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GNDU Question Paper-2021

B.A 2

Semester

ENGLISH (Elective)

Time Allowed: Two Hours Maximum Marks: 100

Note: There are Eight questions of equal marks. Candidates are required to attempt any

Four questions.

1(a) Explain the following literary terms:

(i) Elegy (ii) Tragicomedy

(iii) Poetic Justice

(iv) Burlesque (v) Metaphor

(b) Transcribe the following words :

(i) wealthy (ii) career

(iii) talent (iv) conduct (v)

(v) data (vi) advent

(vii) London (viii) gallon

(ix) symbol (x) lentil

II. (a) Explain the following literary terms:

(i) Dramatic Monologue

(ii) Metaphor

(iii) Hyperbole

(iv) Point of view

(v) Elegy

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(b) Transcribe the following words:

(i) cadet (ii) exit

(iii) hello (iv) garage

(v) depot (vi) cobra

(vii) effect (viii) noble

(ix) grassy (x) avoid

III. (a) (i) Explain the significance of the title of the play The School for Scandal.

ii) Explain the following lines with Reference to the Context: ("Fore heaven, ma'am, they'll

immortalise you you'll be handed down to posterity like Petrarch's Laura, or Waller's

Sacharisse.")

(b) Answer the following questions:

(i) What, according to Mr. Snake, are the achievements of Mrs. Clackit?

(ii) How does Lady Teazle answer the charges of Sir Peter Teazle when the blames her for

extra-vagance?

(iii) How can you say that Sir Oliver has sneaking sympathy for Charles?

IV.(a) (i) Compare the characters of Charles surface and Joseph surface

(ii) Explain the following lines with Reference to the Context:"For our mutual interest I

have found him out a long time since I know him to be artful, selfish and malicious, in short,

a sentimental knave."

(b) Answer the following questions:

(i) What role does Moses play in The School for Scandal?

(ii) How can you say that Sir Oliver has sneaking sympathy for Charles?

(iii) What are the observations of Sir Oliver on servants of the so-called rich people?

V.(a)(i) Discuss the Library Scene in the play The School for Scandal.

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(ii) Explain the following lines with Reference to the Context: "This shall be your hammer

and now you may knock down my ancestors with their own pedigree."

(b) Answer the following questions:

(i) Give a character sketch of Sir Peter Teazle.

(ii) What is the contribution of the scandal mongers in the play?

(iii) How are Maria and Rowley moral Touchstones?

VI. (a) (i) The play The School for Scandal focusses on gossip and slander as a social

disease. After reading the play, do you agree with the statement ? Give reasons.

(ii) Explain the following lines with Reference to the Context:"Are you not the cause of it?

Had you not a sufficient field for your roguery? In imposing upon Sir Peter and supplanting

your brother, but you must endeavour to reduce his wife ? I hate such an avarice of crimes;

tis an unfair monopoly and never prospers.".

(b) Answer the following questions :

(i) Does your reading of the play justify the statement that "The School for Scandal is a

fine example of the Comedy of Manners"?

(ii) Explain the role of Oliver surface in the play The School for Scandal.

(iii) Describe Stanley's meeting with Joseph.

VIL (a) Describe the events in the course of Bakha's day.

(b) Answer the following:

(i) What role does the appearance of Mahatma Gandhi play in the novel?

(ii) Discuss the role of Sohini in the novel.

(iii) Describe the living conditions of the untouchables aş portrayed in the novel.

VIIL (a) Discuss the theme of the novel Untouchable.

(b) Answer the following:

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(i) Describe the hockey match episode in the novel Untouchable.

(ii) Give a character-sketch of Charat Singh.

(iii) Comment on the ending of the novel Untouchable;.

GNDU Answer Paper-2021

B.A 2

Semester

ENGLISH (Elective)

Time Allowed: Two Hours Maximum Marks: 100

Note: There are Eight questions of equal marks. Candidates are required to attempt any

Four questions.

1(a) Explain the following literary terms:

(i) Elegy (ii) Tragicomedy

(iii) Poetic Justice

(iv) Burlesque (v) Metaphor

Ans: (i) Elegy

An elegy is a type of poem or song written to express sorrow or lamentation, typically

mourning the loss of someone who has died. It reflects deep feelings of grief, nostalgia, and

remembrance, often exploring themes like mortality and loss.

Key Features of an Elegy:

1. Mournful Tone: The tone is reflective and sorrowful.

2. Theme of Death: Focuses on loss or death.

3. Consolation: Ends with a sense of acceptance or peace.

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Example:

Thomas Gray's "Elegy Written in a Country Churchyard" is a famous elegy that meditates on

death and the inevitability of human mortality.

(ii) Tragicomedy

A tragicomedy is a literary or dramatic genre that blends elements of both tragedy and

comedy. It combines serious, often tragic situations with light-hearted or humorous

moments, creating a mix of emotions.

Key Features of Tragicomedy:

1. Tragic Elements: Serious situations or events, often involving hardship or conflict.

2. Comic Relief: Interspersed with humor or lighter moments to reduce tension.

3. Happy Ending: Unlike pure tragedies, tragicomedies often have a resolution that

avoids complete disaster.

Example:

William Shakespeare's "The Merchant of Venice" is a tragicomedy, as it deals with serious

themes like revenge and justice but ends on a lighter, comedic note.

(iii) Poetic Justice

Poetic justice refers to a literary concept where virtue is ultimately rewarded, and vice is

punished, often in an ironic or fitting manner. It reflects the idea that justice prevails in the

end.

Key Features of Poetic Justice:

1. Moral Outcome: Characters get what they deserve based on their actions.

2. Irony: Sometimes, the punishment or reward comes in an unexpected way.

Example:

In Charles Dickens' "Oliver Twist", the evil character Bill Sikes dies by accident while trying to

escape, while Oliver, the innocent protagonist, is rewarded with a happy life.

(iv) Burlesque

Burlesque is a literary or dramatic work that mocks or ridicules a serious subject by treating

it humorously or presenting it in a trivial manner. It often exaggerates the subject for

comedic or satirical effect.

Key Features of Burlesque:

1. Exaggeration: Over-the-top representation of characters or situations.

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2. Satirical Tone: Used to mock or criticize societal norms, traditions, or other works.

3. Comic Imitation: May parody famous literary works or genres.

Example:

Alexander Pope’s "The Rape of the Lock" is a burlesque poem that humorously exaggerates

a trivial incident (the cutting of a lady's hair) by treating it as an epic battle.

(v) Metaphor

A metaphor is a figure of speech that makes an implied comparison between two unrelated

things by stating one thing is another. It does not use "like" or "as," unlike a simile.

Key Features of Metaphor:

1. Implied Comparison: Suggests similarities between two different things.

2. Figurative Language: Enhances imagery and meaning in the text.

3. Creativity: Adds depth and emotion to the writing.

Example:

In William Shakespeare's "As You Like It", the metaphor "All the world's a stage" compares

the world to a stage, implying that life is like a play where everyone has a role to perform.

(b) Transcribe the following words :

(i) wealthy (ii) career

(iii) talent (iv) conduct (v)

(v) data (vi) advent

(vii) London (viii) gallon

(ix) symbol (x) lentil

Ans: (i) Wealthy

/ˈwɛl.θi/

(ii) Career

/kəˈrɪə/

(iii) Talent

/ˈtæl.ənt/

(iv) Conduct (as a noun: behavior)

/ˈkɒn.dʌkt/

(as a verb: to lead or guide)

/kənˈdʌkt/

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(v) Data

/ˈdeɪ.tə/ or /ˈdæ.tə/ (both pronunciations are correct depending on dialect)

(vi) Advent

/ˈæd.vɛnt/

(vii) London

/ˈlʌn.dən/

(viii) Gallon

/ˈɡæl.ən/

(ix) Symbol

/ˈsɪm.bəl/

(x) Lentil

/ˈlɛn.tɪl/

II. (a) Explain the following literary terms:

(i) Dramatic Monologue

(ii) Metaphor

(iii) Hyperbole

(iv) Point of view

(v) Elegy

Ans: Literary Terms: Detailed Explanations

(i) Dramatic Monologue

A Dramatic Monologue is a type of poem or speech where a single speaker talks to an

imagined listener or audience, revealing their thoughts, emotions, and personality. It is

dramatic because the speaker addresses someone, but that person does not respond. The

speaker’s words not only tell their story but also give insights into their character and

circumstances.

Key Features of a Dramatic Monologue:

1. Single Speaker: Only one person speaks, and their perspective dominates the

narrative.

2. Imagined Listener: The speaker addresses someone who is present in the poem’s

context but remains silent.

3. Revelation of Character: Through the monologue, the speaker inadvertently reveals

their thoughts, emotions, and even flaws.

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4. Dramatic Setting: There’s usually a particular situation or conflict that the speaker

discusses.

Example: A classic example of a dramatic monologue is Robert Browning’s poem "My Last

Duchess". In this poem, a Duke speaks about his late wife while showing her portrait to an

emissary. As he describes her, his controlling and jealous nature is revealed, offering a

glimpse into his character and possibly hinting that he may have caused her death.

Analogy: Imagine someone talking aloud to themselves while looking at a photo, spilling

secrets they didn’t mean to share. You overhear their emotions, intentions, and even things

they might not want you to know. That’s what happens in a dramatic monologue.

(ii) Metaphor

A Metaphor is a figure of speech where one thing is described as if it were something else,

highlighting a similarity between the two. It’s a way of comparing two unlike things without

using words like "like" or "as." Metaphors are powerful because they make abstract ideas

easier to understand and bring vivid imagery into writing.

Key Features of a Metaphor:

1. Direct Comparison: It equates one thing with another to emphasize a similarity.

2. No Literal Meaning: The comparison isn’t meant to be taken literally but

symbolically.

3. Creates Imagery: It paints a picture in the reader’s mind to convey emotions or

ideas.

Example:

• “Time is a thief.”

This doesn’t mean time literally steals objects but suggests it takes away moments

and opportunities, just like a thief.

Famous Example: In Shakespeare’s "As You Like It", he writes, "All the world's a stage, and

all the men and women merely players." This metaphor compares life to a theatrical

performance, implying that people have roles to play and act out parts during their lives.

