An Elementary School Classroom in a Slum Short Answer Type Question

This page offers An Elementary School Classroom in a Slum Short answer type question for Class 12 from the book Flamingo. We’ve put together a bunch of Short answer type question based on assumption, creativity, extrapolation and critical thinking. These types of questions are introduced after 2024 in CBSE Board. So, practice to understand An Elementary School Classroom in a Slum Short answer type question

1. Why does the poet compare the children’s faces to ‘rootless weeds’ in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet compares the children’s faces to rootless weeds to show their helplessness. Like weeds without roots, they lack a stable foundation, proper care, and nourishment, reflecting their poor condition and their uncertain, vulnerable existence.

2. What does the poet mean by ‘a narrow street sealed in with a lead sky’ in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The phrase ‘a narrow street sealed in with a lead sky’ shows how trapped the children are in their environment. The sky feels heavy and dark, symbolising the hopelessness and limitations they face in their slum life.

3. How do the classroom walls contrast with the lives of the children in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The classroom walls are decorated with pictures of Shakespeare, beautiful valleys, and world maps. These images show a world full of beauty and opportunity, which is completely opposite to the children’s harsh and restricted lives in the slum. They can’t reach or experience these dreams.

4. Why does the poet call Shakespeare ‘wicked’ in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet calls Shakespeare ‘wicked’ because his works represent a world of beauty and knowledge that is out of reach for the slum children. For them, Shakespeare’s world is a reminder of what they cannot have, which makes it seem unfair.

5. What does the poet suggest through the image of ‘foggy slum’ in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The image of the ‘foggy slum’ suggests that the children’s lives are filled with confusion and darkness. They live in a world where they cannot see a clear future, and their hopes are blurred by the harsh conditions of the slum, leaving them in perpetual uncertainty.

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6. Why does the poet say the map is a ‘bad example’ for the slum children in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet believes the map is a bad example because it shows a world full of possibilities that the slum children will never experience. It attracts them with dreams of freedom and adventure, but their reality is limited to the narrow streets of the slum.

7. How does the poet highlight the contrast between the children’s dreams and their reality in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet shows that the children have dreams of playing in open spaces, like the boy imagining a squirrel’s game in a tree. However, their reality is a cramped, dark classroom, symbolising the gap between their dreams and what they can actually achieve.

8. Why does the poet refer to the classroom as a ‘catacomb’ in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet refers to the classroom as a ‘catacomb’ because it feels like a tomb, trapping the children inside with no hope of escape. The comparison shows how the classroom, instead of being a place of learning, is a place where their spirits are buried.

9. What does the poet wish for the slum children in the end of An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet wishes for the slum children to break free from their trapped lives and experience a world of opportunities. He hopes they can enjoy green fields, read books, and learn about the world, just like other children in more privileged environments.

10. What is the significance of the ‘lead sky’ in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The ‘lead sky’ represents the heaviness and hopelessness of the children’s environment. It shows how they are trapped under a world of poverty and despair, with no sunlight or hope to brighten their future, symbolising their confined, oppressive lives.

11. How does the poet use imagery to show the children’s poverty in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet uses imagery like ‘paper-seeming boy,’ ‘rat’s eyes,’ and ‘twisted bones’ to show malnutrition and disease among the children. These images paint a vivid picture of their fragile, unhealthy bodies, reflecting the difficult and impoverished life they endure.

12. How does the poet want the ‘governor, inspector, visitor’ to help the children in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet wants the ‘governor, inspector, visitor’ to remove the barriers that trap the children in poverty. He hopes they will open up opportunities for learning and growth, providing the children with a chance at a better, more hopeful future.

13. How does the boy at the back of the class differ from the other children in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The boy at the back of the class is different because his eyes are filled with dreams. Unlike the others, he imagines a world beyond the slum, where he can play like a squirrel, showing that he still clings to hope and the possibility of freedom.

14. Why does the poet want the children to ‘run naked into books’ in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet wants the children to ‘run naked into books’ because he believes education can liberate them from their harsh realities. By immersing themselves in learning, they can discover new possibilities and gain the power to change their future for the better.

15. Why might the children feel disconnected from the classroom decorations in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The classroom decorations represent a world of beauty, knowledge, and opportunity that the children have never experienced. These images symbolise a distant life, far from their reality, making them feel even more disconnected from any hope of achieving success or change.

16. Why does the boy at the back of the class dream about a squirrel’s game in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The boy dreams of a squirrel’s game because it symbolises freedom and playfulness. His daydream offers an escape from the dreary classroom, allowing him to mentally break free from the harsh restrictions of his life in the slum, where joy is limited.

17. Why is the map a ‘bad example’ for the children in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The map shows a world of possibilities that the children will never experience. Instead of inspiring them, it highlights the vast differences between their confined reality and the opportunities they cannot reach, making it a painful reminder of their limitations.

18.Why does the poet focus on the children’s pale faces and untidy hair in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet highlights their pale faces and untidy hair to show the physical signs of poverty and neglect. These details reflect their poor health and lack of proper care, emphasising how deeply the children are affected by the harsh conditions of their environment.

