4-2) To Sir, with Love

ABOUT WRITER

            Eustace Edward Ricardo Braithwaite (1912 to 2016), known as E. R. Braithwaite, was a Guyanese-born British-American novelist, writer, teacher and diplomat,(वकील) best known for his stories of social conditions and racial discrimination(वांशिक भेद) against black people.

 He was the author of one of the famous 1959 autobiographical novels, ‘To Sir, with Love’. He also wrote ‘A Kind of Homecoming’, about his tour of Africa, ‘A Choice of Straws’, a novel set in London, and ‘Reluctant Neighbors’, a memoir(स्वानुभव ) and treatise (पुस्तक)about racism.(वंशभेद)

 Braithwaite’s numerous writings primarily deal with the difficulties of being an educated black man, a black social worker, a black teacher, and simply a human being who found himself in a set of inhumane circumstances. ‘To Sir, with Love’ is an autobiographical novel. The narrator is an engineer, but to make both ends meet, he accepts the job of a teacher in a rough London East End school.

 The school is full of troublemaker students who were rejected from other schools for their behaviour. At the beginning, the narrator is ridiculed(टिंगल) and bullied by the students, but later his calm demeanor (आचरण)and desire to see them succeed gradually earn him their respect.

Characters

Minor Characters

• Bob Belmont                 • Jess Belmont

• Jacqueline Bender         • Buckley

• Clinty                             • Josy Dawes

• Selma Drew                   • Patrick Fernman

• Hackman                       • Tich Jackson

• Moira Joseph                 • Monica Page

• Palmer                           • Barbera Pegg

• Euphema Phillips         • Potter

• Jane Purcell                   • Sapiano

• Larence Seales             • Theo Watson

Major Characters

• Ricky Braithwaite, Narrator

• Gillian Blanchard

• Mrs. Dale-Evans

• Denham

• Pamela Dare

• Mr. Florian

        

SUMMARY OF THE NOVEL

‘To Sir, with Love’ is a work of fiction based on the life of the author, E.R. Braithwaite. The main character, E. R. Braithwaite, works as an engineer in an oil refinery(कारखाना). He served in the Royal British Air Force in the war. After the war, being a black person, he was unable to find employment. As a last resort(मार्ग), he applied in a school to become a teacher. Surprisingly, he is accepted at the Greenslade School in London’s East End, and is set to teach the senior classes of the school.

While reading the novel, we have to understand that the time period in which the story takes place is very important. Braithwaite finds that even though he considers himself British and has served in the Royal Air Force (RAF), the English do not consider him to be one of them. This leads Braithwaite to feel bitter about the English and colonialism,(वसाहत वाद ) as well as about his white students .Braithwaite’s teaching position starts out roughly and is embarrassed time and again. He considers his students disrespectful, ill-mannered and mischievous(अपायकारक) while his students consider him to be an arrogant outsider, unfamiliar with the social environment in which they have grown up. The students harass him from day one, slamming(अपटणे) their desks during his lecture, using foul language, and bullying (त्रास देणे) him to a great extent. Even the girl students do not spare a moment to harass Braithwaite. In a reaction to that Braithwaite verbally scolds the girls for acting in an unladylike manner and being unruly in the class.

When he understands that his outburst has not gained him any respect and co-operation from the students, he changes his teaching and handling tactics (उपाय) and he decides to interact with them as though they are adults and respectable persons. He requires every girl be referred to as ‘Miss’ and that his students call him ‘Sir.’ At first, the students find this level of deference ridiculous and unnecessary; however, they come around after only a few weeks, completely changing both their hygiene (आरोग्य )and their attitudes towards one another. This marks the success of Braithwaite in handling the students in a very amicable way.(peaceful way)शांत तेने To increase the class cultural exposure, he takes them on field trips and excursions to museums and theatres, to everyone’s surprise many of the students have never been. A white female teacher, Gillian Blanchard, accompanies the class on these excursions (सहल ; this marks the beginning of a friendship between Blanchard and Braithwaite. Similarly, Braithwaite’s relationship with his students is tested many a times. 