Analogy: Think of a metaphor as a shortcut for explaining something. If someone says, “Her

smile is sunshine,” they mean her smile brings warmth and happiness, not that her face

emits literal rays of light.

(iii) Hyperbole

Hyperbole is an exaggerated statement or claim that is not meant to be taken literally.

Writers and speakers use hyperbole to emphasize a point, create a dramatic effect, or add

humor. It’s a common tool in everyday speech, poetry, and literature.

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Key Features of Hyperbole:

1. Exaggeration: It goes beyond reality to emphasize a point.

2. Not Meant to Be Literal: The statement isn’t true in a factual sense but makes an

emotional impact.

3. Creates Drama or Humor: It adds flair to language by overemphasizing an idea.

Examples:

• “I’m so hungry I could eat a horse.”

Clearly, no one can eat a horse, but the hyperbole shows extreme hunger.

• “He runs faster than the wind.”

This exaggerates speed, emphasizing that the person is very fast.

Famous Example: In William Wordsworth’s "I Wandered Lonely as a Cloud", the poet

describes seeing “ten thousand daffodils” at once. Of course, it’s unlikely he counted them,

but this hyperbole conveys the overwhelming beauty of the scene.

Analogy: Imagine a cartoon character whose head inflates like a balloon when they’re

shocked. Hyperbole works the same way—it exaggerates an idea to grab attention.

(iv) Point of View

The Point of View (POV) refers to the perspective or lens through which a story is told. It

determines how much the reader knows about the events and characters. The narrator’s

position shapes the tone, depth, and emotional impact of the story.

Types of Point of View:

1. First-Person POV:

The narrator is a character in the story and uses "I" or "we" to describe events. This

creates intimacy, as readers experience the story through the narrator’s thoughts

and emotions.

Example: "I was walking down the street when I saw her for the first time."

2. Second-Person POV:

The narrator addresses the reader as "you," making the reader feel directly involved

in the story.

Example: "You walk into the room and notice something strange."

3. Third-Person POV:

The narrator is outside the story and uses "he," "she," or "they" to describe

characters.

o Omniscient: The narrator knows everything, including the thoughts and

feelings of all characters.

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o Limited: The narrator focuses on the perspective of one character.

Example: "She hesitated before opening the letter, unsure of what it might

say."

Analogy: Think of POV as a camera angle in a movie. A first-person POV is like a handheld

camera that shows the world through the eyes of the protagonist. A third-person

omniscient POV is like a drone that sees everything from above.

(v) Elegy

An Elegy is a poem or piece of writing that mourns the loss of someone who has died or

reflects on a serious, sorrowful subject. It is usually melancholic and meditative, expressing

deep emotions like grief, nostalgia, or admiration for the deceased. Elegies often explore

themes of mortality, loss, and the passage of time.

Key Features of an Elegy:

1. Mourning or Reflection: It focuses on grief or a sense of loss.

2. Formal Tone: Elegies often have a dignified, serious tone.

3. Themes of Death and Immortality: They frequently discuss the fleeting nature of life

and the hope for eternal peace.

Example:

One of the most famous elegies is "Elegy Written in a Country Churchyard" by Thomas Gray.

The poem reflects on the lives of ordinary people buried in a village churchyard, mourning

their uncelebrated lives while contemplating the inevitability of death.

Structure of an Elegy: Traditionally, elegies have three parts:

1. Lament: Expressing grief and sorrow.

2. Praise: Admiring the deceased.

3. Consolation: Offering comfort or finding meaning in the loss.

Analogy: Think of an elegy as a eulogy, but in poetic form. It’s like giving a heartfelt speech

at someone’s memorial, honoring their memory and expressing your feelings.

Conclusion

Understanding these literary terms enhances our appreciation of literature and how writers

communicate ideas. Here’s a quick summary of each:

1. Dramatic Monologue: A speech where a single character reveals their thoughts and

personality.

2. Metaphor: A direct comparison between two things to create vivid imagery.

3. Hyperbole: Exaggeration used for emphasis or humor.

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4. Point of View: The perspective from which a story is told.

5. Elegy: A poem mourning a loss or reflecting on sorrowful themes.

Each term adds depth to literature, making it more engaging and relatable. Whether it’s a

metaphor’s vivid imagery, a dramatic monologue’s insight into a character, or an elegy’s

heartfelt emotion, these tools allow writers to connect with readers on a profound level. By

studying these terms and their examples, you’ll better understand and appreciate the art of

storytelling.

(b) Transcribe the following words:

(i) cadet (ii) exit

(iii) hello (iv) garage

(v) depot (vi) cobra

(vii) effect (viii) noble

(ix) grassy (x) avoid

Ans: (i) Cadet

Transcription: /kəˈdɛt/

• Explanation:

o /k/: The "c" is pronounced as a hard "k" sound.

o /ə/: The "a" is a schwa sound, which is an unstressed and neutral vowel.

o /ˈdɛt/: The emphasis is on the second syllable, with "d" followed by the "e"

pronounced as in "pet," and ending with "t."

Example: A cadet is someone in training, especially in the military or police force. The stress

on the second syllable makes it sound formal.

(ii) Exit

Transcription: /ˈɛɡzɪt/ or /ˈɛksɪt/

• Explanation:

o /ˈɛɡ/ or /ˈɛks/: The "ex" can be pronounced as "egz" (more common in

American English) or "eks" (often heard in British English).

o /ɪt/: The "i" is short, as in "sit," and the word ends with a "t."

o Stress is on the first syllable.

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Example: When leaving a building, you look for an exit. Pronunciation may vary slightly, but

both forms are correct.

(iii) Hello

Transcription: /həˈloʊ/ or /hɛˈloʊ/

• Explanation:

o /h/: The "h" is a soft sound.

o /ə/ or /ɛ/: The first syllable can use a schwa (neutral sound) or a slightly open

"e" sound, depending on the speaker.

o /ˈloʊ/: The emphasis is on the second syllable, with "lo" pronounced as in

"low."

Example: "Hello" is a common greeting. The rising intonation on "lo" often makes it sound

friendly.

(iv) Garage

Transcription: /ɡəˈrɑːʒ/ or /ˈɡærɪdʒ/

• Explanation:

o /ɡə/ or /ˈɡær/: In British English, "garage" often starts with "g" as in "gap"

and "ar" as in "car." In American English, the first syllable is unstressed and

sounds like "guh."

o /ˈrɑːʒ/ or /ɪdʒ/: In American English, the "a" is pronounced as "ah" followed

by a soft "zh" sound. In British English, it may sound like "ridge."

Example: People park their cars in a garage. The word’s pronunciation differs noticeably in

American and British English.

(v) Depot

Transcription: /ˈdiːpoʊ/ or /ˈdɛpoʊ/

• Explanation:

o /ˈdiː/: In American English, the first syllable has a long "e" sound, as in

"deep."

o /poʊ/: The "t" is silent, and the second syllable rhymes with "go."

Example: A depot is a storage place or transportation hub. The silent "t" can confuse non-

native speakers.

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(vi) Cobra

Transcription: /ˈkoʊbrə/

• Explanation:

o /ˈkoʊ/: The "co" sounds like "co" in "cold."

o /brə/: The second syllable has a schwa sound at the end.

Example: Cobras are venomous snakes. The smooth pronunciation matches the snake's

sleek movements.

(vii) Effect

Transcription: /ɪˈfɛkt/

• Explanation:

o /ɪ/: The "e" in "effect" is short, like in "sit."

o /ˈfɛkt/: The emphasis is on the second syllable, with "f" followed by "e" as in

"get" and ending with "k+t."

Example: The effect of studying hard is good grades. Note that this word is commonly

confused with "affect."

(viii) Noble

Transcription: /ˈnoʊbəl/

• Explanation:

o /ˈnoʊ/: The "no" sounds like "no" in "note," with a long "o."

o /bəl/: The second syllable ends with a schwa sound, making it soft.

Example: Someone noble often has high moral principles. The word’s pronunciation

emphasizes elegance.

(ix) Grassy

Transcription: /ˈɡræsɪ/

• Explanation:

o /ˈɡræs/: The first syllable sounds like "grass."

o /ɪ/: The "y" at the end is pronounced as a short "i," like in "silly."

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Example: A grassy field is covered with grass. The word feels light, like its meaning.

(x) Avoid

Transcription: /əˈvɔɪd/

• Explanation:

o /ə/: The "a" is a schwa sound, unstressed and neutral.

o /ˈvɔɪd/: The second syllable is stressed, with "oi" as in "voice" and ending

with "d."

Example: To avoid a mistake, double-check your work. The rising tone on the second

syllable gives it urgency.

III. (a) (i) Explain the significance of the title of the play The School for Scandal.

ii) Explain the following lines with Reference to the Context: ("Fore heaven, ma'am, they'll

immortalise you you'll be handed down to posterity like Petrarch's Laura, or Waller's

Sacharisse.")

Ans: (i) The Significance of the Title The School for Scandal

The School for Scandal, written by Richard Brinsley Sheridan in 1777, is a satirical comedy of

manners that pokes fun at the lives of the upper class and their obsession with gossip,

scandal, and deceit. To understand the significance of the title, we need to look at the two

key words: “School” and “Scandal.”

1. The Word “School”

• The word “school” suggests a place where people go to learn something. Normally,

when we think of a school, it’s a place for education, where individuals acquire

knowledge, wisdom, or values.

• In this play, however, Sheridan uses the word ironically. Instead of a place for

learning noble qualities, this “school” is metaphorical—it represents the society of

gossip-mongers who take pleasure in spreading rumors and scandals. This “school”

teaches people how to create drama, destroy reputations, and manipulate others for

personal gain.

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2. The Word “Scandal”

• “Scandal” refers to an action or behavior that shocks society or damages someone’s

reputation. In the play, the characters are obsessed with creating and sharing

scandals about each other, often with little regard for the truth.

• Gossip becomes a form of entertainment for the upper-class society portrayed in the

play. This reflects Sheridan’s critique of his own time, where people often engaged in

slander as a way of asserting power or gaining popularity.

