Hello, my dear students! Welcome to today's English lesson. I am so happy to be here with you to study this wonderful chapter from your NCERT textbook. Today, we are going to read and understand Chapter 2 from your book First Flight, which is titled "Nelson Mandela: Long Walk to Freedom." We will also study the poem "A Tiger in the Zoo" which is part of this chapter. So let us begin our journey together.
Before we start reading the chapter, let me give you some important background information. This will help you understand the chapter much better. You see, students, in the "Before You Read" section, there is a very important term called "Apartheid." Now, what does this word mean? Let me explain. Apartheid was a political system that separated people according to their race. This means that people were divided into different groups based on the color of their skin, and each group was treated very differently. Now, the question asks you to say which of the three countries named below had such a political system until very recently. The countries are: United States of America, South Africa, and Australia. The answer is South Africa. Apartheid was practiced in South Africa for a very long time, until the early 1990s. The United States did have racial segregation, particularly in the southern states, until the 1960s and 1970s, but it was not called Apartheid. Australia had policies that discriminated against Aboriginal people, but again, it was not called Apartheid in the same way. So the correct answer is South Africa.
Now, have you heard of Nelson Mandela? Of course you have! He is one of the most famous leaders in the world. Nelson Mandela, and his party called the African National Congress, which is often shortened to ANC, spent their whole lives fighting against apartheid. Because of this fight, Mandela had to spend thirty years in prison. Can you imagine spending thirty years in prison just for fighting for what is right? That is a very long time. Finally, in 1994, democratic elections were held in South Africa, and Nelson Mandela became the first black President of that country. This was a historic moment.
Now, in this extract from his autobiography called "Long Walk to Freedom," Mandela speaks about a historic occasion, which is "the inauguration." Can you guess what the occasion might be? The inauguration refers to the ceremony where Nelson Mandela was officially sworn in as the President of South Africa. Let me give you a news item from the BBC dated 10th May 1994 to confirm this. The news says: "Nelson Mandela has become South Africa's first Black President after more than three centuries of White rule." This means that for more than 300 years, white people had been ruling South Africa, and now, for the first time, a black person was becoming the President. The inauguration ceremony took place in the Union Buildings amphitheatre in Pretoria, which is the capital city of South Africa. Politicians and dignitaries from more than 140 countries around the world attended this ceremony. In his speech, Mandela said: "Never, never again will this beautiful land experience the oppression of one by another." This was a promise that such oppression would never happen again. After the ceremony, there were celebrations on the streets of Pretoria with blacks, whites, and coloureds celebrating together. More than 100,000 people of all races sang and danced with joy. Wasn't that a beautiful sight?
Now, students, before we read the main text, there is an Activity that asks you to match expressions from Column A with their meanings in Column B. Let me help you understand each expression and its correct match.
Expression (i) is "A rainbow gathering of different colours and nations." This phrase describes a beautiful coming together of various peoples, like the colours in a rainbow. So the correct match is: "A beautiful coming together of various peoples, like the colours in a rainbow."
Expression (ii) is "The seat of white supremacy." This refers to the centre of racial superiority. For decades, the Union Buildings in Pretoria were the seat of white supremacy, meaning that was where the white people who ruled South Africa had their headquarters.
Expression (iii) is "Be overwhelmed with a sense of history." This means to feel deeply emotional, remembering and understanding all the past events that have led up to the moment. Mandela says that on the day of the inauguration, he was overwhelmed with a sense of history.
Expression (iv) is "Resilience that defies the imagination." This means a great ability, almost unimaginable, to remain unchanged by suffering, not losing hope, goodness, or courage. Mandela talks about the courage of his people, which defies the imagination.
Expression (v) is "A glimmer of humanity." This is a sign of human feeling, such as goodness, kindness, pity, or justice. Mandela says that even in the grimmest times in prison, he would see a glimmer of humanity in one of the guards.
Expression (vi) is "A twilight existence." This means a half-secret life, like a life lived in the fading light between sunset and darkness. Mandela describes how a man of colour in South Africa had to live a twilight existence, a life apart, a life of secrecy and rebellion.
So the correct matches are: (i) matches with the fourth option, (ii) matches with the fifth option, (iii) matches with the sixth option, (iv) matches with the first option, (v) matches with the third option, and (vi) matches with the second option.
Now, students, let us read the main text together. I want you to imagine that you are there on that special day, the 10th of May, 1994.
The chapter begins: "TENTH May dawned bright and clear. For the past few days I had been pleasantly besieged by dignitaries and world leaders who were coming to pay their respects before the inauguration." The word "besieged" here means surrounded, but in a pleasant way. Mandela was receiving visits from important people from all over the world who wanted to honor him before he became President. The inauguration would be the largest gathering ever of international leaders on South African soil, meaning that more world leaders had gathered in South Africa for this event than for any other event in its history.
