My Childhood

My dear students, welcome to today's English lesson. I am so happy to see you all here, ready to learn something new and inspiring. Today, we are going to study a chapter that is very close to my heart — Chapter 6 titled "My Childhood" from your Beehive textbook. This chapter is an extract from the autobiography "Wings of Fire" written by Dr. A.P.J. Abdul Kalam, who later became the eleventh President of India. Before we begin, let me tell you a little bit about him. Dr. Kalam was born in Rameswaram, a small island town in Tamil Nadu, and he went on to become one of India's most respected scientists, working in space research, defense technology, and nuclear energy. He was also known as the "Missile Man of India." But today, we are not going to read about his achievements as a scientist or as a President. Today, we are going to travel back in time and read about his childhood — about the place he was born, his family, his friends, and the experiences that shaped him into the great man he became. So students, let's begin our journey to Rameswaram in the 1930s and 1940s.

The chapter begins with the author telling us about his birth and family background. Dr. Kalam tells us that he was born into a middle-class Tamil family in the island town of Rameswaram, which was part of the erstwhile Madras State at that time. Now, students, you might be wondering what "erstwhile" means. It simply means "former" or "old." So the author is saying that Rameswaram was part of the former Madras State, which is now known as Tamil Nadu. His father's name was Jainulabdeen. The author tells us that his father had neither much formal education nor much wealth — two things that most people in those days thought were necessary for success. But despite these disadvantages, the father possessed great innate wisdom and a true generosity of spirit. The word "innate" means inborn or natural, something that you are born with. So the author's father was not formally educated, but he had natural wisdom and was very generous. The author also tells us that his father had an ideal helpmate in his mother, Ashiamma. A helpmate is someone who helps and supports you, like a partner. The author says he does not recall the exact number of people she fed every day, but he is quite certain that far more outsiders ate with their family than all the members of their own family put together. This tells us that the author's mother was extremely generous and kind-hearted, always feeding anyone who came to their door.

Now, students, let us move to the next paragraph. The author says he was one of many children — a short boy with rather undistinguished looks, born to tall and handsome parents. The word "undistinguished" means ordinary, not standing out in any way. So the author is saying that he was a short, ordinary-looking boy, while his parents were tall and handsome. They lived in their ancestral house, which was built in the middle of the nineteenth century, around the 1850s. It was a fairly large pucca house, made of limestone and brick, on the Mosque Street in Rameswaram. "Pucca" means solid or permanent, as opposed to temporary structures. The author's father was austere, which means simple, strict, and severe in his lifestyle. He used to avoid all inessential comforts and luxuries. However, all necessities were provided for — in terms of food, medicine, and clothes. The author says that he would call his childhood very secure, both materially and emotionally. He had everything he needed, and he felt loved and protected.

Now, students, let us talk about an important event that happened when the author was eight years old — the Second World War. The Second World War broke out in 1939. The author says that for reasons he has never been able to understand, a sudden demand for tamarind seeds erupted in the market. The word "erupt" usually means to explode or burst out violently, like a volcano. Here, it is used metaphorically to describe a sudden, unexpected increase in demand. The author used to collect tamarind seeds and sell them to a provision shop on Mosque Street. A day's collection would fetch him the princely sum of one anna. Now, students, you might wonder what "princely sum" means. It sounds like a lot of money, but actually, it is being used ironically here. One anna was a very small amount — worth about six paise. The word "princely" is being used sarcastically, to show that even though it was a small amount, it felt like a fortune to the young Kalam. His brother-in-law Jallaluddin would tell him stories about the War, which he would later attempt to trace in the headlines in Dinamani. "Dinamani" is the name of a newspaper — it is a Tamil newspaper. The author used to read the newspaper to find out more about the War. Our area, being isolated, was completely unaffected by the War at first. But soon India was forced to join the Allied Forces — the armies of UK, USA, and Russia during the Second World War — and something like a state of emergency was declared.

The first casualty came in the form of the suspension of the train halt at Rameswaram station. The word "casualty" here means a victim or something that is lost or affected negatively. The trains stopped at Rameswaram station, which meant that newspapers could no longer be delivered normally. The newspapers now had to be bundled and thrown out from the moving train on the Rameswaram Road between Rameswaram and Dhanuskodi. That forced the author's cousin Samsuddin, who distributed newspapers in Rameswaram, to look for a helping hand to catch the bundles. And naturally, the young Kalam filled the slot. Samsuddin helped him earn his first wages. Half a century later — that is, fifty years later — the author says he can still feel the surge of pride in earning his own money for the first time. The word "surge" means a sudden increase or feeling. Here, it refers to the feeling of pride and joy that surged through him when he earned his own money for the first time.