3. Together: “The School for Scandal”

• By combining these two words, Sheridan highlights the absurdity of a society where

people are “trained” in the art of scandal. The title implies that creating and

spreading scandals is almost like a formal subject that people are eager to master.

• The play exposes how damaging and hypocritical this obsession with scandal can be.

It reflects on the lack of morality and genuine relationships in high society.

4. Why the Title Is Fitting

The title is incredibly fitting for the play because:

• The entire plot revolves around characters who are part of this metaphorical

“school.”

• Lady Sneerwell, for instance, is a leader in the art of scandal-making. She

manipulates others and uses gossip to damage reputations and achieve her personal

goals.

• The gossiping “school” includes characters like Mrs. Candour, who pretends to be

kind but enjoys spreading rumors, and Snake, a deceitful servant who assists Lady

Sneerwell.

Sheridan uses these characters to mock the frivolity and destructiveness of scandal-making

in upper-class society. The title emphasizes that these behaviors are so widespread and

common that they seem to be part of a deliberate system or “education.”

Examples and Analogies

• Example from the Play: A key moment is when Sir Peter Teazle criticizes his wife,

Lady Teazle, for spending too much time with Lady Sneerwell and her circle. Sir Peter

represents morality, while Lady Teazle is initially drawn to the excitement of gossip

but later realizes its harmful consequences.

• Analogy: Imagine a group of friends in school who constantly spread rumors about

each other for fun. Over time, this damages trust, creates unnecessary drama, and

leaves people feeling hurt. This is similar to what Sheridan portrays in the play, but

on a larger, societal scale.

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5. Relevance of the Title Today

The title remains relevant even in modern times. Social media, for example, can be seen as a

modern “school for scandal,” where people often spread rumors or post controversial

content to gain attention, even if it harms others. Sheridan’s critique of gossip and scandal is

timeless, reminding us to reflect on our own behaviors.

(ii) Explanation of the Lines with Reference to Context

The lines, “Fore heaven, ma'am, they'll immortalise you—you'll be handed down to

posterity like Petrarch's Laura, or Waller's Sacharisse,” appear in Act II, Scene II of The

School for Scandal. These lines are spoken by Joseph Surface, a character who pretends to

be virtuous but is actually hypocritical and manipulative.

1. Breaking Down the Lines

• “Fore heaven, ma'am”: This is an old-fashioned way of saying “By heaven” or “I

swear.” It shows that Joseph is trying to sound dramatic and earnest.

• “They’ll immortalise you”: Joseph is saying that the lady (Lady Teazle) will become

famous and remembered forever, just like figures from literature and poetry.

• “You’ll be handed down to posterity”: This means that future generations will know

about her and talk about her.

• “Like Petrarch’s Laura or Waller’s Sacharisse”: Petrarch and Waller were famous

poets who wrote about their muses, Laura and Sacharisse, making them immortal

through their poetry. Joseph is comparing Lady Teazle to these legendary muses,

suggesting that her beauty and personality will be celebrated forever.

2. Context

• Setting: Joseph Surface is trying to flirt with Lady Teazle and convince her to start an

affair with him.

• Motivation: Joseph flatters Lady Teazle because he wants to manipulate her for his

own benefit. At the same time, Lady Teazle is flattered by his words because she is

unhappy in her marriage to Sir Peter Teazle. She enjoys the attention but is unsure

about going further with Joseph.

• Underlying Meaning: Joseph’s words are full of irony. While he praises Lady Teazle

and compares her to noble muses, his intentions are far from noble. He is trying to

exploit her vanity and dissatisfaction for his selfish goals.

3. Analysis

• Irony: The comparison to Petrarch’s Laura and Waller’s Sacharisse is ironic because:

o Laura and Sacharisse were celebrated for their purity and unattainable love,

while Joseph’s intentions are anything but pure.

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o Joseph’s flattery is shallow and insincere. He doesn’t actually care about Lady

Teazle’s reputation or future.

• Critique of Society: These lines also reflect Sheridan’s critique of the superficial

relationships and false flattery in high society. Joseph represents the type of person

who uses flowery words and empty compliments to manipulate others.

• Lady Teazle’s Conflict: Lady Teazle’s response to Joseph’s advances shows her

internal conflict. She is tempted by his flattery but also hesitant because she knows it

would harm her reputation.

Examples and Analogies

• Example from Modern Life: Joseph’s behavior can be compared to someone who

gives fake compliments on social media or in real life to get what they want. For

instance, a person might flatter someone just to gain favors, even if they don’t truly

mean it.

• Analogy: Imagine someone promising to make you “famous” or “immortal” through

a grand gesture, but their real goal is selfish. This is similar to what Joseph is doing—

he’s not genuinely interested in Lady Teazle’s well-being or legacy; he just wants to

use her for his own gain.

Conclusion

Both the title The School for Scandal and the lines spoken by Joseph Surface reveal

Sheridan’s sharp critique of the hypocrisy, vanity, and moral decay in high society. The title

encapsulates the central theme of the play—the destructive power of gossip and scandal—

while Joseph’s lines highlight the insincerity and manipulation that often accompany

flattery. Sheridan uses humor, irony, and memorable characters to deliver a timeless

message about the dangers of shallow relationships and false appearances.

(b) Answer the following questions:

(i) What, according to Mr. Snake, are the achievements of Mrs. Clackit?

(ii) How does Lady Teazle answer the charges of Sir Peter Teazle when the blames her for

extra-vagance?

(iii) How can you say that Sir Oliver has sneaking sympathy for Charles?

Ans: (i) What, according to Mr. Snake, are the achievements of Mrs. Clackit?

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In The School for Scandal, Mr. Snake is a character who plays a role in spreading malicious

gossip and scandals. He is a paid informant and manipulator who works for Lady Sneerwell,

a key figure in the play who thrives on ruining reputations through fabricated stories.

Mr. Snake sarcastically mentions the “achievements” of Mrs. Clackit to highlight her

penchant for spreading rumors and meddling in the lives of others. According to him, Mrs.

Clackit’s main “accomplishment” is her ability to gossip incessantly about others, creating

drama and chaos wherever she goes. She is someone who thrives on knowing the private

affairs of others and making them public, often distorting the truth to suit her narrative. This

behavior serves to entertain her and the like-minded people she associates with.

For example, if someone sneezes twice at a party, Mrs. Clackit might claim they are

suffering from a rare illness, and by the time the rumor reaches others, the person might

have “died” multiple times in the story. Her “achievement,” in Mr. Snake’s eyes, is that she

has perfected the art of turning trivial incidents into sensational scandals.

This reflects Sheridan’s criticism of the culture of gossip in 18th-century society, where

people like Mrs. Clackit derived pleasure from ruining others’ reputations. It’s a timeless

commentary on how some individuals take pride in being the “source” of juicy information,

even if it means distorting the truth.

(ii) How does Lady Teazle answer the charges of Sir Peter Teazle when he blames her for

extravagance?

Lady Teazle and Sir Peter Teazle’s marriage is one of the central relationships in the play,

filled with humorous arguments and misunderstandings. Sir Peter is much older than Lady

Teazle and often criticizes her for her extravagant lifestyle. Lady Teazle, on the other hand,

comes from a humble rural background and has embraced the luxurious lifestyle of the city

with great enthusiasm.

When Sir Peter accuses Lady Teazle of extravagance, she responds with wit and defiance.

Rather than feeling guilty, she defends her spending habits by pointing out that she is simply

behaving like other women of her social class. Lady Teazle argues that it is natural for a

young, fashionable woman to indulge in luxuries such as expensive clothes, jewelry, and

entertainment. She even implies that Sir Peter, by marrying her and introducing her to high

society, has himself encouraged her to adopt this lifestyle.

For instance, she might sarcastically suggest that Sir Peter should not have married

someone young and lively if he wanted a quiet, modest wife. Her playful but biting remarks

reveal her frustration with his constant nagging. She also uses humor to deflect his criticism,

highlighting the generational gap between them.

To make her point, Lady Teazle might compare her love for luxury to a bird enjoying

freedom after being released from a cage. Her rural upbringing was simple and restrictive,

and now that she has tasted the pleasures of high society, she refuses to go back. This

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reflects her inner conflict—while she enjoys the excitement of city life, she is also aware of

its superficiality.

Sheridan uses these exchanges to explore themes of marriage, generational differences, and

the influence of society on personal behavior. Through Lady Teazle’s sharp responses, the

play also critiques the hypocrisy of men like Sir Peter, who expect their wives to conform to

their ideals while ignoring their own flaws.

(iii) How can you say that Sir Oliver has sneaking sympathy for Charles?

Sir Oliver Surface, a wealthy and wise uncle, is an important character in The School for

Scandal. He returns to England after several years abroad to evaluate the character of his

two nephews, Charles and Joseph Surface. While Joseph outwardly appears virtuous and

respectable, he is actually deceitful and hypocritical. Charles, on the other hand, has a

reputation for being reckless and extravagant but is genuine and kind-hearted.

Sir Oliver has a soft spot or “sneaking sympathy” for Charles, despite his flaws. This becomes

evident when Sir Oliver, disguised as a moneylender named Mr. Premium, visits Charles to

test his character. During this visit, Charles impresses Sir Oliver with his honesty and

generosity. For instance, although Charles is willing to sell his family portraits to pay off his

debts, he refuses to part with the portrait of Sir Oliver, whom he deeply respects despite

never having met him. This act demonstrates that Charles values family and sentiment over

money, which touches Sir Oliver’s heart.

Moreover, Sir Oliver recognizes that Charles, unlike Joseph, is not a hypocrite. While Charles

openly acknowledges his faults, Joseph pretends to be virtuous while plotting against

others. Sir Oliver admires Charles’s sincerity and believes that his good nature outweighs his

irresponsible behavior. He understands that Charles’s extravagance is a youthful folly that

can be corrected, whereas Joseph’s hypocrisy is a far deeper moral failing.

To illustrate this, you might think of two students: one who is mischievous but honest about

their mistakes, and another who pretends to be perfect while secretly cheating. Sir Oliver’s

sympathy for Charles reflects the idea that honesty and kindness are more important than

appearances.