     Although his students frequently disappoint and hurt him, he learns to forgive them, the students constantly surprise him with their maturity, empathy and knowledge.  Another facet बाजू  of the story which greatly affects its narrative lies is the heavy history of colonialism, its dark consequences महत्व , mental and physical trauma आघात  that increases Braithwaite’s hatred and wrath for British. He constantly feels the prejudicial effects of colonialism while living in England after World War II, and these negative experiences frequently shape his thoughts and actions. Braithwaite is surprised and shocked by the conditions in which these students live, and also the physical trauma of the war that can be seen throughout his teaching environment. 

THEME OF THE NOVEL

Students -teacher relationship, prejudice and racism are the major themes of the 

novel. 

       E. R. Braithwaite gets a job of a teacher in a rather rough and notorious school. He finds that the students belong to a background that is not suitable for learning and their overall development and progress. He notices that the students are in no mood to change their attitude and behaviour. Braithwaite with his novel नव नवीन  and creative ideas, innovative techniques and understanding the students’ psychology, ultimately wins their hearts in no time. Though he was bullied,(छळने  )harassed, mentally and physically tortured many times, he didn’t lose his patience and continued implementing his novel ideas and techniques that helped him to bring a significant change in his students’ lives. 

        The racism prevalent in Great Britain during the mid-1940s, the time period during which ‘To Sir, with Love’ takes place, is of primary significance in the novel. The narrator cites(उदा. देणे ) repeated incidents in which he experiences the racism of white Britons, including encounters on the bus, at job interviews, at Greenslade school, when searching for housing, at a restaurant with his girl friend and so on.

At the outset, Braithwaite is struck by the unexpectedness of such prejudice(पूर्वग्रह). He was brought up in British Guiana and he viewed himself as a British citizen, not as a black British citizen in a British colony. When he served Great Britain in the Royal Air Force, that gave him respect and esteem in the society. The day he left the job, he finds himself to be an outsider. 

      Braithwaite’s extensive experience and education was of no use in job interviews, where he is informed that the job has already been filled or he is overqualified for it. This heightens Braithwaite’s sense of betrayal (विस्वसघात)for the British. Interestingly, he never lashes out physically and only rarely does he do so verbally. He exhibits(show) patient endurance (सहनशक्ति) at times, and at others he describes the way the rage inside him is transforming into hatred so strong that he desires to hurt those who treat him unfairly. As a result of such experiences, Braithwaite finds the students at the Greenslade school to be a bit notorious(कुप्रसिद्ध) and rough in behaviour but with proper care and treatment, all the students would surely achieve success and desired goals in their lives.

Synopsis of the Extract

      In this extract, Braithwaite recounts (मोजणे) the half-yearly report of the Students’ Council, in which the students of the school report to the faculty and other students on what they have been studying thus far. Braithwaite’s class representatives speak knowledgeably about their coursework and place a considerable amount of emphasis on how much they have learnt about different people, cultures, customs, and the importance of international and interracial (आंत वांशिक) cooperation.

      Miss Joseph and Denham, both students of Braithwaite’s class, preside over the meeting. At the outset, Mr. Florian, the headmaster, addresses the meeting with a lengthy, but well-received presentation. One after another, each class gives a brief report of their progress, through their chosen representatives, on what they have been studying in each subject so far. A panel of teachers is chosen for each class to answer any questions regarding the report submitted by the class. The lowest classbegins first, and it is obvious that as the students progress through the ranks there is ‘a marked development in their ability to express themselves’. Mr. Braithwaite’s class, being the oldest, was the last to present their report.