Now, students, let us read about the author's family and friends. Every child is born with some inherited characteristics into a specific socio-economic and emotional environment, and trained in certain ways by figures of authority. The author inherited honesty and self-discipline from his father, and from his mother, he inherited faith in goodness and deep kindness. His three brothers and sister also inherited these qualities. He had three close friends in his childhood — Ramanadha Sastry, Aravindan, and Sivaprakasan. All these boys were from orthodox Hindu Brahmin families. As children, none of them ever felt any difference amongst themselves because of their religious differences and upbringing. In fact, Ramanadha Sastry was the son of Pakshi Lakshmana Sastry, the high priest of the Rameswaram temple. Later, he took over the priesthood of the Rameswaram temple from his father. Aravindan went into the business of arranging transport for visiting pilgrims, and Sivaprakasan became a catering contractor for the Southern Railways. So you see, these friends came from different religious backgrounds, but as children, they did not see these differences. They were just friends.

During the annual Shri Sita Rama Kalyanam ceremony, the author's family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site, which was situated in the middle of the pond called Rama Tirtha, which was near their house. Events from the Ramayana and from the life of the Prophet were the bedtime stories the author's mother and grandmother would tell the children in their family. This is very interesting, students. The author's family was Muslim, but they told their children stories from the Ramayana, which is a Hindu scripture, as well as stories from the life of the Prophet, which are Islamic. This shows that the family was open-minded and respected all religions.

Now, students, we come to a very important incident in the author's childhood. One day, when he was in the fifth standard at the Rameswaram Elementary School, a new teacher came to their class. The author used to wear a cap which marked him as a Muslim, and he always sat in the front row next to Ramanadha Sastry, who wore the sacred thread. The sacred thread is worn by Brahmin boys during religious ceremonies. The new teacher could not stomach a Hindu priest's son sitting with a Muslim boy. The phrase "could not stomach" means could not tolerate or accept. In accordance with the teacher's social ranking as he saw it, the author was asked to go and sit on the back bench. The author felt very sad, and so did Ramanadha Sastry. He looked utterly downcast — which means sad or depressed — as the author shifted to his seat in the last row. The image of him weeping when the author shifted to the last row left a lasting impression on the author.

After school, they went home and told their respective parents about the incident. Lakshmana Sastry summoned the teacher, and in their presence, told the teacher that he should not spread the poison of social inequality and communal intolerance in the minds of innocent children. He bluntly asked the teacher to either apologize or quit the school and the island. Not only did the teacher regret his behaviour, but the strong sense of conviction — which means a strong opinion or belief — that Lakshmana Sastry conveyed ultimately reformed this young teacher. This is a very powerful incident, students. It shows us that one person's courage and conviction can change someone else's mindset. Lakshmana Sastry stood up against injustice and made sure that the teacher understood the wrongness of his actions.

Now, the author tells us that on the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups. However, his science teacher Sivasubramania Iyer, though an orthodox Brahmin with a very conservative wife, was something of a rebel. He did his best to break social barriers so that people from varying backgrounds could mingle easily. He used to spend hours with the author and would say, "Kalam, I want you to develop so that you are on par with the highly educated people of the big cities."

One day, he invited the author to his home for a meal. His wife was horrified at the idea of a Muslim boy being invited to dine in her ritually pure kitchen. She refused to serve him in her kitchen. Sivasubramania Iyer was not perturbed — which means not worried or upset — nor did he get angry with his wife. Instead, he served the author with his own hands and sat down beside him to eat his meal. His wife watched them from behind the kitchen door. The author wondered whether she had observed any difference in the way he ate rice, drank water, or cleaned the floor after the meal. When he was leaving the teacher's house, Sivasubramania Iyer invited him to join him for dinner again the next weekend. Observing his hesitation, the teacher told him not to get upset, saying, "Once you decide to change the system, such problems have to be confronted." When the author visited his house the next week, Sivasubramania Iyer's wife took him inside her kitchen and served him food with her own hands. This is another beautiful example of how people can change their attitudes when they get to know someone better.