This sympathy also aligns with the play’s broader message about judging people based on

their true character rather than societal perceptions. Sheridan uses Sir Oliver’s eventual

support for Charles to emphasize the importance of forgiveness, understanding, and seeing

beyond surface-level judgments.

Conclusion

Richard Brinsley Sheridan’s The School for Scandal offers a witty critique of human behavior,

particularly the flaws of gossip, hypocrisy, and superficiality. Through characters like Mrs.

Clackit, Lady Teazle, and Sir Oliver, the play highlights the absurdities of 18th-century

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society while delivering timeless lessons about honesty, loyalty, and the dangers of judging

others too quickly.

1. Mrs. Clackit’s achievements lie in her talent for spreading gossip, showcasing the

destructive power of idle talk.

2. Lady Teazle’s response to Sir Peter’s accusations reveals her wit, independence, and

the tension between tradition and modernity in marriage.

3. Sir Oliver’s sympathy for Charles underscores the value of sincerity and kindness

over superficial virtues.

IV.(a) (i) Compare the characters of Charles surface and Joseph surface

(ii) Explain the following lines with Reference to the Context:"For our mutual interest I

have found him out a long time since I know him to be artful, selfish and malicious, in short,

a sentimental knave."

Ans: IV. (a) (i) Comparison of the Characters of Charles Surface and Joseph Surface

In Richard Brinsley Sheridan's play The School for Scandal, Charles Surface and Joseph

Surface are two contrasting brothers who represent very different personalities and moral

values. Their characters are central to the themes of hypocrisy, virtue, and true morality in

the play. Let’s delve into their characteristics and compare them.

1. Charles Surface: The Carefree Yet Honest Brother

Charles Surface is depicted as a reckless and carefree young man. He is a spendthrift,

indulging in parties, gambling, and living a life of extravagance. Despite his financial

irresponsibility, Charles has a good heart and is honest. He values friendship and loyalty and

does not pretend to be someone he is not.

Key Traits of Charles Surface:

• Generosity: Charles is known for his generous nature. Even when he is in debt, he

shows kindness to others. For example, when he sells off his family portraits to pay

off debts, he refuses to sell the portrait of his uncle, Sir Oliver Surface, out of respect

and love. This act reflects his underlying goodness.

• Carelessness: Charles is financially irresponsible, often borrowing money and living

beyond his means. However, his carefree attitude stems from youthful exuberance

rather than malice.

• Honesty: He is straightforward and does not engage in deceit or hypocrisy. What you

see is what you get with Charles Surface.

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Example to Understand Charles:

Imagine a friend who spends all their money on parties and luxuries but will always be there

for you in times of need. They may not be great with money, but their heart is in the right

place, and you can trust their intentions.

2. Joseph Surface: The Hypocritical Brother

In stark contrast to Charles, Joseph Surface is a hypocrite. He pretends to be virtuous, wise,

and caring, but his actions reveal his selfish and deceitful nature. Joseph is primarily

concerned with maintaining his image of being a "man of sentiment," while scheming for his

own gain.

Key Traits of Joseph Surface:

• Hypocrisy: Joseph projects himself as a man of high moral standards, but this is just

a façade. Behind the mask of virtue lies a cunning and manipulative individual.

• Selfishness: He is driven by self-interest and does not hesitate to betray others to

achieve his goals. For instance, he tries to seduce Lady Teazle while pretending to be

a trustworthy friend to her husband, Sir Peter Teazle.

• Deceitfulness: Joseph is skilled at using his words to manipulate others. He relies on

flattery and pretense to maintain his reputation.

Example to Understand Joseph:

Think of someone at work who always pretends to be helpful and kind in front of the boss

but secretly undermines others to climb the ladder. Their charm hides their true, selfish

motives.

Comparison Between Charles and Joseph

Aspect

Charles Surface

Joseph Surface

Personality

Carefree and honest

Calculating and deceitful

Morality

Genuine goodness despite flaws

Hypocritical and selfish

Reputation

Seen as reckless but true-hearted

Seen as virtuous but secretly

immoral

Relationships

Loyal to friends and family

Manipulates relationships for

personal gain

Actions

Sells portraits but spares his uncle’s

out of respect

Schemes against his own brother

and friends

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Moral of Their Comparison:

Charles Surface teaches us that actions speak louder than words. While he may have flaws,

his honesty and loyalty make him a better person than Joseph, whose deceptive nature

reveals the hollowness of outward appearances. The play reminds us that true virtue lies in

being genuine, not in pretending to be good.

IV. (a) (ii) Explanation of the Lines with Reference to the Context

Lines to Explain:

"For our mutual interest I have found him out a long time since I know him to be artful,

selfish, and malicious, in short, a sentimental knave."

Context of the Lines:

These lines are spoken in The School for Scandal to describe Joseph Surface. They highlight

Joseph’s true character, which contrasts sharply with his public image. The speaker here

unmasks Joseph’s hypocrisy and reveals his cunning, selfish motives. Let’s break down the

key ideas in the lines for better understanding.

Key Phrases and Their Meaning:

1. "For our mutual interest I have found him out a long time since":

o This means that the speaker has long understood Joseph’s true nature, and

this knowledge is significant for both their benefit. It implies that Joseph’s

deceitful ways are not hidden from everyone and that his actions are

motivated purely by selfish interests.

2. "I know him to be artful, selfish, and malicious":

o These words describe Joseph as being cunning (“artful”), self-centered

(“selfish”), and harmful in his intentions (“malicious”). His charm and

eloquence are tools he uses to manipulate others.

3. "In short, a sentimental knave":

o The term “sentimental knave” is an ironic label. A "knave" is a dishonest and

unscrupulous person, while “sentimental” refers to someone who pretends

to have noble feelings. Together, it perfectly captures Joseph’s hypocrisy—he

hides his evil nature behind a mask of virtue and sentimentality.

Explanation in Simple Terms:

This quote essentially exposes Joseph Surface as a fake. He is someone who acts like a noble

and kind-hearted person but is actually selfish and manipulative. The speaker wants to

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emphasize that Joseph’s outward charm and sentimentality are nothing more than tools to

deceive others.

Examples and Analogies:

1. Example from Real Life:

o Imagine a politician who always gives speeches about honesty and integrity

but secretly engages in corruption. Their public image is designed to gain

trust, but their true self is entirely different.

2. Analogy:

o Joseph is like a beautifully wrapped gift box that is empty inside. The

attractive wrapping (his words and appearance) makes you think the box has

something valuable, but opening it reveals the hollowness of his character.

Connection to the Play’s Themes:

The lines reflect the play’s central theme of hypocrisy. The School for Scandal is a satire on

how people maintain false appearances to gain social acceptance. Joseph Surface embodies

this idea perfectly, as he pretends to be virtuous while indulging in deceitful schemes.

Broader Lesson:

The quote serves as a reminder not to judge people solely based on appearances or words.

True character is revealed through actions, not pretenses.

Conclusion:

Both parts of this question revolve around the theme of contrasting appearances and

reality. Charles Surface and Joseph Surface represent two sides of morality—genuine

honesty versus hypocritical deceit. Similarly, the quote about Joseph Surface reveals the

dangers of being misled by outward charm. Whether in the play or in real life, these lessons

are timeless and teach us to value authenticity over pretense.

(b) Answer the following questions:

(i) What role does Moses play in The School for Scandal?

(ii) How can you say that Sir Oliver has sneaking sympathy for Charles?

(iii) What are the observations of Sir Oliver on servants of the so-called rich people?

Ans: (i) What role does Moses play in The School for Scandal?

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Moses is a relatively minor but significant character in The School for Scandal. He is a Jewish

moneylender who plays a crucial role in advancing the plot, particularly in the subplot

involving Charles Surface and his financial troubles. Moses serves as a bridge between the

world of finance and the moral dilemmas faced by the characters, especially Charles and Sir

Oliver Surface.

Key Aspects of Moses' Role:

1. Facilitator of Financial Transactions: Moses is introduced as a moneylender who

deals with Charles Surface, a young man known for his extravagant lifestyle and

mounting debts. Charles is in desperate need of money, and Moses becomes the

intermediary who arranges for Charles to borrow funds. This sets the stage for Sir

Oliver Surface’s plan to test his nephews, Charles and Joseph.

2. Instrument of Sir Oliver’s Test: Sir Oliver, who has returned to England after many

years, wants to assess the true character of his nephews before deciding whom to

leave his fortune to. He disguises himself as "Mr. Stanley," a poor relative, to test

Joseph’s generosity, and later as "Mr. Premium," a moneylender, to test Charles’s

integrity. Moses is the one who introduces Sir Oliver (in disguise) to Charles as a

potential moneylender. This interaction is pivotal because it reveals Charles’s true

nature—his recklessness with money but also his underlying goodness.

3. Reflection of Social Attitudes: Moses, as a Jewish moneylender, reflects the societal

attitudes of the time. In the 18th century, moneylenders were often viewed with

suspicion and prejudice, and Jewish moneylenders, in particular, were stereotyped

as greedy and unscrupulous. However, Sheridan portrays Moses in a relatively

neutral light. While he is a businessman seeking profit, he is not depicted as

villainous or exploitative. Instead, he is pragmatic and straightforward, providing a

contrast to the hypocrisy and deceit of other characters in the play.

4. Comic Relief: Moses also contributes to the play’s humor. His interactions with Sir

Oliver and Charles are laced with wit and irony. For example, when Sir Oliver (as Mr.

Premium) expresses shock at the high interest rates charged by moneylenders,

Moses dryly responds that it is simply the nature of the business. This exchange

highlights the absurdity of the financial world while adding a layer of comedy to the

play.

Example and Analogy:

Think of Moses as a mirror that reflects the financial and moral struggles of the characters.

Just as a mirror doesn’t distort the image but shows it as it is, Moses doesn’t judge or

manipulate the characters but simply facilitates their actions. His role is like that of a pawn

in a chess game—he may seem insignificant at first, but his movements are crucial for the

larger strategy (in this case, Sir Oliver’s plan to test his nephews).

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(ii) How can you say that Sir Oliver has sneaking sympathy for Charles?

Sir Oliver Surface, the wealthy uncle of Charles and Joseph, initially appears to be a stern

and judgmental figure. However, as the play progresses, it becomes clear that he has a soft

spot for Charles, despite the young man’s flaws. This "sneaking sympathy" is revealed

through Sir Oliver’s actions, observations, and interactions with other characters.