"The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria." The Union Buildings are a very important government building in South Africa, made of sandstone. Now, can you name any public buildings in India that are made of sandstone? Let me think of some examples. The Red Fort in Delhi is made of red sandstone. The Taj Mahal in Agra is made of white marble, which is a type of stone. Many buildings in Jaipur, like the Hawa Mahal and the City Palace, are made of pink sandstone. Even the Parliament House in New Delhi has some sandstone elements. So there are many examples in India.
"For decades this had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa's first democratic, non-racial government." This is such an important contrast. For decades, the Union Buildings stood for white supremacy, meaning they were the center of white rule and racial discrimination. But now, on this day, they were hosting a gathering of people of all colors and nations to install the first democratic government that did not discriminate based on race.
"On that lovely autumn day I was accompanied by my daughter Zenani." Remember, students, May is autumn in South Africa because South Africa is in the Southern Hemisphere, which means their seasons are opposite to ours. When it is summer in India, it is winter in South Africa, and vice versa. So in May, which is a spring month in India, it is actually autumn in South Africa. That is why the text says it was an autumn day.
"On the podium, Mr de Klerk was first sworn in as second deputy president." Mr. de Klerk was the last white President of South Africa, and he had worked with Mandela to end apartheid. Now he was becoming the second deputy president, which shows how peacefully the transition was happening. Then Thabo Mbeki was sworn in as first deputy president. Thabo Mbeki would later become the second President of South Africa after Mandela. "When it was my turn, I pledged to obey and uphold the Constitution and to devote myself to the well-being of the Republic and its people." This is the oath that every President takes to follow the laws of the country and work for the good of its people.
Now, let us look at the speech that Mandela gave. He said: "Today, all of us do, by our presence here... confer glory and hope to newborn liberty." This means that by being present at this inauguration, they were giving glory and hope to the new freedom that was just born in South Africa.
"Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud." This is a very powerful line. The "extraordinary human disaster" refers to apartheid, which was a system of oppression that lasted for decades. Mandela says that out of this terrible experience, a new society must be born, a society that all of humanity would be proud of.
"We, who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil." Just a few years before, Mandela and his followers were considered criminals and outlaws by the apartheid government. Now, they were hosting leaders from around the world in their own country. What a change!
"We thank all of our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity." Mandela thanks the world leaders for coming and says that this victory belongs not just to South Africa, but to all people who believe in justice, peace, and human dignity.
"We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination." Political emancipation means gaining the right to participate in government. But Mandela knows that political freedom alone is not enough. They also need to free people from poverty, suffering, and discrimination of all kinds, including gender discrimination.
"Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another." This is one of the most famous lines from Mandela's speech. He promises that oppression will never happen again in South Africa.
"The sun shall never set on so glorious a human achievement." This means that this achievement will be remembered forever, as long as the sun shines on the earth.
"Let freedom reign. God bless Africa!" These are the powerful closing words of his speech.
Now, students, let me ask you some questions from the Oral Comprehension Check. First question: Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone? We have already answered this. The ceremonies took place in the Union Buildings amphitheatre in Pretoria. Some public buildings in India made of sandstone include the Red Fort in Delhi, which is made of red sandstone, and many buildings in Rajasthan made of pink sandstone.
Second question: Can you say how 10 May is an 'autumn day' in South Africa? Yes, because South Africa is in the Southern Hemisphere, so its seasons are opposite to ours. When it is May in India, it is autumn in South Africa.
Third question: At the beginning of his speech, Mandela mentions "an extraordinary human disaster." What does he mean by this? What is the "glorious ... human achievement" he speaks of at the end? The "extraordinary human disaster" refers to the system of apartheid, which was a period of terrible oppression and suffering for black South Africans. The "glorious human achievement" is the establishment of a democratic, non-racial government in South Africa, where all people would be equal.
Fourth question: What does Mandela thank the international leaders for? He thanks them for coming to take possession with the people of South Africa of what is a common victory for justice, peace, and human dignity.
Fifth question: What ideals does he set out for the future of South Africa? He sets out the ideals of liberation from poverty, deprivation, suffering, gender discrimination, and all other forms of discrimination. He wants a society where all people are equal and free.
Now, let us continue reading the chapter. After the speech, there was a spectacular display. "A few moments later we all lifted our eyes in awe as a spectacular array of South African jets, helicopters and troop carriers roared in perfect formation over the Union Buildings." This was an air show, a display of military power, but it was also a demonstration of the military's loyalty to democracy. "It was not only a display of pinpoint precision and military force, but a demonstration of the military's loyalty to democracy, to a new government that had been freely and fairly elected."