Then the Second World War was over, and India's freedom was imminent. "Indians will build their own India," declared Gandhiji. The whole country was filled with unprecedented optimism. The author asked his father for permission to leave Rameswaram and study at the district headquarters in Ramanathapuram.

His father told him, as if thinking aloud, "Abul! I know you have to go away to grow. Does the seagull not fly across the sun, alone and without a nest?" He quoted Khalil Gibran to the author's hesitant mother, "Your children are not your children. They are the sons and daughters of Life's longing for itself. They come through you but not from you. You may give them your love but not your thoughts. For they have their own thoughts." This is a beautiful quote, students. It means that children are not owned by their parents; they are their own individuals with their own thoughts and dreams. Parents should love them but not try to control their thoughts or decisions.

Now, students, we have finished reading the chapter. Let me now guide you through all the exercises and questions in this chapter. We will go step by step, and I will explain each answer thoroughly.

First, let us do the Activity given in the "Before You Read" section and also after the text. The activity says: Find Dhanuskodi and Rameswaram on the map. What language(s) do you think are spoken there? What languages do you think the author, his family, his friends, and his teachers spoke with one another?

Now, students, Rameswaram and Dhanuskodi are both located in the southern part of India, in the state of Tamil Nadu. Rameswaram is an island town located in the Ramanathapuram district of Tamil Nadu. It is famous for the Ramanathaswamy Temple, which is one of the twelve Jyotirlinga temples in India. Dhanuskodi is a small town at the tip of Rameswaram island, where you can see the confluence of the Bay of Bengal and the Indian Ocean. The primary language spoken in this region is Tamil. However, since this is a coastal area with a lot of religious significance, people also speak languages like Malayalam and Telugu, but Tamil is the dominant language. The author, his family, his friends, and his teachers would have primarily spoken Tamil in their daily lives. The author mentions that he used to read Dinamani, which is a Tamil newspaper. So we can conclude that Tamil was the main language spoken in Rameswaram at that time. However, since this was during the British colonial period, English was also used in schools and for official purposes. So the author might have learned English at school, but at home and with friends, he would have spoken Tamil.

Now, let us move to the "Thinking about the Text" section. There are three sets of questions here.

Set I: Answer these questions in one or two sentences each.

Question 1: Where was Abdul Kalam's house?

Students, the author's house was in Rameswaram, in the erstwhile Madras State, which is now Tamil Nadu. Specifically, it was on Mosque Street, in an ancestral house that was built in the middle of the nineteenth century. It was a fairly large pucca house made of limestone and brick.

Question 2: What do you think Dinamani is the name of? Give a reason for your answer.

Dinamani is the name of a newspaper. The author mentions that he used to read Dinamani to trace the news about the War in the headlines. The word "Dinamani" sounds like a Tamil word, and it is indeed the name of a popular Tamil newspaper. The suffix "-mani" in Tamil often means "gem" or "jewel," so Dinamani could mean "the gem of the day" or something similar. Also, the author says he used to look for news about the War in the "headlines" of Dinamani, which confirms that it is a newspaper.

Question 3: Who were Abdul Kalam's school friends? What did they later become?

The author's school friends were Ramanadha Sastry, Aravindan, and Sivaprakasan. Ramanadha Sastry was the son of Pakshi Lakshmana Sastry, the high priest of the Rameswaram temple. Later, he took over the priesthood of the Rameswaram temple from his father. Aravindan went into the business of arranging transport for visiting pilgrims, and Sivaprakasan became a catering contractor for the Southern Railways.

Question 4: How did Abdul Kalam earn his first wages?

The author earned his first wages by helping his cousin Samsuddin catch bundles of newspapers that were thrown from a moving train. During the Second World War, the train stopped at Rameswaram station was suspended, so newspapers had to be thrown from the moving train. The author helped catch these bundles and earned money for this work.

Question 5: Had he earned any money before that? In what way?

Yes, he had earned some money before that. Before helping with the newspapers, he used to collect tamarind seeds from the market and sell them to a provision shop on Mosque Street. A day's collection would fetch him one anna. So he did earn some money by selling tamarind seeds, but the money from catching newspaper bundles was his first "wages" — regular payment for work done.

Now, let us move to Set II: Answer each of these questions in a short paragraph (about 30 words).

Question 1: How does the author describe: (i) his father, (ii) his mother, (iii) himself?

Let me answer each part separately.