Key Aspects of Sir Oliver’s Sympathy for Charles:

1. Disguise as Mr. Premium: Sir Oliver’s decision to test Charles by disguising himself as

a moneylender (Mr. Premium) shows his desire to give Charles a fair chance. While

he is disappointed by Charles’s reckless spending and mounting debts, he is also

intrigued by Charles’s honesty and lack of pretense. Unlike Joseph, who puts on a

facade of virtue, Charles is unapologetically himself, and Sir Oliver finds this

refreshing.

2. Charles’s Generosity: During the test, Sir Oliver observes that Charles, despite his

financial troubles, is generous and kind-hearted. For example, Charles refuses to sell

the family portraits to Mr. Premium (Sir Oliver in disguise), showing his respect for

his ancestors and his emotional attachment to his family. This act of loyalty and

sentimentality touches Sir Oliver and makes him see Charles in a more favorable

light.

3. Contrast with Joseph: Sir Oliver’s sympathy for Charles is further highlighted by his

growing disillusionment with Joseph. Joseph, who pretends to be virtuous and

responsible, is revealed to be hypocritical and manipulative. In contrast, Charles’s

flaws are genuine, and his virtues—such as his generosity and honesty—are equally

genuine. Sir Oliver recognizes that Charles’s heart is in the right place, even if his

actions are often misguided.

4. Final Approval: By the end of the play, Sir Oliver’s sneaking sympathy for Charles

turns into full-fledged approval. He decides to leave his fortune to Charles,

acknowledging that Charles’s flaws are outweighed by his good qualities. This

decision is a testament to Sir Oliver’s ability to see beyond surface appearances and

judge people based on their true character.

Example and Analogy:

Sir Oliver’s sympathy for Charles can be compared to a parent’s love for a wayward child.

Even though the child may make mistakes and cause disappointment, the parent sees the

potential for goodness and growth. Sir Oliver’s journey from skepticism to approval mirrors

the way a parent might come to understand and appreciate a child’s true nature over time.

(iii) What are the observations of Sir Oliver on servants of the so-called rich people?

Sir Oliver’s observations on the servants of wealthy people provide a satirical commentary

on the social hierarchy and the moral decay of the upper class. Through his interactions and

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comments, Sheridan uses Sir Oliver as a mouthpiece to critique the hypocrisy and

corruption prevalent in society.

Key Observations:

1. Servants as Mirrors of Their Masters: Sir Oliver notes that servants often reflect the

behavior and values of their masters. In a society where appearances are everything,

wealthy people project an image of respectability and virtue, but their servants, who

see behind the facade, often mimic their masters’ true behavior. For example, if a

master is deceitful or immoral, the servants are likely to be the same.

2. Exploitation and Disloyalty: Sir Oliver observes that servants in wealthy households

are often exploited and undervalued. Despite their loyalty and hard work, they are

treated as disposable and are rarely rewarded for their efforts. This exploitation

leads to resentment and disloyalty, as servants have no incentive to remain faithful

to their masters.

3. Gossip and Scandal: Servants are often the source of gossip and scandal in wealthy

households. Because they have access to private information and intimate details of

their masters’ lives, they become conduits for spreading rumors and fueling the

scandal mill. Sir Oliver recognizes that this culture of gossip is a reflection of the

moral decay of the upper class.

4. Class Divide: Sir Oliver’s observations also highlight the stark class divide in society.

While the wealthy enjoy lives of luxury and privilege, their servants toil in the

background, often living in poverty and hardship. This inequality is a source of

tension and resentment, further eroding the moral fabric of society.

Example and Analogy:

Sir Oliver’s observations on servants can be compared to the way a mirror reflects the true

image of a person. Just as a mirror doesn’t lie, servants reveal the true nature of their

masters, stripped of pretenses and facades. The relationship between masters and servants

is like a microcosm of society, where the flaws and injustices of the upper class are

magnified and exposed.

Conclusion:

In The School for Scandal, Moses, Sir Oliver, and the servants each play distinct but

interconnected roles that contribute to the play’s exploration of morality, hypocrisy, and

social hierarchy. Moses serves as a pragmatic facilitator, Sir Oliver embodies the struggle to

discern true character, and the servants reflect the moral decay of the wealthy. Together,

these elements create a rich tapestry of satire and social commentary, making the play a

timeless critique of human nature and society.

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V.(a)(i) Discuss the Library Scene in the play The School for Scandal.

(ii) Explain the following lines with Reference to the Context: "This shall be your hammer and now

you may knock down my ancestors with their own pedigree."

Ans: (a)(i) Discuss the Library Scene in the play The School for Scandal

Introduction to the Play and the Scene The School for Scandal by Richard Brinsley Sheridan is

one of the most famous comedies of manners from the 18th century. The play explores

themes of gossip, hypocrisy, and morality through humorous and often satirical dialogues.

The library scene is one of the highlights of the play, offering a glimpse into the complex

relationships and deceptive behaviors of the characters.

Setting of the Library Scene The library scene takes place at the home of Joseph Surface, a

character who pretends to be virtuous and morally upright but is actually a hypocrite. The

library serves as a symbolic space in this scene—while libraries are typically associated with

wisdom and truth, this particular library becomes a setting for deceit, manipulation, and the

unraveling of secrets.

Characters Involved

1. Joseph Surface: A master manipulator who presents himself as virtuous but is full of

deceit.

2. Lady Teazle: A young, lively woman married to the much older Sir Peter Teazle. She

is tempted to indulge in flirtation and scandal.

3. Sir Peter Teazle: Lady Teazle’s husband, who is suspicious of her behavior but

genuinely cares for her.

4. Sir Oliver Surface: Joseph's and Charles's wealthy uncle, who comes disguised to test

the character of his nephews.

5. Charles Surface: Joseph’s brother, who, despite his reckless behavior, proves to be

more honest and good-hearted than Joseph.

Key Moments in the Library Scene

1. Lady Teazle and Joseph’s Secret Meeting

The scene begins with Lady Teazle visiting Joseph Surface in his library. Their

interaction reveals the flirtatious and morally questionable relationship developing

between them. Lady Teazle, though married to Sir Peter, is tempted by Joseph’s false

charm and flattery. Joseph, meanwhile, sees Lady Teazle as another pawn in his

scheme to climb the social ladder.

Key Aspect:

Lady Teazle is not entirely convinced of Joseph’s sincerity. Her internal conflict is clear—she

is torn between her desire for excitement and her conscience.

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Example/Analogy:

Imagine someone promising you something grand and exciting, but deep down, you have

doubts about their honesty. That’s exactly what Lady Teazle feels in this moment.

2. Sir Peter’s Arrival and the Hiding Incident

Sir Peter unexpectedly arrives at Joseph’s house while Lady Teazle is still present. To

avoid being caught, Joseph convinces Lady Teazle to hide behind a screen in the

library. This leads to one of the most comical and dramatic moments in the play.

Significance:

The hiding incident highlights the theme of concealment, both literally (Lady Teazle behind

the screen) and metaphorically (Joseph’s hypocritical behavior). It also sets up a situation of

dramatic irony, as the audience knows something Sir Peter doesn’t.

3. Sir Peter’s Confessions to Joseph

While Lady Teazle is hidden, Sir Peter begins discussing his marital troubles with

Joseph. Ironically, he praises Joseph for his supposed moral integrity, unaware that

Joseph is the very person threatening his marriage.

Key Aspect:

This part of the scene demonstrates Sir Peter’s blind trust in Joseph and his obliviousness to

the true nature of his wife’s relationship with him.

Analogy:

This is like confiding in someone about a problem, only to later discover they were the root

cause all along. The humor and tension arise from the audience’s knowledge of Joseph’s

duplicity.

4. The Screen Scene – The Big Reveal

The climax of the library scene occurs when the screen is pulled aside, and Lady

Teazle is discovered. This shocking and embarrassing moment forces all characters to

confront the truth. Lady Teazle, filled with guilt, realizes her mistakes, and Joseph’s

hypocritical nature is exposed.

Significance:

The “screen scene” is a turning point in the play. It unveils the truth in the most dramatic

fashion, reinforcing the play’s critique of hypocrisy and superficial morality.

Themes Highlighted in the Library Scene

1. Hypocrisy:

Joseph’s pretense of being virtuous is contrasted with his actual behavior. His

double-dealing nature becomes evident through his actions and words.

2. Deception and Revelation:

The scene revolves around deception, from Lady Teazle hiding behind the screen to

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Sir Peter’s ignorance of Joseph’s true intentions. The eventual revelation underlines

the play’s central theme—that truth will always come to light.

3. Marriage and Morality:

Lady Teazle’s flirtation with Joseph and Sir Peter’s naive trust highlight the

challenges of marriage and the moral dilemmas faced by individuals in high society.

4. Comedy of Errors:

The scene is a perfect example of the comedy of errors, with misunderstandings,

hidden truths, and ironic twists creating humor and drama.

Impact of the Scene on the Play

The library scene is pivotal because it lays bare the characters’ true selves. Joseph is

exposed as a fraud, Lady Teazle begins her journey of redemption, and Sir Peter’s faith in

both his wife and Joseph is shattered. It sets the stage for the resolution of the play, where

genuine virtue triumphs over deceit.

(a)(ii) Explain the following lines with Reference to the Context:

"This shall be your hammer and now you may knock down my ancestors with their own

pedigree."

Context of the Lines

These lines are spoken in the play The School for Scandal during a humorous and satirical

moment. The speaker uses these words to mock the excessive pride and pretentiousness of

certain characters who value ancestry and social status above everything else.

Breaking Down the Line

1. "This shall be your hammer"

The speaker metaphorically refers to the hammer as a tool of destruction or

criticism. It suggests that the person being addressed is about to use this "hammer"

to attack or ridicule something important.

2. "Now you may knock down my ancestors"

This part sarcastically invites the listener to attack the speaker’s lineage or family

history. It reflects the speaker’s awareness of how society often places undue

importance on ancestry.