"Only moments before, the highest generals of the South African defence force and police, their chests bedecked with ribbons and medals from days gone by, saluted me and pledged their loyalty." This is very significant, students. These were the same military leaders who, just a few years before, would have arrested Mandela. Now they were saluting him and promising to support his government. "I was not unmindful of the fact that not so many years before they would not have saluted but arrested me." Mandela was very much aware of this change.
"Finally a chevron of Impala jets left a smoke trail of the black, red, green, blue and gold of the new South African flag." A chevron is a V-shaped pattern. The jets flew in a V-shape, leaving behind smoke in the colors of the new South African flag, which represents all the people of South Africa coming together.
"The day was symbolised for me by the playing of our two national anthems, and the vision of whites singing 'Nkosi Sikelela – iAfrika' and blacks singing 'Die Stem', the old anthem of the Republic." This was a very emotional moment. The two national anthems represented the two different groups in South Africa. "Nkosi Sikelela iAfrika" was the anthem of the black majority, and "Die Stem" was the old anthem of the white government. On that day, whites sang the black anthem and blacks sang the white anthem. This showed that they were coming together as one nation. "Although that day neither group knew the lyrics of the anthem they once despised, they would soon know the words by heart." They would learn each other's anthems and become united.
Now, Mandela talks about his feelings on that day. "On the day of the inauguration, I was overwhelmed with a sense of history." He felt deeply emotional, thinking about all the events that had led to this moment.
"In the first decade of the twentieth century, a few years after the bitter Anglo-Boer war and before my own birth, the white-skinned peoples of South Africa patched up their differences and erected a system of racial domination against the dark-skinned peoples of their own land." The Anglo-Boer war was a war fought between British settlers and Dutch settlers in South Africa at the beginning of the 1900s. After this war, the white people united against the black people and created the system of apartheid.
"The structure they created formed the basis of one of the harshest, most inhumane, societies the world has ever known." This is a very strong statement. Mandela is saying that the system of apartheid created one of the most cruel and inhuman societies in history.
"Now, in the last decade of the twentieth century, and my own eighth decade as a man, that system had been overturned forever and replaced by one that recognised the rights and freedoms of all peoples, regardless of the colour of their skin." This is the contrast: from the first decade of the 1900s, when apartheid began, to the last decade of the 1900s, when it was ended. Mandela was in his eighties at this time.
"That day had come about through the unimaginable sacrifices of thousands of my people, people whose suffering and courage can never be counted or repaid." Mandela acknowledges that this victory was not his alone, but the result of the sacrifices of many, many people.
"I felt that day, as I have on so many other days, that I was simply the sum of all those African patriots who had gone before me." This is such a humble statement. Mandela does not take credit for himself but sees himself as part of a long line of freedom fighters. "That long and noble line ended and now began again with me." The line of freedom fighters had been broken by apartheid, and now it was continuing through Mandela.
"I was pained that I was not able to thank them and that they were not able to see what their sacrifices had wrought." Mandela was sad that he could not thank those who had sacrificed their lives, and that they could not see the result of their sacrifices. The word "wrought" is an old-fashioned word meaning "achieved" or "brought about."
Now, Mandela talks about the effects of apartheid. "The policy of apartheid created a deep and lasting wound in my country and my people. All of us will spend many years, if not generations, recovering from that profound hurt." The wound of apartheid would take a very long time to heal.
"But the decades of oppression and brutality had another, unintended, effect, and that was that it produced the Oliver Tambos, the Walter Sisulus, the Chief Luthulis, the Yusuf Dadoos, the Bram Fischers, the Robert Sobukwes of our time — men of such extraordinary courage, wisdom and generosity that their like may never be known again." Here, students, we need to understand something important about the use of "the" with proper nouns. When we say "the Oliver Tambos," we are not just talking about Oliver Tambo himself, but about many other men like him, other freedom fighters who showed the same courage and wisdom. This is a way of referring to a type of person. We will practice this in the language exercises later.
"Perhaps it requires such depths of oppression to create such heights of character." This is a profound observation. Sometimes, it takes great suffering to produce great people. The more severe the oppression, the greater the heroes who rise to fight it.
"My country is rich in the minerals and gems that lie beneath its soil, but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds." What a beautiful way to describe his people! Mandela says that while South Africa has many valuable minerals, its most valuable treasure is its people.
Now, Mandela talks about what he learned from his comrades. "It is from these comrades in the struggle that I learned the meaning of courage. Time and again, I have seen men and women risk and give their lives for an idea."
"I have seen men stand up to attacks and torture without breaking, showing a strength and resilience that defies the imagination." The word "resilience" means the ability to deal with any kind of hardship and recover from its effects. These people showed resilience that was almost impossible to imagine.