        Miss Joseph begins the highest class’s proceedings by clarifying that the common theme underlying all their studies this term is the interdependency(परस्परवलंबीत्व ) of mankind. Potter speaks in the field of math, focusing on how greater understanding in the world is fostered संगोपन) by the use of common weights and measures. Miss Pegg and Jackson speak on geography, and Miss Dare and Fernman discuss the subject of physiology, with Fernman stealing the show by exhibiting a model of a human skeleton and stressing the class conclusion that “basically all people were the same.” Miss Dodd reports on history, and Miss Joseph on domestic science. Denham creates a stir by speaking on the required subject of P.T. and games, complaining that the class ‘was ill-conceived and pointless.’Mr. Weston, Mrs. Dale-Evans, and Miss Phillips are chosen at random to answer students’ questions arising from the senior presentations. When Denham pursues his inquiry on the necessity of requiring all students to take P.T., Mr. Weston responds quite ridiculously, trying to bluster (बढाया) his way out of the subject, and offering no coherent (सुसंगत)argument. Unexpectedly, the quiet and hesitant Miss Phillips steps in and gives a sturdy (strong) defense of the practice, and Denham, knowing that he has been outwitted, has nochoice but to respectfully cease his heated protest. ( राग ) Braithwaite is immensely satisfied with the progress of the students of his class.

Chapter 17

    The half-yearly report of the Students’ Council was on November 15th, and 

was one of the important days in the calendar of Greenslade School. I had 

heard quite a deal about these occasions and became as excited as the children as 

the day approached. It was entirely their day, arranged, presented and controlled 

by them. I observed the activities of my class as they prepared for it, noting with 

pride the business-like way in which tasks were allocated वाटप )  and fitted into a 

neat programme. There were whispered conferences with members of other 

classes in the arrangement of it. On that day there was no assembly.( सभा) The children 

arrived smartly dressed and polished, and Miss Joseph and Denham, who seemed to 

be the important officials for the occasion, moved about among their colleagues 

ensuring that each one was ready to play his (her) part.

     A bell was rung at 10.00 a.m. and everyone trooped into the auditorium to 

sit together in classes. Miss Joseph and Denham, the two most senior students, 

sat on the stage, one on each side of Mr. Florian, who, as soon as everyone was 

seated and silent, stood and addressed the school. He spoke at length, reiterating (परत सांगणे) the 

aims and policy of the school and of the important contribution each child could 

make to the furtherance of those aims. He gave praise wherever it was indicated, but 

insisted that there was yet a great deal to be done, by themselves, towards a general 

improvement in conduct, cleanliness and the pursuit of knowledge. As I listened 

I realised that this man was in no way remote( दूर ) from his school; his remarks all 

showed that he identified himself with it and everyone in it. He then wished them 

success with the Council Meeting and left the stage to tremendous applause(टाळ्यांचा  गजर). 

       Things now moved quickly into gear. First, Miss Joseph stood up, and gave a 

short explanation of the Council’s purpose and its activities. Each class would report, 

through its representatives, on the studies pursued during the half year which began 

after Easter (मार्च मधील  रविवार) , a representative having been chosen for each subject. When all 

the classes had completed their reports a panel of teachers would be invited to 

occupy the stage and answer questions from the body of the hall on matters 

arising out of the various reports. The selection of the panel, as with everything 

else, was entirely at the discretion of the children and no members of the staff 

knew either how many or which teachers would be invited to sit. The reports began 

with the lowest or youngest class first. These were mainly twelve-year-olds 

who had joined the school the previous summer. Most of them were shy and 

rather frightened at standing up before the entire school, but nevertheless they 

managed it creditably; they had been newly introduced to the difficulties of 

seeking information for themselves, so their report was understandably (अर्थातच ) rather 

short. 

( नवीन व अवघड शब्द 

trooped:    moved together in large numbersएकत्र येणे 

furtherance: the advancement of a scheme or interest पुढे नेणे -मदत 

discretion: the freedom to decide what should be done 

in a particular situation बुद्धी 

    

         Class after class was represented, and it was obvious that with each succeeding 

term there was a marked development in their ability to express themselves. 