3. "With their own pedigree"

The use of “pedigree” highlights the obsession with lineage and heritage. The irony

here is that the ancestors’ own history or status is being used against them.

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Theme and Meaning

The lines critique the superficiality of judging individuals based solely on their ancestry or

family status. They reflect Sheridan’s satire of 18th-century society, where social standing

was often valued over personal merit. The humor lies in the absurdity of the situation and

the sharp wit of the speaker.

Relevance to the Play

These lines encapsulate one of the play’s central themes: the criticism of vanity and

hypocrisy in high society. The obsession with lineage and appearances is a recurring motif,

and this line serves as a pointed commentary on the ridiculousness of such attitudes.

Examples and Analogies

1. Example from Modern Times:

Imagine someone in a job interview being judged solely on their family background

rather than their skills. This mirrors the absurdity of placing pedigree over personal

ability, as highlighted in the play.

2. Analogy:

It’s like using an expensive family heirloom to argue that someone is important, only

to realize the heirloom doesn’t define the person’s worth.

Conclusion

Both parts of the question—the library scene and the explanation of the lines—are rich with

themes of hypocrisy, deception, and social satire. Sheridan’s brilliance lies in his ability to

expose the flaws of high society through sharp wit and entertaining dialogue. By

understanding these moments in depth, we see how The School for Scandal remains a

timeless critique of human nature and society’s obsession with appearances.

(b) Answer the following questions:

(i) Give a character sketch of Sir Peter Teazle.

(ii) What is the contribution of the scandal mongers in the play?

(iii) How are Maria and Rowley moral Touchstones?

Ans: (i) Character Sketch of Sir Peter Teazle

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Sir Peter Teazle is one of the central characters in The School for Scandal, and his personality

is a blend of contradictions, humor, and relatability. Let’s explore his character in depth:

1. Wealthy and Established

Sir Peter is an older, wealthy gentleman who is part of London's high society. Despite

his financial stability and respectable status, he often finds himself entangled in

personal and social conflicts. His wealth allows him to lead a comfortable life, but it

also makes him susceptible to the frivolities of society.

2. Good-hearted but Stubborn

Sir Peter has a kind and generous heart, as seen in his support for Charles Surface

despite Charles's reckless behavior. However, he is also stubborn and rigid in his

views. For instance, he often criticizes his young wife, Lady Teazle, for her

extravagant lifestyle, even though he is partly responsible for encouraging her entry

into high society.

3. Jealous and Suspicious

Sir Peter’s marriage to Lady Teazle is one of the most amusing and complex aspects

of the play. Despite loving her, he is often jealous and suspicious of her intentions.

He fears that Lady Teazle is unfaithful or overly influenced by the scandalous gossip

of society. For example, when he overhears her conversation with Joseph Surface, he

immediately jumps to conclusions about her fidelity.

4. Comic and Relatable

Sir Peter’s constant arguments with Lady Teazle provide much of the humor in the

play. Their disagreements reflect the challenges of mismatched marriages, especially

when there is a significant age gap. For instance, Lady Teazle, being young and

ambitious, wants to enjoy the pleasures of city life, while Sir Peter, being older,

prefers simplicity and moderation.

5. Moral but Flawed

Sir Peter is portrayed as a moral man who values honesty and integrity. However, he

is not immune to the influence of scandal mongers and often falls prey to their

rumors. This duality makes him a well-rounded character. For example, he initially

believes Joseph Surface to be virtuous and dismisses the flaws of society's gossipers,

only to later discover the truth about Joseph’s deceitful nature.

Analogy: Sir Peter Teazle can be compared to a modern-day figure who struggles to balance

traditional values with contemporary societal pressures. He represents the internal conflict

between wanting stability and adapting to change.

(ii) Contribution of the Scandal Mongers in the Play

The scandal mongers in The School for Scandal play a significant role in driving the plot and

reflecting the flaws of high society. These characters thrive on spreading gossip and false

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rumors, highlighting Sheridan's critique of a society obsessed with reputation and

appearances.

1. Creators of Conflict

The scandal mongers, led by Lady Sneerwell, serve as instigators of conflict in the

play. Their main purpose is to spread rumors and create misunderstandings. For

example, Lady Sneerwell collaborates with Joseph Surface to ruin Charles Surface’s

reputation and win Maria’s love. This scheming sets the stage for many of the

dramatic and comedic events in the play.

2. Commentary on Society

Sheridan uses the scandal mongers to expose the superficiality and hypocrisy of

18th-century London society. These characters enjoy tearing others down while

pretending to be virtuous themselves. For instance, Mrs. Candour claims to detest

gossip, but she eagerly participates in spreading it. This behavior reflects the double

standards of the time.

3. Humor and Satire

The scandal mongers bring humor to the play through their exaggerated gossip and

petty rivalries. For example, Sir Benjamin Backbite and Crabtree’s conversations are

filled with absurd and baseless rumors, such as the claim that someone died of a

broken heart from eating cucumber sandwiches. These ridiculous anecdotes add a

layer of comedy while emphasizing the absurdity of their behavior.

4. Catalysts for Revelation

The gossip spread by the scandal mongers often leads to key revelations in the play.

For instance, their rumors about Charles Surface being a reckless spendthrift force

Sir Peter to reevaluate his opinion of Charles. In the end, it is revealed that Charles,

despite his flaws, is more genuine and kind-hearted than his seemingly virtuous

brother Joseph.

5. Moral Lesson

The scandal mongers serve as a warning against the dangers of gossip and false

appearances. Through their actions, Sheridan emphasizes the importance of truth

and integrity. The downfall of characters like Joseph Surface, who rely on deceit and

manipulation, reinforces this message.

Analogy: The scandal mongers are like modern-day social media trolls who spread

misinformation and create drama for their own amusement. Their actions may seem

entertaining on the surface, but they often cause significant harm to those involved.

(iii) Maria and Rowley as Moral Touchstones

Maria and Rowley stand out as the moral compasses of The School for Scandal. Their

honesty, integrity, and sense of right and wrong provide a contrast to the deceit and

superficiality of the other characters.

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Maria

1. Virtuous and Honest

Maria is one of the few characters in the play who remains untouched by the

corrupting influence of high society. She values sincerity and integrity over wealth

and social status. For example, she loves Charles Surface despite his financial

troubles and tarnished reputation, recognizing his true goodness.

2. Moral Courage

Maria refuses to be swayed by the scandal mongers or pressured into marrying

Joseph Surface, even though he is seen as the more "respectable" choice. Her

decision to follow her heart and stand by Charles reflects her moral strength.

3. Symbol of True Love

Maria’s unwavering love for Charles represents the ideal of true love that is based on

character rather than material wealth or social approval. She is a stark contrast to

characters like Lady Teazle, who initially prioritize superficial desires.

Rowley

1. Loyal and Wise

Rowley, Sir Peter Teazle’s former steward, is a loyal and trustworthy character who

acts as a guide for others. He is one of the few characters who sees through Joseph

Surface’s facade and recognizes Charles’s genuine nature. His wisdom and insight

help Sir Peter and others navigate the chaos caused by the scandal mongers.

2. Mediator and Problem Solver

Rowley often acts as a mediator, helping to resolve conflicts and misunderstandings.

For instance, he plays a key role in reuniting Sir Peter and Lady Teazle by helping

them understand each other’s perspectives. His efforts bring about a sense of

harmony and closure in the play.

3. Voice of Reason

Rowley serves as the voice of reason, offering practical advice and moral guidance.

He represents the idea that honesty and integrity are more valuable than wealth or

social status.

Maria and Rowley Together

Maria and Rowley’s roles as moral touchstones highlight the contrast between genuine

goodness and superficial appearances. They remind the audience that true virtue lies in

actions, not in words or reputation. Their presence provides a sense of balance and stability

in a world dominated by scandal and deceit.

Analogy: Maria and Rowley are like the grounding friends or mentors we all need in life—

people who remind us to stay true to our values even when surrounded by negativity or

temptation.

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Conclusion

In The School for Scandal, Sheridan masterfully uses characters like Sir Peter Teazle, the

scandal mongers, Maria, and Rowley to explore themes of morality, hypocrisy, and human

relationships. Sir Peter’s complex personality makes him relatable, while the scandal

mongers add humor and conflict. Maria and Rowley, as moral touchstones, remind us of the

importance of integrity and love. Through these characters, Sheridan offers a timeless

commentary on society that remains relevant even today.

VI. (a) (i) The play The School for Scandal focusses on gossip and slander as a social

disease. After reading the play, do you agree with the statement ? Give reasons.

(ii) Explain the following lines with Reference to the Context:"Are you not the cause of it?

Had you not a sufficient field for your roguery? In imposing upon Sir Peter and supplanting

your brother, but you must endeavour to reduce his wife ? I hate such an avarice of crimes;

tis an unfair monopoly and never prospers.".

Ans: (i) The Play The School for Scandal Focuses on Gossip and Slander as a Social Disease.

Do You Agree with the Statement?

The School for Scandal by Richard Brinsley Sheridan is a comedy of manners that provides a

sharp critique of 18th-century British society, particularly its obsession with gossip and

slander. Let’s examine how gossip and slander act as a “social disease” in the play, why this

metaphor fits perfectly, and why this theme is still relevant today.

What Does Gossip and Slander Mean in the Play?

Gossip refers to idle talk about others, often based on rumors or half-truths, while slander

takes it a step further, involving deliberate lies meant to harm someone’s reputation. In the

play, Sheridan shows how these behaviors poison relationships, ruin reputations, and

expose the hypocrisy of high society.

Why Is Gossip and Slander Called a Social Disease?

A disease spreads quickly, causes harm, and often starts small but grows uncontrollably.

Similarly, gossip and slander:

1. Spread rapidly in the society depicted in the play.

2. Cause deep harm to individuals, often unfairly.

3. Erode trust and promote superficiality and hypocrisy.

This comparison fits perfectly because gossip infects society with negativity, just as a disease

affects the health of a person.

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Examples from the Play: The “School” of Gossip

The title The School for Scandal itself points to the central role of gossip in the story. Let’s

examine some key examples:

1. Lady Sneerwell’s Circle: Lady Sneerwell, one of the main characters, runs a figurative

“school” where she and her associates indulge in spreading rumors and defaming

others. They target anyone who seems happy or successful, showing how gossip

stems from envy and spite.

o For instance, Lady Sneerwell spreads lies about Charles Surface’s character to

prevent him from marrying Maria because she wants him for herself.