(i) His father: The author describes his father as having neither much formal education nor much wealth, but possessing great innate wisdom and a true generosity of spirit. He was austere and avoided all inessential comforts and luxuries, but provided all necessities for the family.

(ii) His mother: The author describes his mother as Ashiamma, who was an ideal helpmate to his father. She was extremely generous and kind-hearted, feeding far more outsiders than the members of their own family. She had faith in goodness and deep kindness.

(iii) Himself: The author describes himself as a short boy with rather undistinguished looks, born to tall and handsome parents. He was one of many children and had a very secure childhood, both materially and emotionally.

Question 2: What characteristics does he say he inherited from his parents?

The author says he inherited honesty and self-discipline from his father, and from his mother, he inherited faith in goodness and deep kindness. His three brothers and sister also inherited these same characteristics. So we can see that the author believed that many of his good qualities came from his parents.

Now, let us move to Set III: Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.

Question 1: "On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups," says the author.

(i) Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)?

The author mentions several social groups in this chapter. The most important division was between Hindus and Muslims. The author was a Muslim, while his close friend Ramanadha Sastry was a Hindu Brahmin. The author wore a cap which marked him as a Muslim, and Ramanadha Sastry wore the sacred thread, which marked him as a Brahmin. These groups were easily identifiable by their dress and religious symbols. There was also a caste system among Hindus, with Brahmins being at the top of the hierarchy. The teacher in the story treated the Muslim boy differently from the Hindu priest's son, showing that he could easily identify their religious differences by their appearance.

(ii) Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam's house; of who his friends were; and of what used to take place in the pond near his house.)

Despite the social divisions, the people of Rameswaram were not only aware of their differences but also naturally shared friendships and experiences. The author had close friends who were Hindu Brahmins — Ramanadha Sastry, Aravindan, and Sivaprakasan. As children, they did not feel any difference amongst themselves because of their religious differences. In the author's house, bedtime stories from both the Ramayana (a Hindu scripture) and the life of the Prophet (Islamic) were told to the children. This shows that the family was open to both religions. During the annual Shri Sita Rama Kalyanam ceremony, the author's family used to arrange boats for carrying idols of the Lord, which shows their involvement in Hindu religious activities. So, despite the rigid social structure, there was a natural sharing of friendships and experiences across religious boundaries.

(iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text?

Yes, the author mentions both types of people. The new teacher who asked the author to sit on the back bench was someone who was very aware of the differences between Hindus and Muslims and tried to enforce social segregation. On the other hand, there were people who tried to bridge these differences. Lakshmana Sastry, the high priest, stood up against the teacher and told him not to spread the poison of social inequality and communal intolerance. He demanded that the teacher apologize or leave the island. Another example is Sivasubramania Iyer, the science teacher, who invited a Muslim boy to dine at his home, even though his wife was against it. He broke social barriers and treated all students equally, regardless of their religion. His wife also changed her attitude later and served the author food in her own kitchen.

(iv) Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes?

Two incidents in the text show how differences can be created. First, the incident with the new teacher who asked the author to sit on the back bench simply because he was a Muslim sitting with a Hindu Brahmin boy. This created a difference between the two friends and hurt them deeply. Second, when Sivasubramania Iyer's wife refused to serve the author in her kitchen because he was a Muslim, this also created a difference based on religion.

Now, how were these differences resolved? In the first case, Lakshmana Sastry, the father of Ramanadha Sastry, intervened and confronted the teacher. He told the teacher that he should not spread poison in the minds of innocent children and demanded an apology. The teacher apologized and was reformed. In the second case, Sivasubramania Iyer did not give up. He served the author himself and invited him again the next week. When the author hesitated, the teacher told him that once you decide to change the system, such problems have to be confronted. The next week, the teacher's wife herself served the author in her kitchen. This shows that people can change their attitudes when they get to know someone better and when they see that the differences they thought existed are not really important.

People can change their attitudes through education, exposure to different people, and by standing up against injustice. It requires courage and conviction, as shown by Lakshmana Sastry and Sivasubramania Iyer.

Question 2: (i) Why did Abdul Kalam want to leave Rameswaram?

The author wanted to leave Rameswaram because he wanted to study at the district headquarters in Ramanathapuram. After the Second World War was over and India's freedom was imminent, there was a sense of optimism in the country. The author wanted to get a better education and grow as a person. He wanted to develop so that he could be on par with the highly educated people of the big cities, as his science teacher Sivasubramania Iyer had encouraged him to be.