"I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear." This is one of the most famous quotes from Mandela. Courage is not about not being afraid. It is about being afraid and still doing what is right.
Now, let us look at some important ideas in this section. "No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite." This is such an important message. Hatred is not natural; it is learned. And if it is learned, it can be unlearned. Love is more natural to humans than hate.
"Even in the grimmest times in prison, when my comrades and I were pushed to our limits, I would see a glimmer of humanity in one of the guards, perhaps just for a second, but it was enough to reassure me and keep me going." "Pushed to our limits" means pushed to the last point of what they could bear. Even in those terrible times, Mandela saw small acts of kindness, which gave him hope. "Man's goodness is a flame that can be hidden but never extinguished." Goodness may be suppressed, but it can never be completely destroyed.
Now, students, let me ask you the Oral Comprehension Check questions for this section.
First question: What do the military generals do? How has their attitude changed, and why? The military generals saluted Mandela and pledged their loyalty to the new democratic government. Their attitude changed because South Africa had become a democracy, and they were now serving a government that was elected by all the people, regardless of race. Before, they would have arrested Mandela, but now they were pledging their support to him.
Second question: Why were two national anthems sung? Two national anthems were sung because South Africa wanted to honor both the black and white communities. Whites sang the black anthem "Nkosi Sikelela iAfrika" and blacks sang the old white anthem "Die Stem." This was a symbol of unity and reconciliation between the two communities.
Third question: How does Mandela describe the systems of government in his country (i) in the first decade, and (ii) in the final decade, of the twentieth century? In the first decade of the twentieth century, the white-skinned peoples of South Africa erected a system of racial domination against the dark-skinned peoples. This was one of the harshest, most inhumane societies the world has ever known. In the final decade of the twentieth century, that system had been overturned forever and replaced by one that recognized the rights and freedoms of all peoples, regardless of the color of their skin.
Fourth question: What does courage mean to Mandela? To Mandela, courage is not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.
Fifth question: Which does he think is natural, to love or to hate? Mandela thinks that love is more natural to the human heart than hate. He says that no one is born hating; people must learn to hate. And if they can learn to hate, they can be taught to love.
Now, students, we are going to read the next section of the chapter. This is a very personal section where Mandela talks about his own life and his understanding of freedom.
"In life, every man has twin obligations — obligations to his family, to his parents, to his wife and children; and he has an obligation to his people, his community, his country." By "twin obligations," Mandela means two main responsibilities or duties. Every person has a duty to their family and also a duty to their larger community or country.
"In a civil and humane society, each man is able to fulfil those obligations according to his own inclinations and abilities." In a good society, people can balance both their family responsibilities and their responsibilities to the community. The word "inclinations" means natural tendencies or desires.
"But in a country like South Africa, it was almost impossible for a man of my birth and colour to fulfil both of those obligations." In apartheid South Africa, a black person could not live a normal life and also fight for his people.
"In South Africa, a man of colour who attempted to live as a human being was punished and isolated." Black people were treated very badly if they tried to live with dignity.
"In South Africa, a man who tried to fulfil his duty to his people was inevitably ripped from his family and his home and was forced to live a life apart, a twilight existence of secrecy and rebellion." The word "inevitably" means unavoidably. If a black person tried to fight for freedom, they would be separated from their family and live a secret, rebellious life. "Twilight existence" means a life lived in shadow, like the fading light between sunset and darkness.
"I did not in the beginning choose to place my people above my family, but in attempting to serve my people, I found that I was prevented from fulfilling my obligations as a son, a brother, a father and a husband." Mandela did not initially choose to put his people above his family. But when he tried to serve his people, he found that he could not be a good son, brother, father, or husband because of the apartheid laws.
Now, Mandela talks about his childhood. "I was not born with a hunger to be free. I was born free — free in every way that I could know." As a child, Mandela felt free. He did not feel the need to fight for freedom because he did not know he was not free.
"Free to run in the fields near my mother's hut, free to swim in the clear stream that ran through my village, free to roast mealies under the stars and ride the broad backs of slow-moving bulls." Mealies are corn cobs. Mandela describes his happy childhood in the village, running, swimming, eating corn, and riding bulls.
"As long as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man or God." As long as he followed the traditions of his family and tribe, he lived a peaceful life.
"It was only when I began to learn that my boyhood freedom was an illusion, when I discovered as a young man that my freedom had already been taken from me, that I began to hunger for it." The word "illusion" means something that appears to be real but is not. Mandela thought he was free as a child, but then he realized that in reality, black people were not free at all. That is when he started wanting freedom.