2. Sir Benjamin Backbite and Crabtree: These two characters represent how people

gossip not for any real purpose but simply for entertainment. They exaggerate

stories and add dramatic twists to make their gossip more engaging, showing how

slander becomes a source of amusement.

3. The Scandal about Lady Teazle: The rumors about Lady Teazle’s supposed affair with

Charles Surface highlight how gossip can ruin reputations. Though there’s no real

affair, the gossip spreads like wildfire, creating misunderstandings and tension

between her and her husband, Sir Peter Teazle.

Impact of Gossip on Society

The play shows several harmful effects of gossip and slander:

1. Ruined Relationships: Gossip creates mistrust and jealousy. For example, Sir Peter’s

relationship with Lady Teazle is strained because of the rumors he hears.

2. Destroyed Reputations: Charles Surface is unfairly labeled as irresponsible and

reckless, even though he is the most generous and good-hearted character in the

play.

3. Superficial Friendships: Most characters pretend to be friends while secretly plotting

against each other. This reflects how gossip fosters a culture of deceit.

Sheridan’s Message

Through these examples, Sheridan condemns the culture of gossip and warns of its

destructive power. He encourages us to look beyond surface appearances and value

sincerity and kindness.

Why Is This Theme Still Relevant Today?

Even though the play was written in the 18th century, the theme of gossip as a social

disease remains highly relevant:

1. Social Media: Today’s equivalent of the “School for Scandal” could be social media

platforms, where gossip spreads rapidly and often unfairly. For example, a false

rumor on Twitter or Instagram can ruin someone’s reputation in hours.

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2. Cancel Culture: Modern society often rushes to judgment based on incomplete or

false information, leading to unfair consequences for individuals.

3. Workplace Gossip: In professional settings, gossip can harm careers and create toxic

environments.

Conclusion

Yes, the play rightly portrays gossip and slander as a social disease. Sheridan uses humor

and wit to expose the flaws of society and encourages us to reflect on our behavior. By

doing so, the play remains a timeless reminder to focus on kindness and truth rather than

spreading negativity.

(ii) Explanation of the Lines with Reference to Context

The Lines

"Are you not the cause of it? Had you not a sufficient field for your roguery? In imposing

upon Sir Peter and supplanting your brother, but you must endeavour to reduce his wife? I

hate such an avarice of crimes; ’tis an unfair monopoly and never prospers."

Who Says These Lines, and to Whom?

These lines are spoken by Charles Surface to his brother, Joseph Surface, in one of the

climactic moments of the play. Here, Charles confronts Joseph and exposes his hypocrisy

and deceit.

Reference to Context

In this scene, Joseph’s true nature is revealed. He has been pretending to be virtuous and

moral, but in reality, he is manipulative and selfish. Joseph has not only tried to tarnish

Charles’s reputation but has also attempted to seduce Lady Teazle, Sir Peter’s wife.

This confrontation occurs during the infamous Screen Scene, where Lady Teazle hides

behind a screen while Sir Peter and Joseph talk. When the screen is pulled down, Lady

Teazle’s presence exposes Joseph’s lies, marking a turning point in the play.

Detailed Explanation of the Lines

1. “Are you not the cause of it?”

o Charles directly accuses Joseph of being the root cause of the chaos and

misunderstandings in their lives.

o This highlights Joseph’s role as the villain of the story, whose actions stem

from jealousy and greed.

2. “Had you not a sufficient field for your roguery? In imposing upon Sir Peter and

supplanting your brother…”

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o Charles sarcastically questions if Joseph wasn’t satisfied with deceiving Sir

Peter and ruining Charles’s reputation. The word “roguery” emphasizes

Joseph’s immoral and cunning behavior.

o “Supplanting your brother” refers to Joseph’s attempts to make Charles look

bad and take his place in society’s eyes.

3. “…but you must endeavour to reduce his wife?”

o Charles condemns Joseph’s attempt to seduce Lady Teazle, Sir Peter’s wife,

showing how Joseph’s greed knows no bounds.

o This accusation further exposes Joseph’s lack of morality and respect for

relationships.

4. “I hate such an avarice of crimes; ’tis an unfair monopoly and never prospers.”

o Charles criticizes Joseph’s “avarice of crimes,” meaning his greed for

committing multiple wrongdoings. He compares Joseph’s behavior to a

monopoly—a selfish control over deceit and harm.

o The phrase “never prospers” suggests that such immoral behavior will

ultimately lead to Joseph’s downfall, as poetic justice demands.

Key Themes Reflected in These Lines

1. Hypocrisy: Joseph Surface’s outward appearance of virtue contrasts sharply with his

deceitful actions, highlighting the theme of hypocrisy.

2. Morality vs. Immorality: Charles represents honesty and goodness, while Joseph

embodies greed and dishonesty.

3. Poetic Justice: The lines foreshadow Joseph’s ultimate exposure and downfall, as his

deceit cannot go unpunished.

Relevance of the Lines to the Play’s Message

These lines are crucial because they expose Joseph’s true character and advance the play’s

central message about the importance of sincerity and integrity. Through Charles’s

straightforward and witty rebuke, Sheridan highlights the value of moral character over

superficial appearances.

(b) Answer the following questions :

(i) Does your reading of the play justify the statement that "The School for Scandal is a fine

example of the Comedy of Manners"?

(ii) Explain the role of Oliver surface in the play The School for Scandal.

(iii) Describe Stanley's meeting with Joseph.

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Ans: (i) Does your reading of the play justify the statement that "The School for Scandal is a fine

example of the Comedy of Manners"?

The School for Scandal is widely considered one of the best examples of the Comedy of Manners, a

type of comedy that focuses on the social customs, behaviors, and vices of the upper class. Let’s

break down why this is true:

1. Focus on Social Satire

The play mocks the hypocrisy, gossip, and superficiality of aristocratic society. In the world

Sheridan portrays, appearances are often deceiving, and people are judged not by their true

character but by how they are perceived in society. For instance, Lady Sneerwell and her

group thrive on spreading malicious gossip, creating scandals about others to entertain

themselves. This obsession with scandal exposes the shallow nature of the elite class, a

hallmark of Comedy of Manners.

o Example: Lady Sneerwell conspires with Snake to spread rumors about Charles

Surface and Maria, showing how people in high society manipulate others for

personal gain.

2. Clever Dialogue and Wit

The play is filled with sharp, witty conversations that poke fun at the characters’ flaws. This

kind of humor, based on clever wordplay and irony, is typical of the Comedy of Manners. For

example, the way Sir Peter Teazle and Lady Teazle bicker humorously about their marriage

highlights the superficiality and selfishness of their relationship.

o Analogy: Imagine a modern reality TV show where people argue and gossip about

each other just for drama. Sheridan’s play does the same but with elegant language

and humor.

3. Critique of Hypocrisy

Sheridan explores the difference between real virtue and the appearance of virtue. Joseph

Surface pretends to be morally upright, calling himself “a man of sentiment,” but in reality,

he is deceitful and selfish. On the other hand, Charles Surface, who appears reckless and

irresponsible, turns out to be generous and kind-hearted. This contrast shows how society

often values pretense over genuine goodness.

o Example: Joseph’s false piety contrasts sharply with Charles’ open-hearted

generosity, such as when Charles refuses to sell a portrait of his uncle out of respect

for family ties.

4. Colorful Characters

The Comedy of Manners often relies on exaggerated, stereotypical characters that represent

societal flaws. In The School for Scandal, we see characters like Lady Sneerwell (the gossip),

Sir Benjamin Backbite (the flatterer), and Joseph Surface (the hypocrite). These characters

serve as tools to ridicule the vanity, greed, and pretentiousness of high society.

o Analogy: It’s like a caricature drawing—each character’s flaw is exaggerated for

comedic and satirical effect.

In summary, The School for Scandal captures the essence of the Comedy of Manners through its

satire of upper-class society, witty dialogue, critique of hypocrisy, and memorable characters. The

play not only entertains but also invites the audience to reflect on human behavior and social norms.

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(ii) Explain the role of Oliver Surface in the play The School for Scandal.

Oliver Surface, often referred to as Sir Oliver, is a key character in The School for Scandal. He serves

as the moral compass of the play and plays an important role in unmasking the true nature of the

people around him. Let’s delve into his role in detail:

1. The Benevolent Uncle

Sir Oliver is the wealthy and kind-hearted uncle of Charles and Joseph Surface. He genuinely

cares about his nephews and wants to assess their character before deciding who deserves

his fortune. His return to London after years abroad sets the main plot in motion.

o Example: Sir Oliver’s desire to judge his nephews’ character reflects his wisdom and

fairness. Instead of relying on hearsay, he decides to investigate for himself.

2. Master of Disguise

Sir Oliver disguises himself twice to test his nephews:

o As Mr. Premium, a moneylender, he visits Charles to see how he handles financial

matters.

o As Mr. Stanley, a poor relative, he visits Joseph to see if he is compassionate and

generous.

These disguises allow Sir Oliver to observe the true nature of his nephews without their

knowledge.

o Example: When Sir Oliver, disguised as Mr. Premium, sees Charles selling family

portraits to pay off debts, he is impressed by Charles’ refusal to sell the portrait of

his uncle. This act demonstrates Charles’ respect for family, despite his financial

recklessness.

3. Judge of True Virtue

Sir Oliver’s role is crucial in revealing the hypocrisy of Joseph and the goodness of Charles.

While Joseph pretends to be virtuous, he is exposed as selfish and deceitful. Charles, on the

other hand, despite his flaws, proves to be honorable and kind.

o Example: Sir Oliver’s test as Mr. Stanley exposes Joseph’s lack of compassion. Joseph

refuses to help the poor relative, showing his selfishness.

4. Agent of Resolution

Sir Oliver helps resolve the conflicts in the play by rewarding Charles and exposing Joseph.

He restores harmony by ensuring that virtue is rewarded and hypocrisy is punished.

o Analogy: Sir Oliver acts like a detective in a mystery novel, uncovering the truth and

ensuring justice is served.