19. Why does the poet want the children to see ‘green fields’ in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet wants the children to see green fields as symbols of hope, freedom, and opportunity. He hopes that by experiencing open spaces and nature, they can break free from their confined lives in the slum and find new possibilities for a better future.

20. Why do you think education alone may not be enough to improve the lives of the slum children in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: Education is important, but without proper resources, opportunities, and support, the children may still struggle to escape poverty. They need better living conditions, emotional support, and encouragement to make education meaningful and truly change their lives.

21. What values or changes do you think society needs to adopt to help children like those in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: Society should adopt values of equality, empathy, and social responsibility. Providing access to education, healthcare, and safe environments is key to uplifting children in slums. Compassionate policies and active efforts can help break the cycle of poverty and give them better futures.

22. Why is it important for the world outside the slum to understand the lives of the children in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: Understanding the children’s lives can inspire empathy and motivate action for change. When society recognizes the struggles of slum children, it can work toward creating systems that provide better opportunities, resources, and support, ensuring they have a chance at a brighter future.

23. Do you think the slum children’s dreams of freedom, represented by the squirrel’s game in An Elementary School Classroom in a Slum, are realistic? (Answer in 40-50 words)

Answer: The children’s dreams of freedom are hopeful, but without external help, they may not be realistic. While imagination offers them temporary escape, they need tangible support like better resources and opportunities to make their dreams of a better life achievable.

24. How can the presence of images of Shakespeare and beautiful landscapes in the classroom affect the mindset of the slum children in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: These images may either inspire the children to dream of a better life or remind them of what they lack, causing frustration. If the children feel these dreams are unreachable, they might lose hope. However, with the right support, such images could motivate them to aim higher.

25. How do you think the children’s appearance in An Elementary School Classroom in a Slum affects their self-esteem and future aspirations? (Answer in 40-50 words)

Answer: The children’s appearance, marked by pale faces and untidy hair, may make them feel insecure and inferior. Living in poverty and neglect, they might struggle with self-worth, making it harder for them to dream big or believe in their ability to change their future.

26. How might the lack of opportunities in An Elementary School Classroom in a Slum shape the children’s sense of identity and belonging? (Answer in 40-50 words)

Answer: The lack of opportunities may make the children feel isolated and disconnected from the world outside the slum. They may struggle to develop a strong sense of identity, feeling like outsiders who don’t belong to the larger society or have access to its privileges.

27. Why might the poet want the reader to feel uncomfortable when reading An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: The poet likely wants the reader to feel uncomfortable to highlight the harsh realities of poverty and inequality. By drawing attention to the children’s difficult lives, the poet compels the reader to acknowledge these issues and perhaps feel a sense of responsibility to create change.

28. How can the lack of hope in An Elementary School Classroom in a Slum affect the children’s potential to break out of the slum? (Answer in 40-50 words)

Answer: A lack of hope can stifle the children’s motivation to pursue a better life. Without the belief that things can improve, they may not strive for education or opportunities that could help them escape the slum, thus remaining stuck in the cycle of poverty.

29. Do you think it is fair to show the slum children images of Shakespeare and world maps in An Elementary School Classroom in a Slum? (Answer in 40-50 words)

Answer: It may not be fair because these images represent a world the children cannot access, making them feel more excluded and frustrated. However, if given the right opportunities, these images could inspire them to imagine a better life and strive to achieve it.

30. How does the metaphor “their time and space are foggy slums” in An Elementary School Classroom in a Slum help in understanding the children’s experience? (Answer in 40-50 words)

Answer:The metaphor suggests that the children live in a world of confusion and uncertainty. It emphasises how their lives are clouded by poverty, making it hard for them to see a clear future or escape from their bleak surroundings.

31. Why is the simile “the paper-seeming boy with rat’s eyes” in An Elementary School Classroom in a Slum significant in highlighting the boy’s condition? (Answer in 40-50 words)

Answer:This simile emphasises the boy’s frailty and hunger. Comparing him to paper and a rat suggests his weak physical state and his alert, fearful nature, reflecting how poverty has reduced him to a survival-focused existence, stripped of innocence or vitality.

32. What does the metaphor “spectacles of steel with mended glass” in An Elementary School Classroom in a Slum symbolise about the children’s lives? (Answer in 40-50 words)

Answer:The metaphor of “spectacles of steel with mended glass” symbolises the children’s broken yet enduring lives. They manage to survive despite the cracks and hardships they face. Like the patched-up glasses, their lives are pieced together with little, yet they persist.

33. How does the metaphor “slums as big as doom” in An Elementary School Classroom in a Slum deepen the poem’s message about the children’s reality? (Answer in 40-50 words)

Answer:The metaphor “slums as big as doom” reflects the overwhelming and crushing reality of the children’s lives. The comparison to “doom” suggests that their environment is inescapable and filled with inevitable suffering, emphasising the hopelessness that surrounds them.

34. How does the poet use personification in “History theirs whose language is the sun” in An Elementary School Classroom in a Slum to express hope? (Answer in 40-50 words)

Answer: The poet personifies history by giving it the ability to “belong” to those who speak “the language of the sun,” suggesting that if the children are given opportunities (represented by sunlight), they too can create a future filled with knowledge and success.