"At first, as a student, I wanted freedom only for myself, the transitory freedoms of being able to stay out at night, read what I pleased and go where I chose." The word "transitory" means not permanent. As a student, Mandela wanted small, temporary freedoms, like staying out late, reading what he wanted, and going wherever he pleased.
"Later, as a young man in Johannesburg, I yearned for the basic and honourable freedoms of achieving my potential, of earning my keep, of marrying and having a family — the freedom not to be obstructed in a lawful life." As he grew older, he wanted more serious freedoms: the freedom to fulfill his potential, to earn a living, to marry and have a family, and to live a normal, lawful life without being stopped.
"But then I slowly saw that not only was I not free, but my brothers and sisters were not free. I saw that it was not just my freedom that was curtailed, but the freedom of everyone who looked like I did." The word "curtailed" means reduced or limited. Mandela realized that the lack of freedom was not just his problem; it was the problem of all black South Africans.
"That is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people." When Mandela joined the ANC, his personal desire for freedom became a larger desire for the freedom of all his people.
"It was this desire for the freedom of my people to live their lives with dignity and self-respect that animated my life, that transformed a frightened young man into a bold one, that drove a law-abiding attorney to become a criminal, that turned a family-loving husband into a man without a home, that forced a life-loving man to live like a monk." Mandela describes how his desire for his people's freedom completely changed his life. He went from being a lawyer to being considered a criminal, from having a family to being without a home, from living a normal life to living like a monk.
"I am no more virtuous or self-sacrificing than the next man, but I found that I could not even enjoy the poor and limited freedoms I was allowed when I knew my people were not free." Mandela is being humble here. He says he is not more noble than anyone else. But he found that he could not enjoy his own small freedoms when he knew that his people were suffering.
"Freedom is indivisible; the chains on anyone of my people were the chains on all of them, the chains on all of my people were the chains on me." This is a very powerful statement. Freedom cannot be divided. If one person is not free, then no one is truly free. The suffering of one is the suffering of all.
Now, Mandela talks about the oppressor and the oppressed. "I knew that the oppressor must be liberated just as surely as the oppressed." This is an important insight. Mandela believed that even the white oppressors needed to be freed from their hatred and prejudice. They were also prisoners of their own hatred.
"A man who takes away another man's freedom is a prisoner of hatred; he is locked behind the bars of prejudice and narrow-mindedness." The oppressor is not truly free because they are trapped by their own hatred and prejudice.
"I am not truly free if I am taking away someone else's freedom, just as surely as I am not free when my freedom is taken from me." This is a beautiful explanation of true freedom. You cannot be truly free if you are denying freedom to others.
"The oppressed and the oppressor alike are robbed of their humanity." Both the oppressed and the oppressor lose their humanity because of the system of oppression.
Now, let me ask you the Oral Comprehension Check questions for this section.
First question: What "twin obligations" does Mandela mention? Mandela mentions the obligations to his family, including his parents, wife, and children, and the obligations to his people, his community, and his country.
Second question: What did being free mean to Mandela as a boy, and as a student? How does he contrast these "transitory freedoms" with "the basic and honourable freedoms"? As a boy, being free meant running in the fields, swimming in the stream, roasting mealies, and riding bulls. As a student, he wanted transitory freedoms like staying out at night, reading what he pleased, and going where he chose. Later, he wanted basic and honorable freedoms like achieving his potential, earning his keep, marrying and having a family, and living a lawful life without obstruction. The transitory freedoms are small, temporary pleasures, while the basic and honorable freedoms are the fundamental rights that every human being deserves.
Third question: Does Mandela think the oppressor is free? Why/Why not? No, Mandela does not think the oppressor is free. He says that a man who takes away another man's freedom is a prisoner of hatred and is locked behind the bars of prejudice and narrow-mindedness. The oppressor is also robbed of their humanity.
Now, students, let us move on to the "Thinking about the Text" section. These are discussion questions that will help you understand the chapter better.
First question: Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of? Such a large number of international leaders attended because this was a historic moment not just for South Africa, but for the whole world. It signified the triumph of democracy over dictatorship, of justice over oppression, of peace over violence, and of human dignity over racial discrimination.
Second question: What does Mandela mean when he says he is "simply the sum of all those African patriots" who had gone before him? Mandela means that he is not special or different from those who fought before him. He sees himself as part of a long tradition of freedom fighters. He is just one link in the chain of patriots who fought for the freedom of South Africa.
Third question: Would you agree that the "depths of oppression" create "heights of character"? How does Mandela illustrate this? Can you add your own examples to this argument? Yes, this is a profound truth. When people face severe oppression, they often develop extraordinary courage, wisdom, and character. Mandela illustrates this by mentioning the names of great freedom fighters like Oliver Tambo, Walter Sisulu, and others who showed incredible courage during apartheid. As for examples, we can think of Mahatma Gandhi, who developed his philosophy of non-violence while fighting for India's freedom. Or we can think of Martin Luther King Jr., who showed extraordinary courage in the fight against racial discrimination in America. Even in our own lives, we can see that facing challenges helps us grow as people.