Much of the work was rather elementary, but to them it loomed (अस्पष्ट ) large because 

they understood it and something of its relationship to themselves. Throughout 

all the reports, the emphasis was on what they understood rather than on what they 

were expected to learn. When the turn of my class came I sat up anxiously. From 

the list he held in his hand, Denham called out the names of the representatives, 

together with the subjects on which they would report. 

                    Potter — Arithmetic 

                    Sapiano — Nature Study 

                    Miss Pegg and Jackson — Geography 

                    Miss Dare and Fernman — Physiology 

                    Miss Dodd — History

                    Denham — P.T. and Games

                     Miss Joseph — Domestic Science

     I felt terribly pleased and proud to see the confident courtesy with which Denham 

used the term ‘Miss’ in addressing each of the senior girls; I felt sure that this would 

in itself be something for the younger ones to aim at, a sort of badge of young 

adulthood. As their names were called they walked up to the stage and took their 

seats with commendable gravity.(कौतुकास्पद)  Miss Joseph then gave a short address(भाषण).

 She said that their lessons had a particular bias towards the brotherhood of mankind, 

and that they had been learning through each subject how all mankind was 

interdependent in spite of geographical location and differences in colour, races 

and creeds.(संप्रदाय) Then she called on Potter. Potter went on to speak of the work they 

had done on weights and measures; of therelationship between the kilogramme and 

the pound, the metre and the foot. He said that throughout the world one or other of 

those two methods was either in use or understood, and that it was a symbol of the 

greater understanding which was being accomplished between peoples. Sapiano 

spoke of the study the class had made of pests, especially black rot on wheat, 

boll weevil on cotton, and the Colorado beetle on potatoes.

   He showed how many countries had pooled( गोळा करणे) their knowledge 

and results of research on the behaviour, breeding habits and migration of these 

pests, and were gradually reducing the threat they represented to these important 

products. Miss Pegg and Jackson divided the report on Geography between them. 

Jackson spoke first on the distribution of mineral deposits and vegetable produce 

over the earth’s surface, how a country rich in one was often deficient (अपुरा )in the other; and 

of the interchange and interdependence which inevitably(अटळपणे ) followed. Miss Pegg 

dealt with human relationships, stressing the problems facing the post-war world 

for feeding, clothing and housing its populations. She also made a reference 

to the thousands of refugees, stateless and unwanted; and to the efforts and 

programmes of U.N.I.C.E.F. Fernman as usual had a trump card up his sleeve. 

When called he made a signal to someone off-stage, and Welsh and Alison appeared 

bearing a skeleton between them, together with a sort of gallows.(वधस्तंभ  )

        When this arrangement had been set up there was the skeleton hanging from 

a hook screwed into the top of its skull, gently revolving at the end of a cord(दो री). This 

was somewhat in the nature of comic relief, and the school showed its approval 

by laughing uproariously. But levity soon evaporated when Fernman began 

to speak; his voice was clear and precise and he had a strong sense of the dramatic. 

Calmly he told them that it was a female skeleton; that was a fact and could easily 

be proved. But he could not say with any assurance whether she had been Chinese 

or French or German or Greek; nor could he say if she had been brown or white or 

a mixture of both. And from that, he said, the class had concluded that basically 

all people were the same; the trimmings ( सजावट) might be different but the foundations were 

all laid out according to the same blue-print. Fernman was wonderful; he had 

them eating out of his hand. Miss Dare’s contribution was something of an anti-

climax after Fernman’s performance, and she seemed to realise it. She spoke about 

the problems which all humanity has to face in terms of sickness and disease, and 

of the advantages gained by interchange of knowledge, advice and assistance.

 

    ( नवीन व अवघड शब्द 

    commendable: deserving praise

    gravity: here extreme importance, seriousness

    address: a formal speech

    peoples: the members of different nations, communities or ethnic group

    levity: the treatment of a serious matter with humour)

         Miss Dodd reported on the period of History the class had studied – the 

Reformation(changes)  in England. She told of the struggles of men of independent spirit 

against clerical domination and of their efforts to break from established religious 

traditions. From those early beginnings gradually (slowly) grew the idea of tolerance 

for the beliefs and cultures of others, and the now common interest in trying 

to study and understand those cultures. Denham’s report was a bit of a shock. 

