementary School Classroom in a Slum Summary, the poet wants the children to become successful in their lives by making their dreams come true. He wanted those bright eyes to become capable enough to dream. This poem teaches us the value and importance of education in everyone’s life.
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What is the only hope for the slum children?

Answers. The only hope for the slum children is that they must be treated as human beings. They must be given appropriate opportunity to explore the world, find their place in sun and be counted as real.
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What are 10 common temptations?

We’re all subject to temptation; it takes strong values to resist – Temptation happens in the gut, not in the brain, eliciting a jumble of magnetic emotions, luring and repelling us simultaneously. It can be as innocent as reaching for a piece of chocolate cake, hesitating, and then pushing away from the table.

Or as guilty as embezzlement, reaching into a cash drawer, hesitating, and then stashing the bills. Temptation triggers corruption in political life when government officials abuse their power and the public trust. Temptation triggers guilt in our personal lives when we cave in to desires. Common temptations include eating too much, spending too much, laziness, venting on social media, gossiping, feeling jealous, viewing pornography, lying or cheating and abusing alcohol.

Each of those enticements has a virtuous flipside: wellness, frugality, diligence, composure, discretion, trusting, wholesomeness, truthfulness, honesty and moderation. We may desire the virtues but succumb to the vices, as if good and bad angels hover on our shoulders, whispering contrary counsel in our ears.

That iconic vision comes to us from ” The Shepherd of Hermas,” a second-century Christian text: “There are two angels within a man — one of righteousness, and the other of iniquity.” The good angel is said to be gentle, modest, meek and peaceful; the bad angel, wrathful, bitter, foolish and evil. When we heed the good angel’s advice, we are grateful for the betterment of our character.

When we heed the bad angel’s advice, we are gratified momentarily at the expense of our character. Temptation involves desire. A 2012 study explored “how often and strongly do people experience desires, to what extent do their desires conflict with other goals, and how often and successfully do people exercise self-control to resist their desires?” Findings were illuminating.

  • Of the various character traits, perfectionists often experience powerful impulses that clash with their motivation and goals.
  • Their intense focus has a side-effect: anxiety.
  • Ergo, they seek relief.
  • Narcissists were most prone to yield to temptation as a form of entitlement.
  • Alcohol, predictably, weakened resistance to temptation, prompting people to enact their desires without considering ramifications.

The presence of other people — especially at work — helped in resisting temptation. At home, we are prone to indulge in our desires. Due to the pandemic, that may carry into the workplace when the pandemic ends. Politicians are prone to the same temptations as the people they represent.

  1. The difference typically involves the power associated with their public positions.
  2. As Lord John Acton (1834-1902), the English Catholic historian once mused, “Power tends to corrupt and absolute power corrupts absolutely.” Political corruption is the abuse of power by government officials seeking to gain personally via their positions.

According to Science Daily, forms of corruption vary, but include bribery, extortion, cronyism, nepotism, graft and embezzlement. Corruption facilitates such crimes as drug trafficking and money laundering. In 2021, 35 current and former government leaders and more than 300 public officials were exposed in files from offshore companies.

The offshore system thrives despite decades of legislation combating money laundering and tax dodging. More than a dozen U.S. states, including South Dakota, have become leaders in the business of selling financial secrecy. Owners of secret bank accounts are exposed with possessions that include private jets, yachts, mansions and artworks by Picasso, Banksy and other masters.

Apart from money, there is little ethical difference between personal and political temptation. They have the same attributes: Temptation is relative, What might tempt one person — personal use of a company car, say — might not tempt another. As such, temptation is a matter of choice associated with our individual likes, dislikes and desires.

  1. Temptation pits one value against another.
  2. A person may value honesty and career success but opts to cheat because they fear losing their job.
  3. Temptation strikes without warning.
  4. We normally would not cheat or violate our values were it not for a sudden opportunity that just happens to appeal to our desires.

It is important to remember these characteristics if we hope to resist temptation. Our desires may be strong, but our value systems must be stronger. Short-term gratification is not worth the long-term risk to our reputation. When temptation strikes, remove yourself from the location or situation and give yourself time to make a proper decision.