Fourth question: How did Mandela's understanding of freedom change with age and experience? As a boy, Mandela thought he was free because he did not know about the restrictions placed on black people. As a student, he wanted small, personal freedoms. As a young man in Johannesburg, he wanted basic human freedoms like earning a living and having a family. Later, he realized that his personal freedom was tied to the freedom of his entire people. He understood that freedom is indivisible.
Fifth question: How did Mandela's 'hunger for freedom' change his life? Mandela's hunger for freedom transformed him from a frightened young man into a bold one. It turned a law-abiding attorney into someone who broke the law to fight injustice. It turned a family-loving husband into a man without a home. It forced a life-loving man to live like a monk. But it also gave his life meaning and purpose.
Now, students, we come to the "Thinking about the Language" section. This has several exercises to help you understand the language better.
Exercise I: There are nouns in the text which are formed from the corresponding verbs by suffixing -(at)ion or -ment. There may be a change in the spelling of some verb-noun pairs. Let me list all such pairs from the text.
From the text, we have: - rebellion (noun) from rebel (verb) - constitution (noun) from constitute (verb) - formation (noun) from form (verb) - government (noun) from govern (verb) - liberation (noun) from liberate (verb) - emancipation (noun) from emancipate (verb) - discrimination (noun) from discriminate (verb) - oppression (noun) from oppress (verb) - transformation (noun) from transform (verb)
Now, let me give you the table format:
The noun "rebellion" comes from the verb "rebel." The noun "constitution" comes from the verb "constitute." The noun "formation" comes from the verb "form." The noun "government" comes from the verb "govern." The noun "liberation" comes from the verb "liberate." The noun "emancipation" comes from the verb "emancipate." The noun "discrimination" comes from the verb "discriminate." The noun "oppression" comes from the verb "oppress." The noun "transformation" comes from the verb "transform."
Now, let us do the second part of this exercise. We need to fill in the blanks with the noun forms of the verbs in brackets.
The paragraph is: "Martin Luther King's ________ (contribute) to our history as an outstanding leader began when he came to the ________ (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean ________ (subjugate) and ________ (humiliate) by the police and the legal system. Beatings, ________ (imprison) and sometimes death awaited those who defied the System. Martin Luther King's tactics of protest involved non-violent ________ (resist) to racial injustice."
Let me fill in the blanks:
"Martin Luther King's contribution to our history as an outstanding leader began when he came to the assistance of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean subjugation and humiliation by the police and the legal system. Beatings, imprisonment and sometimes death awaited those who defied the System. Martin Luther King's tactics of protest involved non-violent resistance to racial injustice."
Now, let us look at Exercise II: Using the Definite Article with Names.
We have already discussed this in the chapter. When we use "the" with proper nouns or put them in the plural, it means we are talking about many other people like that person, not just that individual. Let me explain the examples given:
1. "Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties." This means Mr Singh invites people like Amitabh Bachchan and Shah Rukh Khan, that is, famous Bollywood stars, to his parties.
2. "Many people think that Madhuri Dixit is the Madhubala of our times." This means that Madhuri Dixit is like Madhubala, that she is the greatest actress of her time, just as Madhubala was considered the greatest actress of her time.
3. "History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well." This means that history is not only about great conquerors like Alexander, Napoleon, and Hitler, but also about common people.
Now, let us do Exercise III: Idiomatic Expressions.
We need to match the italicised phrases in Column A with the phrase nearest in meaning in Column B.
1. "I was not unmindful of the fact" — This means "had not forgotten; was aware of the fact." So the answer is (i).
2. "when my comrades and I were pushed to our limits" — This means "felt that we could not endure the suffering any longer." So the answer is (iii).
3. "to reassure me and keep me going" — This means "help me continue to live in hope in this very difficult situation." So the answer is (ii).
4. "the basic and honourable freedoms of...earning my keep" — This means "earning enough money to live on." So the answer is (i).
Now, students, we come to the Speaking activity. In groups, you need to discuss the issues suggested in the box below, and then prepare a speech of about two minutes on the following topic: "True liberty is freedom from poverty, deprivation and all forms of discrimination."
The issues to discuss include: causes of poverty and means of overcoming it, discrimination based on gender, religion, class, etc., and constitutionally guaranteed human rights.
For your speech, you could talk about how poverty is a major barrier to freedom. When people are poor, they cannot make choices about their lives. They may have to work in bad conditions or send their children to work instead of school. We need to overcome poverty through education, employment opportunities, and social welfare schemes.