        He severely criticised the general pattern of 

P.T. and games, emphasising the serious limitations of space obtaining and the 

effect of that limitation on their games activities. He complained that the P.T. 

was ill-conceived (कंटाळवाणा) and pointless, and the routine monotonous; he could see no 

advantage in doing it; a jolly(cheerful)  good game was far better. Apparently he was voicing 

the opinions of all the boys, for they cheered him loudly. When the reports 

were over, Denham called two children at random from the audience and asked 

them to write the name of each teacher, including the Head on a slip of paper.

        These slips were folded and placed in a hat, juggled vigorously, and then 

withdrawn one by one. The names were called: Mr. Weston, Mrs. Dale-Evans, 

Miss Phillips Denham and Miss Joseph led the others off the stage and the teachers 

took their seats, Weston big and bushily untidy between the two women. Then the 

questioning began. I believe I would have gone a long way to see what followed; it 

was an experience which I shall not easily forget. The questions were mostly from 

the two top classes, probably because the young children were either too timid or too 

uninformed (अज्ञान) to formulate their questions. 

        The teachers had no briefing, and were often caught out stammering (तोतरे बोल) in their 

indecision. But here again, I received a big surprise. The frilly, seemingly brainless 

Miss Euphemia Phillips proved to be the coolest and best informed of the three. 

She dealt with questions put to her with candour ( प्रांजळपणे) and authority, and would often 

intervene skillfully to assist one of the others without causing embarrassment.(अडचण) 

Weston cut a very ridiculous figure. In the face of Denham’s blunt (बोधट) criticisms 

and Fernman’s adroit questioning, he found himself completely nonplussed

and tried to bluster his way out with a show of offended dignity. He could not 

effectively support the P.T. exercises, for which he was partly responsible, as 

having any definite physical advantage. Denham was a trained boxer, and 

insisted that such exercises were only advantageous if practised daily and for 

more sustained periods; P.T. twice weekly for twenty minutes was a waste of time, 

he asserted. Once again Miss Phillips took the reins and her stock promptly 

shot up a hundredfold. She reminded the school that every subject, including P.T. 

and games, had been carefully considered and fitted into the teaching timetable 

so that each student received maximum benefit from it. The school with its limited 

facilities must be considered in terms of the greatest good for the greatest number, 

and it would be beyond anyone’s powers to please everybody. ‘Some of you,’ she 

concluded, fixing Denham with innocent eyes, ‘are fortunate in your own fine 

physical development and do not really need the few meagre helpings of P.T. and 

games which this school can offer; try to remember that there are others for whom 

our programme is ideally suited. It may be that some of you older boys might 

even be able to help in that respect.’ 

        Denham was not to be put off by these sugary remarks, and rose in reply. ‘Then 

why do we have to do P.T.? Why don’t they take only the kids who need it? The 

rest of us can have a game of football or something, ’stead of doing a lot of daft 

things that’s no good to us!’ This was a poser,(अवघड प्रश्न) but she came right back at him, her 

baby-blue eyes twinkling in her delight at this crossing of staves. ‘Let’s say it is as 

much an exercise of the mind as it is of the body, Denham. The whole timetable 

in this school is meant to help you in the world after you leave here, and doing 

what you are told in spite of not liking it, is part of the training. I feel sure that you 

will see the point in that.’ That stopped him. Poor Denham knew that he’d been 

outwitted(थकलेला)  but he could do nothing about it and sat looking rather rueful(चिडका), while 

Miss Phillips’ smile broadened; this frilly, innocent-looking puss(लबाड)  had gobbled her 

canary without leaving the tiniest feather. 

        I began to understand how it was that so slight( लहान) a creature could cope(लढणे)  so 

effectively with her class. Soon after this, as the morning ended, the Head went on 

to the stage and closed the proceedings, expressing his pride in all the children 

and his deep appreciation (कौतुक)  of their efforts.