(ii) What did his father say to this?

When the author asked for permission to leave Rameswaram and study at Ramanathapuram, his father told him, "Abul! I know you have to go away to grow. Does the seagull not fly across the sun, alone and without a nest?" He also quoted Khalil Gibran to the author's mother: "Your children are not your children. They are the sons and daughters of Life's longing for itself. They come through you but not from you. You may give them your love but not your thoughts. For they have their own thoughts."

(iii) What do you think his words mean? Why do you think he spoke those words?

The father's words mean that he understood that his son needed to leave home to grow and achieve great things in life. The metaphor of the seagull flying across the sun alone and without a nest suggests that the young bird must leave its nest to explore the world and find its own path. The father was not holding his son back; instead, he was encouraging him to spread his wings and fly. He quoted Khalil Gibran to the author's mother to help her understand that children are not owned by their parents; they are individuals with their own thoughts, dreams, and destinies. Parents should love them and support them, but not try to hold them back. The father spoke these words because he wanted to reassure his wife that letting their son go was the right thing to do. He wanted her to understand that their son's growth and development were more important than their own desire to keep him close. It shows the father's wisdom and his understanding of life's journey.

Now, students, let us move to the "Thinking about the Language" section. This section has several exercises to help you understand the vocabulary and grammar used in the chapter.

Exercise I: Find the sentences in the text where these words occur: erupt, surge, trace, undistinguished, casualty.

Let me find these words in the text for you:

1. "For reasons I have never been able to understand, a sudden demand for tamarind seeds erupted in the market." — Here, "erupted" means there was a sudden, unexpected increase in demand.

2. "Half a century later, I can still feel the surge of pride in earning my own money for the first time." — Here, "surge" refers to a sudden feeling of pride and joy.

3. "My brother-in-law Jallaluddin would tell me stories about the War which I would later attempt to trace in the headlines in Dinamani." — Here, "trace" means to find or search for information.

4. "I was one of many children — a short boy with rather undistinguished looks, born to tall and handsome parents." — Here, "undistinguished" means ordinary-looking, not standing out.

5. "The first casualty came in the form of the suspension of the train halt at Rameswaram station." — Here, "casualty" means something that is lost or affected negatively.

Now, let me answer the questions based on these words.

Question 1: What are the things that can erupt? Use examples to explain the various meanings of erupt. Now do the same for the word surge. What things can surge?

The word "erupt" has several meanings:

a) To explode violently, like a volcano: "Mount Vesuvius erupted in 79 AD, destroying the city of Pompeii."

b) To suddenly break out or begin violently: "World War II erupted in 1939." "Riots erupted in the city after the announcement."

c) To suddenly show strong emotion: "He erupted in anger when he heard the news." "The crowd erupted in cheers when the team scored."

d) To suddenly appear or become active: "A sudden demand for tamarind seeds erupted in the market."

The word "surge" also has several meanings:

a) To move forward in a powerful way: "The soldiers surged forward into battle." "The crowd surged towards the entrance."

b) To increase suddenly and powerfully: "Stock prices surged after the good news." "The water surged through the broken dam."

c) To feel a sudden strong emotion: "She felt a surge of joy when she saw her mother." "I can still feel the surge of pride in earning my own money."

d) To rise and fall rhythmically: "The boat surged on the waves."

Question 2: What are the meanings of the word trace and which of the meanings is closest to the word in the text?

The word "trace" has several meanings:

a) To find or discover: "The police traced the criminal to a warehouse." "I tried to trace the source of the problem."

b) To follow the path or course of something: "We traced our route on the map." "The river traces its way through the valley."

c) To draw or outline: "She traced the pattern on the paper." "He traced the letters of his name."

d) A small amount or sign: "There was a trace of sadness in her voice." "The soup needs just a trace of salt."

In the text, the author says he would "attempt to trace" the news about the War in the headlines. Here, "trace" means to find or search for information. So the meaning "to find or discover" is closest to the word in the text.

Question 3: Can you find the word undistinguished in your dictionary? (If not, look up the word distinguished and say what undistinguished must mean.)

The word "undistinguished" is not usually found in dictionaries as a separate entry. It is formed by adding the prefix "un-" to the word "distinguished." The word "distinguished" means well-known, respected, or notable; having a distinguished appearance. So "undistinguished" must mean the opposite — not distinguished, ordinary, not standing out, or unremarkable. In the text, the author says he was a short boy with rather undistinguished looks, meaning he looked ordinary and did not have any special or notable features.