Finally, do not blame yourself when tempted. Temptation is part of the human condition. Great spiritual leaders, including Jesus Christ, were tempted (see Luke 4:1-13). John Quincy Adams, one of our most ethical presidents, believed “every temptation is an opportunity of our getting nearer to God.” In secular terms, every temptation is an opportunity to enhance your character to address the myriad problems of personal and public life.

Our stories may be republished online or in print under Creative Commons license CC BY-NC-ND 4.0. We ask that you edit only for style or to shorten, provide proper attribution and link to our web site. Please see our republishing guidelines for use of photos and graphics.
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What are the common temptations of a student?

Tool #1: we must paint an honest picture of the nature of sin. – It’s pleasurable! But deceptive. It springs up from a desire, whether noble or perverse, which can lead any of us down a path of destruction. “Then, after desire has conceived, it gives birth to sin; and sin, when it is full-grown, gives birth to death.” James 1:15 Sin is also subtle.

It sneaks up, trying to convince us that we need whatever it is. What does Proverbs 5:3 say? “For the lips of the adulterous drip honey, and her speech is smoother than oil.” This is true for any vice. I was upfront with my kids about potential pitfalls, but I also pointed out 1 Cor 10:13: “No temptation has overtaken you except what is common to mankind,” meaning, it shouldn’t be a big surprise to be tempted; in fact, what any of us encounter has been faced by others.

Underage drinking, drug use, premarital sex—these things have been around since the dawn of time. Other temptations—academic cheating, pornography, any self-destructive behavior, really—all are common attempts to fit in, relieve pressure, or numb pain.

  • Perfectly human.
  • Nothing new under the sun.
  • Even modern enticements like obsession with social media or gaming are just the same Sirens in different clothing.
  • We needn’t be horrified but rather on guard.
  • The verse continues: “And God is faithful; he will not let you be tempted beyond what you can bear.” (Now, when we are in the throes of a trial, we may be inclined to dispute this.

But keep reading.) “But when you are tempted, he will also provide a way out so that you can endure it.” Look for it, I told my kids. Take advantage of his aid!
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Why did the child lose interest in everything?

The child loses interest in the things he had wanted earlier because he is lost and desperately wants to be reunited with his parents. He is afraid of being alone and becomes anxious.
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Why are children attracted to certain people?

Are Attractive People More Trustworthy? – The psychologists who conducted this study were probably not aiming to prove that the unattractive faces of the world are not worthy of trust. What they were trying to prove is that both children and adults have biased opinions about who they should trust in this world,

  1. The second part of this study took not only groups of children, but adults as well to see if our perceptions change as we get older.
  2. Apparently our viewpoint only gets stronger as we age, and adults are also guilty of assigning trustworthiness to people based on their looks.
  3. Obviously this is a result of society’s great misconception that beauty equals character.

If anyone actually believes that attractive people should automatically be trusted, they have a serious problem! When children like some people more than others, it’s not really because those people are more trustworthy; it’s because like everyone else, children gravitate towards people who are happy and confident.
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What attracted the child most in the fair?

In the fair he wants many things. What are they? Why does he move on without waiting for an answer? – Answer: The child wants many things in the fair. He wants to have toys, different sweets, garland, balloons of different colours and has a keen desire to enjoy the roundabout.
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What was the desire of the child?

He wanted many things in the fair ex the child want burfi from the sweet maker or to listen music by snake charmer or he wanted balloons from balloon seller etc but when the child get lost in the fair from his parents his desire from his heart is only to find or meet his parents.
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What do the children like most?

5. Cuddles – Cuddling is one of the things that all kids love. Kids need physical touch, and nothing is better than cuddles. Some kids ask for them, and others act up until you realize that they need a little love. So, when you realize that your kids are unreasonably cranky, now you know what needs to be done!
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What made the children happy?

What makes children happy? The key to a child’s happiness may not be what you think. I am fortunate to live in a neighborhood with families who have children the same ages as my kids. The parents in our neighborhood work hard together to make sure that our children have many opportunities for indoor and outdoor play that does not revolve around electronics, video games or other expensive toys.