You could also talk about discrimination. In our country, there is discrimination based on caste, gender, religion, and economic status. We need to fight all forms of discrimination to achieve true liberty.
Finally, you could talk about the rights guaranteed by our Constitution, like the right to equality, the right to freedom, and the right against exploitation. These rights help us achieve true liberty.
Now, let us look at the Writing exercises.
Exercise I: Looking at Contrasts.
We need to use the given phrases to complete the sentences.
The phrases are: (i) they can be taught to love, (ii) I was born free, (iii) but the triumph over it, (iv) but he who conquers that fear, (v) to create such heights of character.
Let me complete the sentences:
1. "It requires such depths of oppression _______________________" — The correct answer is: "It requires such depths of oppression to create such heights of character."
2. "Courage was not the absence of fear _______________________" — The correct answer is: "Courage was not the absence of fear but the triumph over it."
3. "The brave man is not he who does not feel afraid _______________________" — The correct answer is: "The brave man is not he who does not feel afraid but he who conquers that fear."
4. "If people can learn to hate _______________________" — The correct answer is: "If people can learn to hate they can be taught to love."
5. "I was not born with a hunger to be free. _______________________" — The correct answer is: "I was not born with a hunger to be free. I was born free."
Now, Exercise II: This text repeatedly contrasts the past with the present or the future. We need to find the second part of the contrast and identify the words that signal the contrast.
1. "For decades the Union Buildings had been the seat of white supremacy, and now..." — The second part is: "and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa's first democratic, non-racial government." The word that signals the contrast is "and now."
2. "Only moments before, the highest generals of the South African defence force and police ... saluted me and pledged their loyalty. ... not so many years before they would not have saluted __________" — The second part is: "not so many years before they would not have saluted but arrested me." The word that signals the contrast is "but."
3. "Although that day neither group knew the lyrics of the anthem ..., they would soon __________" — The second part is: "they would soon know the words by heart." The word that signals the contrast is "although" and "but" or "would soon."
4. "My country is rich in the minerals and gems that lie beneath its soil, __________" — The second part is: "but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds." The word that signals the contrast is "but."
5. "The Air Show was not only a display of pinpoint precision and military force, but __________" — The second part is: "but a demonstration of the military's loyalty to democracy." The word that signals the contrast is "but."
6. "It was this desire for the freedom of my people ... that transformed __________ into a bold one, that drove __________ to become a criminal, that turned __________ into a man without a home." — The second parts are: "that transformed a frightened young man into a bold one, that drove a law-abiding attorney to become a criminal, that turned a family-loving husband into a man without a home."
Now, Exercise III: Expressing Your Opinion.
You need to write a paragraph about whether there is colour prejudice in our own country. You have the option of making your paragraph humorous by using the verse given below.
The verse is: "When you were born you were pink / When you grew up you became white / When you are in the sun you are red / When you are sick you are yellow / When you are angry you are purple / When you are shocked you are grey / And you have the cheek to call me 'coloured'."
This verse is humorous because it points out the absurdity of judging people by color. No matter what color we turn due to different conditions, we are all the same human beings.
For your paragraph, you could talk about how color prejudice exists in our country in various forms, such as discrimination based on skin color, caste, or religion. You could also talk about how we need to overcome these prejudices to build a truly equal society.
Now, students, we have completed the first part of the chapter, which is the prose extract from Nelson Mandela's autobiography. Now, let us move on to the poem "A Tiger in the Zoo" by Leslie Norris.
This poem contrasts a tiger in the zoo with the tiger in its natural habitat. The poem moves from the zoo to the jungle, and back again to the zoo. Let me read the poem to you:
"He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage.
He should be lurking in shadow, Sliding through long grass Near the water hole Where plump deer pass.
He should be snarling around houses At the jungle's edge, Baring his white fangs, his claws, Terrorising the village!
But he's locked in a concrete cell, His strength behind bars, Stalking the length of his cage, Ignoring visitors.
He hears the last voice at night, The patrolling cars, And stares with his brilliant eyes At the brilliant stars."
Now, let me explain the poem. The first stanza describes the tiger in the zoo. He walks in his cage, which has only a few steps. He moves quietly on his soft paws, but inside he is quietly angry. The word "vivid stripes" refers to the tiger's beautiful stripes. "Pads of velvet quiet" describes his soft, quiet paws.
The second and third stanzas describe where the tiger should be. He should be hiding in the shadows, sliding through long grass near a water hole where deer come to drink. He should be growling near villages at the edge of the jungle, showing his teeth and claws and frightening the villagers. This is the tiger in his natural habitat, free and dangerous.