Now, let us move to Exercise II.

Exercise II.1: Match the phrases in Column A with their meanings in Column B.

Let me match each phrase:

(i) broke out — (c) began suddenly in a violent way. This is usually used for wars, fires, or diseases that begin suddenly.

(ii) in accordance with — (f) according to a particular rule, principle, or system. This means following the rules or doing something in the proper way.

(iii) a helping hand — (d) assistance. This means help or support.

(iv) could not stomach — (b) was not able to tolerate. This means could not accept or bear something.

(v) generosity of spirit — (a) an attitude of kindness, a readiness to give freely. This means being generous and giving without expecting anything in return.

(vi) figures of authority — (e) persons with power to make decisions. These are people who have power and can make important decisions, like parents, teachers, police, etc.

Now, Exercise II.2: Study the words in italics in the sentences below. They are formed by prefixing un– or in– to their antonyms (words opposite in meaning).

The examples given are: - I was a short boy with rather undistinguished looks. (un + distinguished) - My austere father used to avoid all inessential comforts. (in + essential) - The area was completely unaffected by the war. (un + affected) - He should not spread the poison of social inequality and communal intolerance. (in + equality, in + tolerance)

Now, form the opposites of the words below by prefixing un– or in–. The prefix in– can also have the forms il–, ir–, or im–.

Let me form the opposites:

- adequate — inadequate - acceptable — unacceptable - regular — irregular - tolerant — intolerant - demanding — undemanding (or non-demanding) - active — inactive - true — untrue - permanent — impermanent - patriotic — unpatriotic - disputed — undisputed - accessible — inaccessible - coherent — incoherent - logical — illogical - legal — illegal - responsible — irresponsible - possible — impossible

Now, let us move to Exercise III about Passive Voice.

The text tells us that the italicised verbs in these sentences are made up of a form of the verb be and a past participle. For example: were + regarded, was + asked, be + confronted. These sentences focus on what happens, rather than who does what. Notice that the doer of the action is not included in the sentences. If necessary, we can mention the doer of the action in a by-phrase. For example: "The tree was struck by lightning." "The flag was unfurled by the Chief Guest."

Now, Exercise IV: Rewrite the sentences below, changing the verbs in brackets into the passive form.

Let me rewrite each sentence:

1. In yesterday's competition the prizes were given away by the Principal. (The verb is "give away," so the past participle is "given away.")

2. In spite of financial difficulties, the labourers were paid on time. (The verb is "pay," so the past participle is "paid.")

3. On Republic Day, vehicles are not allowed beyond this point. (The verb is "allow," so the past participle is "allowed." Note: This is present tense, so we use "are" instead of "were.")

4. Second-hand books are bought and sold on the pavement every Saturday. (The verbs are "buy" and "sell," so the past participles are "bought" and "sold.")

5. Elections to the Lok Sabha are held every five years. (The verb is "hold," so the past participle is "held.")

6. Our National Anthem was composed by Rabindranath Tagore. (The verb is "compose," so the past participle is "composed.")

Now, Exercise V: Rewrite the paragraphs below, using the correct form of the verb given in brackets.

Paragraph 1: How Helmets Came To Be Used in Cricket

Let me rewrite this paragraph in the passive voice:

Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown, Nari Contractor was seriously injured and collapsed. In those days helmets were not worn. Contractor was hit on the head by a bouncer from Charlie Griffith. Contractor's skull was fractured. The entire team was deeply concerned. The West Indies players were worried. Contractor was rushed to hospital. He was accompanied by Frank Worrell, the Captain of the West Indies Team. Blood was donated by the West Indies players. Thanks to the timely help, Contractor was saved. Nowadays helmets are routinely used against bowlers.