For most of us, we figured that what really makes our children happiest is playing together for hours on end with water balloons, sidewalk chalk and soccer balls, often until the sun goes down. Video games, iPad’s, iPod’s and cell phones still compete for our children’s attention, but we limit the exposure to these items for a variety of reasons.

Chief among those reasons is the desire to have socially and emotionally healthy children. Therefore, we try not to make it about the “stuff’ and more about spending time with friends whose company they enjoy; learning how to get along and share; and having a sense of connection to their community and the world around them.

  • Does the key to the happiness of children really rest in playing simple activities with friends and not the obsession with the latest trendy electronic toy? Research seems to indicate that it does.
  • Studies throughout the U.S.
  • And Europe have looked at measures of children’s social and emotional wellbeing and have drawn the same conclusion – the things that really make children happy are not “things” at all.

They’re really life conditions, such as having enough nurture and love; a strong sense of attachment to a parent or other primary caregiver; confidence and optimism about the future; physical health; a sense of belonging to something larger than oneself; and of course, basic needs such as food and shelter.

  1. There is a correlation between having money to acquire “things” and happiness, but only to the extent that it influences the conditions of happiness listed above (Carter, University of California (UC) Berkeley, 2013).
  2. For example, kids with health insurance tend to be more physically healthy than poor children without insurance, who can’t keep up with immunizations.

Or an affluent family might be able to belong to an athletic club where children have friends and other families who they know and who know them – attributing to the sense of being a part of something greater than yourself. Children in the U.S. are an interesting case in point.

According to scholars at the Greater Good Science Center at, over the past 35 years the Gross Domestic Product (GDP) in the U.S. has risen and when this happens, happiness usually rises. However, despite a rise in the GDP, the reported average happiness level has not gone up. The center states that one of the reasons children in the U.S.

are not as happy as children in other countries is because of the financial pressure faced by parents and less institutional and work place support for working parents. Specifically, pressure to have money to purchase “things” for their children – designer clothing, expensive video games, etc.

In addition to that, many parents provide these things to compensate for the time they are not able to spend with them because of heavy workloads, inflexible jobs and other demands for their time. It’s a vicious cycle. With less maternity leave, workplace flexibility and family friendly policies than most other developed nations; the U.S.

is a harder place for families. Regardless of a child’s socioeconomic status, encourages that there are steps parents can take to contribute to their child’s social and emotional wellbeing. Parents should spend as much time as they can providing love and nurture to their children.

  1. They can also make sure their children have friendships and time to develop connections with others.
  2. Finally, parents must assure that their child’s basic needs of food, shelter and clothing are met and if not, seek support for those things.
  3. As long as parents focus on what’s truly important, children have a good shot at growing up happy, healthy and whole.

Please tell us why? : What makes children happy?
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What does the child want in the poem?

Answer: – (i) The speaker is a little child who goes to school. On his way to the school, he met a hawker, who cried “Bangles, crystal bangles!” When he returned from school, he watched a gardener, who was digging the ground. When it got dark and his mother sent him to bed, through his window he saw the watchman walking up and down.

Ii) The child in the poem wants to be a hawker, a gardener, and a watchman. When he looks at the hawker, he wishes he could also spend his day on the road crying “Bangles, crystal bangles!” He feels that there is nothing to hurry the hawker on. There is no road he must take, no place he must go to, and no fixed time when he must come home.

These are the things that he cannot do himself and therefore, he wants to be a hawker so that he could do all these things. Next, he wishes he was a gardener because a gardener does what he likes with his spade. He soils his clothes with dust. Nobody scolds him if he gets baked in the sun or gets wet.

Therefore, if the little child was a gardener, nobody would stop him from digging. Finally, he sees the watchman and wants to be like the watchman so that he could walk through dark and lonely streets all night with his lantern and chase shadows. When he is put to bed and is not allowed to roam outside, he sees the watchman swinging his lantern with his shadow at his side and he feels that the watchman never even once has to go to bed in his entire life.

Therefore, he wants to be a hawker, a gardener, and a watchman so that he could do all the things they did as he could not do them being a child. (iii)

The child must The child must not
Come home at a fixed time Get his clothes dirty in the dust
Go to bed when it got dark Get baked in the sun or get wet
Go to school everyday Walk on dark and lonely streets at night

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