The fourth stanza brings us back to the reality of the zoo. The tiger is locked in a concrete cell. His strength is behind bars. He walks the length of his cage, ignoring the visitors who come to see him. He is no longer the fearsome hunter; he is just a display.
The last stanza describes the tiger at night. He hears the last voice at night, which could be the voice of a guard or the sound of the patrolling cars. Then he looks up at the stars with his brilliant eyes. The stars are described as "brilliant" just like his eyes. This is a poignant image — the tiger, once the king of the jungle, now confined to a cage, finding some comfort in looking at the stars.
Now, let me ask you the "Thinking about the Poem" questions.
First question: Read the poem again, and work in pairs or groups to do the following tasks.
(i) Find the words that describe the movements and actions of the tiger in the cage and in the wild. Arrange them in two columns.
For the tiger in the cage: stalks, quiet, ignoring, stares. For the tiger in the wild: lurking, sliding, snarling, baring, terrorising.
(ii) Find the words that describe the two places, and arrange them in two columns.
For the cage: concrete cell, behind bars, length of his cage. For the wild: shadow, long grass, water hole, jungle's edge, village.
The poet uses words and images to contrast the two situations. In the cage, the tiger is confined and passive. In the wild, he is free and active. The contrast is between confinement and freedom, between a king and a prisoner.
Second question: Notice the use of a word repeated in lines such as these:
(i) "On pads of velvet quiet, / In his quiet rage."
(ii) "And stares with his brilliant eyes / At the brilliant stars."
What do you think is the effect of this repetition? The repetition of words like "quiet" and "brilliant" creates a musical effect and emphasizes the qualities being described. "Quiet rage" shows that the tiger's anger is not openly displayed but is present inside him. "Brilliant eyes" and "brilliant stars" create a connection between the tiger and the stars, suggesting that the tiger still has a spark of his wild nature, even in captivity.
Third question: Notice there are two other poems about animals in captivity — "The Tiger" by Peter Niblett and "The Panther" by Rainer Maria Rilke. Then discuss: Are zoos necessary for the protection or conservation of some species of animals? Are they useful for educating the public? Are there alternatives to zoos?
This is a discussion question. Some points you could make are:
- Zoos can help protect endangered species by providing a safe environment for breeding. - Zoos educate the public about wildlife and conservation. - However, animals in zoos often suffer from confinement and cannot live natural lives. - Alternatives to zoos include wildlife sanctuaries, national parks, and nature reserves where animals can live more freely. - We can also learn about animals through documentaries and educational programs without keeping them in captivity.
Fourth question: Take a point of view for or against zoos, or even consider both points of view and write a couple of paragraphs or speak about this topic for a couple of minutes in class.
You could write paragraphs supporting zoos, arguing that they help conservation and education, or you could write paragraphs opposing zoos, arguing that it is cruel to keep animals in captivity. You could also present both sides of the argument.
Now, students, there is also a poem called "The Greater Cats" by Victoria Sackville-West at the end. Let me read it to you:
"The greater cats with golden eyes Stare out between the bars. Deserts are there, and different skies, And night with different stars."
This short poem also talks about cats in captivity, looking out through bars, dreaming of the deserts and different skies and stars of their natural habitat.
Now, students, we have completed the entire chapter. Let me give you a summary of everything we have learned.
In this chapter, we learned about Nelson Mandela and his long struggle against apartheid in South Africa. We read about his inauguration as the first black President of South Africa in 1994. We learned about the meaning of apartheid and how it oppressed black South Africans for decades. We studied Mandela's speech at his inauguration, where he promised to build a society free from oppression and discrimination.
We also learned about Mandela's personal journey — from his happy childhood in the village, to his awakening to the injustice of apartheid, to his decision to fight for the freedom of his people. We understood his ideas about courage, freedom, and humanity. We learned that no one is born hating; hatred is learned, and so can be unlearned. We learned that love is more natural to the human heart than hate.
We did language exercises on noun formation from verbs, the use of "the" with proper nouns, and idiomatic expressions. We practiced contrasting sentences and completed writing exercises on balance and contrast in Mandela's writing.
Then we studied the poem "A Tiger in the Zoo" by Leslie Norris. We learned about the contrast between a tiger in the zoo and a tiger in the wild. We discussed the use of repetition in the poem and debated whether zoos are necessary or ethical.
This chapter has taught us important lessons about freedom, courage, justice, and compassion. Mandela's life shows us that one person can make a difference, and that even the deepest wounds can heal through reconciliation and forgiveness. The poem reminds us of the beauty and dignity of wild animals, and makes us think about our relationship with nature.
Thank you for listening to this lesson. I hope you have understood everything clearly. Remember to read the chapter again and practice answering the questions on your own. Until next time, goodbye and keep learning!