Let me check each verb: - Nari Contractor (seriously injure and collapse) — "was seriously injured and collapsed" (passive: was injured, active: collapsed) - helmets (not wear) — "were not worn" (passive) - Contractor (hit) — "was hit" (passive) - Contractor's skull (fracture) — "was fractured" (passive) - The entire team (deeply concern) — "was deeply concerned" (passive) - The West Indies players (worry) — "were worried" (passive) - Contractor (rush) — "was rushed" (passive) - He (accompany) — "was accompanied" (passive) - Blood (donate) — "was donated" (passive) - Contractor (save) — "was saved" (passive) - Helmets (routinely use) — "are routinely used" (passive)

Paragraph 2: Oil from Seeds

Let me rewrite this paragraph in the passive voice:

Vegetable oils are made from seeds and fruits of many plants growing all over the world, from tiny sesame seeds to big, juicy coconuts. Oil is produced from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil is used for cooking, salad dressing etc. Olives are shaken from the trees and gathered up, usually by hand. The olives are ground to a thick paste which is spread onto special mats. Then the mats are layered up on the pressing machine which will gently squeeze them to produce olive oil.

Let me check each verb: - Vegetable oils (make) — "are made" (passive) - Oil (produce) — "is produced" (passive) - Olive oil (use) — "is used" (passive) - Olives (shake) — "are shaken" (passive) - Olives (gather) — "are gathered" (passive) - The olives (ground) — "are ground" (passive) - Which is spread — "which is spread" (passive) - Then the mats (layer) — "are layered" (passive)

Now, students, we have completed all the exercises in the "Thinking about the Language" section. Let me also explain the Dictation section.

The Dictation section says: Let the class divide itself into three groups. Let each group take down one passage that the teacher dictates. Then put the passages together in the right order.

Since this is an audio lesson, I will provide the three passages that you need to write down. The passages are taken from the chapter we have studied. Here are the three passages:

Passage 1: "I was born into a middle-class Tamil family in the island town of Rameswaram in the erstwhile Madras State. My father, Jainulabdeen, had neither much formal education nor much wealth; despite these disadvantages, he possessed great innate wisdom and a true generosity of spirit."

Passage 2: "Every child is born, with some inherited characteristics, into a specific socio-economic and emotional environment, and trained in certain ways by figures of authority. I inherited honesty and self-discipline from my father; from my mother, I inherited faith in goodness and deep kindness and so did my three brothers and sister."

Passage 3: "He told me as if thinking aloud, 'Abul! I know you have to go away to grow. Does the seagull not fly across the sun, alone and without a nest?' He quoted Khalil Gibran to my hesitant mother, 'Your children are not your children. They are the sons and daughters of Life's longing for itself. They come through you but not from you. You may give them your love but not your thoughts. For they have their own thoughts.'"

Students, you can practice writing these passages to improve your spelling and handwriting.

Now, let me give you a complete summary of everything we have learned in this chapter.

This chapter, "My Childhood," is an extract from Dr. A.P.J. Abdul Kalam's autobiography "Wings of Fire." In this chapter, Dr. Kalam describes his childhood in Rameswaram, a small island town in Tamil Nadu. He was born into a middle-class Muslim family. His father, Jainulabdeen, was a wise and generous man, though not formally educated or wealthy. His mother, Ashiamma, was kind and fed many outsiders every day. The author was a short, ordinary-looking boy among many siblings.

When he was eight years old, the Second World War broke out. During this time, he sold tamarind seeds to earn money and later helped his cousin catch newspaper bundles thrown from a moving train, earning his first wages. He had three close friends — Ramanadha Sastry, Aravindan, and Sivaprakasan — all from Hindu Brahmin families. Despite religious differences, they were close friends as children.

The chapter describes two important incidents that shaped the author's outlook on life. First, when a new teacher asked him to sit on the back bench because he was a Muslim sitting with a Hindu Brahmin boy. Lakshmana Sastry, the priest, intervened and demanded that the teacher apologize. Second, when his science teacher Sivasubramania Iyer invited him for a meal, his wife initially refused to serve him, but the teacher served him himself. Eventually, his wife also accepted him.

The chapter ends with the author wanting to leave Rameswaram to study at Ramanathapuram. His father gave his permission with beautiful words about letting the seagull fly across the sun, encouraging his son to grow and achieve great things.

Through this chapter, we learn about the importance of breaking social barriers, the value of education, and the power of standing up against injustice. We also learn that our childhood experiences shape who we become, and that true wisdom comes from kindness, generosity, and an open heart.

Students, I hope you have enjoyed this lesson as much as I have enjoyed teaching it. Remember, as Dr. Kalam said, "We should not hate people from other communities. We should respect all religions." Let us all try to build a more inclusive and compassionate society, just like the people in Rameswaram who eventually overcame their differences and lived together in harmony.

Thank you for listening, and I will see you in the next lesson.