                                                                E. R. Braithwaite

 ( नवीन व अवघड शब्द 

candour: quality of being open and honest

adroit: clever or skilful

nonplussed: surprised or confused

poser: a problem or question that is difficult to solve or answer 

            BRAINSTORMING

CHARACTER

(A1) (i) Which one among the following is a teacher in the extract? Select the 

correct one. Also cite a couple of lines from the extract in support of your answer.

(a) Denham (c) Sapiano

(b) Miss Joseph (d) Dale-Evans

(ii) Complete the table highlighting the various traits of the major characters

in the extract.

1. Denham

2. Miss Phillips

3. Fernman

4. Potter

(iii) The narrator played a crucial role in bringing a significant change in the

students. Explain the statement by citing some references from the extract.

(iv) Fernman brought a comic relief in the Students’ Council programme.

Explain.

      (v) Give a brief character-sketch of –

(a) Denham

(b) Miss Joseph

(c) The Narrator

(d) Miss Dare

(e) Miss Phillips

(vi) Compare the following characters :

 Miss Joseph and Denham                         Fernman and Miss Dare

Miss Phillips and Denham                        Narrator and the Head of the schoolPLOT

(A2) (i) Arrange the incidents in correct sequence as per their occurrence in the 

extract.

(a) Denham was outwitted by Miss Phillips.

(b) The head of the school closed the proceedings.

(c) Denham asserted that P.T. periods were a waste of time.

(d) The slips were folded and placed in a hat.

(e) Fernman was as usual a trump card.

(f) Denham called out the names of the representatives.

(g) Students’ Council was held every year on November 15th.

(ii) Describe in brief the purpose of organising the half-yearly report programme

of Students’ Council.

(iii) Write in your words the entire half-yearly report programme of Students’

Council.

(iv) Describe the question-answer session that took place at the end of the

extract.

(v) Describe the discussion that took place between Miss Joseph and Denham.

SETTING

(A3) (i) Which event took place in the extract? Choose the correct one. Give 

reason/s to support your answer.

(a) Annual Sports Day on November 15th

(b) Annual Social and Cultural Gathering on November 15th

(c) Half-yearly report of Students’ Council on November 15th

(d) Farewell Programme on November 15th

(ii) The event in the extract was held at the ______ . 

Choose the

correct alternative. Give reason/s to support your answer.

(a) author’s house

(b) auditorium of the school

(c) market

(d) garden

(iii) The incidents in the extract occured at a particular place. Explain the

significance of that place in your own words.

(iv) Explain how the setting of the extract contributes to the theme of the

novel

.

THEME

(A4) (i) ‘When the turn of my class came I sat up anxiously’. 

Why was the narrator anxious? Explain the statement by citing suitable 

references from the extract.

(ii) Select two statements that describe the theme of the extract:

(a) Half-yearly report of the Students’ Council was not an important event

for the students and teachers of school.

(b) The writer was immensely pleased to notice the progress of his students.

(c) The students showed a remarkable change in their behaviour and were

progressing in all the subjects.

(d) The head of the institution was against conducting such activities in the

school.

(iii) The relationship between the teacher and the students is highlighted in the extract. Illustrate with suitable examples from the extract.

(iv) Explain in brief the theme of the extract.

(v) Describe the atmosphere of the school described in the extract.

LANGUAGE

(A4) (i) Explain the following statements that enrich the language and create 

a powerful impact.

(a) Miss Phillips is transformed into a very convincing personality.

(b) There are many features of language that contribute the smooth sailing of

the plot.

(ii) Following are some dialogues of the major characters in the extract. Find

out who the speaker is, his/her tone, the style, significance etc. of the

dialogues.

“Then why do we have to do P.T.? Why 

don’t they take only the kids who need it?”

“Let’s say it is as much an exercise of the mind as it is of 

the body, Denham.”