In essence, Sir Oliver Surface is a wise, just, and humorous character whose actions drive the plot

forward. His role as a judge of character highlights the play’s central theme: the contrast between

appearance and reality.

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(iii) Describe Stanley's meeting with Joseph.

Stanley’s meeting with Joseph is one of the pivotal moments in The School for Scandal. It reveals

Joseph’s hypocrisy and lack of genuine virtue. Here’s what happens during this encounter:

1. The Context of the Meeting

Sir Oliver, disguised as Mr. Stanley (a poor relative), visits Joseph to test his generosity and

compassion. Joseph has always projected himself as a man of sentiment, so Sir Oliver wants

to see if his actions match his words.

o Example: Joseph’s outward appearance as a virtuous man contrasts sharply with his

actual behavior, which this meeting exposes.

2. Joseph’s Hypocritical Response

When “Stanley” asks Joseph for financial help, Joseph immediately makes excuses. He claims

that he is financially strained and cannot assist, even though he is well-off. This interaction

reveals Joseph’s selfishness and lack of empathy for others.

o Analogy: Imagine someone who constantly talks about charity but refuses to donate

even a small amount when asked. That’s exactly how Joseph behaves in this scene.

3. Contrast with Charles

This scene contrasts with Charles’ earlier behavior when Sir Oliver, disguised as Mr.

Premium, tested him. While Charles was reckless with money, he still showed respect for

family and generosity, unlike Joseph, who is entirely self-centered.

4. Foreshadowing Joseph’s Downfall

The meeting with Stanley foreshadows Joseph’s eventual exposure as a fraud. His refusal to

help a relative shows that his virtuous image is nothing more than a facade. This moment

contributes to the unraveling of Joseph’s character later in the play.

o Example: Joseph’s refusal to help “Stanley” highlights the theme of appearance

versus reality, a central idea in the play.

In summary, Stanley’s meeting with Joseph is a key moment that exposes Joseph’s hypocrisy. It

underscores the play’s moral message: true virtue lies in actions, not appearances.

Conclusion

In The School for Scandal, Sheridan masterfully uses satire, wit, and colorful characters to create a

Comedy of Manners that critiques the superficiality and hypocrisy of society. The play’s central

themes of appearance versus reality, the danger of gossip, and the importance of genuine virtue are

brought to life through characters like Sir Oliver Surface and scenes like Stanley’s meeting with

Joseph. By combining humor with a sharp social critique, Sheridan delivers a timeless work that

remains relevant and entertaining even today.

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VII (a) Describe the events in the course of Bakha's day.

Ans: Introduction to Bakha's Life

Bakha is a young boy from the untouchable caste in India. His day gives us a glimpse into the

struggles, humiliation, and challenges he faces because of his low social status. He works as

a sweeper and lives in extreme poverty, but he dreams of a better, more dignified life. He

admires the British for their clean habits and modern lifestyle, and he longs to escape his

situation.

Morning: The Beginning of Bakha's Day

The story begins with Bakha waking up early in the morning. He lives in a small, dingy house

on the outskirts of the town, close to the other untouchable families. His father, Lakha, who

is strict and often rude, orders Bakha to go and clean the latrines (toilets) as part of his daily

duty.

Bakha’s morning is filled with drudgery. He begins his work with a sense of dissatisfaction

but also a strange pride. Despite being a sweeper, Bakha has developed a fascination for

cleanliness. He wears clothes that are secondhand but keeps them neat, and he looks up to

the British officers for their style and manners. For example, he likes their uniforms,

watches, and way of speaking.

Analogy:

Imagine a young boy who dreams of becoming a pilot but is stuck working as a janitor. He

cleans airplanes every day, longing to sit in the cockpit and fly. Bakha feels similarly

trapped—his life revolves around dirt, but his mind dreams of dignity and freedom.

The First Incident: Humiliation at the Well

After finishing his cleaning duties, Bakha feels thirsty and heads to the public well to fetch

water. However, as an untouchable, he is not allowed to draw water himself. He has to wait

for someone from a higher caste to pour water into his vessel. Bakha stands there, helpless

and dependent on the goodwill of others.

At the well, Bakha faces humiliation when an upper-caste woman reluctantly helps him. She

throws the water from a distance, treating him as if he is impure. This moment highlights

how untouchables are excluded from even the basic necessities of life, like water.

Example:

This scene is like being hungry but not being allowed to touch food. Someone might throw it

to you from a distance, making you feel both ashamed and dependent.

The Second Incident: Being Called "Polluted"

As the day progresses, Bakha walks through the town. He tries to keep to himself, but

people constantly remind him of his place in society. At one point, while he is walking, he

accidentally brushes against an upper-caste man. The man screams, calling Bakha

“polluted,” and gathers a crowd to humiliate him.

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This incident is one of the most painful moments in Bakha’s day. He is slapped and scolded,

and he feels powerless to defend himself. He cannot touch others without their permission

because, according to the caste system, his touch is considered defiling. This makes him feel

ashamed and angry.

Analogy:

Imagine being treated like a disease, where everyone avoids you or gets angry if you come

too close. This is how Bakha feels every day.

Noon: Bakha Meets the Priest

Still hurt and humiliated, Bakha continues his work. He cleans the latrines and collects trash.

Later, he visits a temple. While he is near the temple, he gets curious and peeks inside to

see what is happening. However, this simple act leads to more trouble.

The priest of the temple accuses Bakha of polluting the temple by standing too close. Even

though Bakha didn’t enter, the priest insults him in front of others. This incident shows the

hypocrisy of the upper-caste people, as the priest himself is not morally upright but still has

the authority to humiliate Bakha.

Example:

It’s like being punished for breaking a rule you didn’t even know existed, just because of

who you are. For Bakha, this constant discrimination feels unfair and suffocating.

Afternoon: A Brief Moment of Joy

After a series of humiliations, Bakha gets a small break in the afternoon. He meets his

younger sister, Sohini, and his younger brother, Rakha. Their conversation provides a

moment of warmth and comfort in Bakha’s otherwise harsh day. Bakha loves his siblings

and wants to protect them from the harsh realities of life.

Later, Bakha receives some sweets from a kind-hearted man. This act of kindness, though

rare, makes Bakha feel human and appreciated, even if it’s only for a moment.

Example:

It’s like finding a ray of sunshine on a cloudy day—small but meaningful.

Meeting with Colonel Hutchinson: A Glimpse of Hope

In the evening, Bakha has an interesting encounter with Colonel Hutchinson, a Christian

missionary. The colonel invites Bakha to convert to Christianity, promising him equality and

freedom from the caste system. However, Bakha is hesitant. He feels confused and unsure if

converting to another religion will truly change his life.

This interaction highlights Bakha’s inner conflict. He wants to escape the caste system, but

he is also deeply rooted in his own culture and traditions.

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Gandhi’s Speech: A Turning Point

Toward the end of the day, Bakha hears about a meeting where Mahatma Gandhi is

speaking. He decides to listen to Gandhi’s words. Gandhi talks about the importance of

removing untouchability from Indian society and treating everyone with equality and

respect. He also emphasizes the value of self-purification and moral upliftment.

For Bakha, Gandhi’s speech is eye-opening. He feels a sense of hope for the first time.

Gandhi’s message inspires Bakha to dream of a future where untouchables like him can live

with dignity.

Evening: Reflections on the Day

As the day ends, Bakha reflects on everything he has experienced. He feels a mix of

emotions—anger, shame, hope, and confusion. He wonders if the promises of equality and

dignity will ever come true or if he will remain trapped in his current situation.

Bakha realizes that change is possible but difficult. He dreams of a society where everyone is

treated equally, but he also knows that achieving this dream will require a lot of effort and

courage.

Conclusion: The Significance of Bakha’s Day

Bakha’s day is a powerful portrayal of the struggles faced by untouchables in pre-

independent India. Through Bakha’s experiences, the author, Mulk Raj Anand, exposes the

cruelty and injustice of the caste system. At the same time, the story also offers a glimmer

of hope for change, symbolized by Gandhi’s message and Bakha’s dreams.

(b) Answer the following:

(i) What role does the appearance of Mahatma Gandhi play in the novel?

(ii) Discuss the role of Sohini in the novel.

(iii) Describe the living conditions of the untouchables aş portrayed in the novel.

Ans: (i) What role does the appearance of Mahatma Gandhi play in the novel?

Mahatma Gandhi’s appearance in the novel serves as a symbol of hope, change, and the

possibility of a better future for the oppressed, particularly the untouchables. In the story,

Gandhi is portrayed as a figure who advocates for the upliftment of the downtrodden and

promotes ideas of equality and justice. His presence doesn’t just reflect his real-life activism

but also brings a message of moral and social reform.

Key Points About Gandhi’s Role:

1. Symbol of Reform:

Gandhi’s teachings and principles are referenced in the novel to emphasize the need

to eliminate the caste system, which has caused immense suffering to the

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untouchables. His ideas encourage the characters to believe in the possibility of a

society where everyone is treated equally.

2. Inspiration for the Oppressed:

The untouchables in the novel, who face constant humiliation and dehumanization,

see Gandhi as a beacon of hope. His call for nonviolence and social harmony inspires

them to strive for dignity and rights. He becomes a moral compass, guiding them to

seek change without resorting to aggression.

3. Contrast Between Ideals and Reality:

While Gandhi preaches equality, the characters’ experiences reveal the stark

contrast between these ideals and the harsh reality. This juxtaposition highlights the

gap between theoretical solutions and the actual social situation faced by

untouchables.

4. Direct Influence on the Protagonist:

Gandhi’s ideas indirectly influence the protagonist, Bakha, as they plant a seed of

hope in his mind. Gandhi's message aligns with Bakha’s desire for dignity and

acceptance in society.

Example:

In one part of the novel, Gandhi discusses how untouchability is a sin and how it must be

eradicated. This deeply impacts the untouchable community, as it reassures them that their

struggles are acknowledged by a respected leader. Gandhi’s emphasis on self-purification

and the upliftment of the untouchables provides a sense of validation to their existence.

Analogy:

Think of Gandhi’s role as that of a lighthouse for sailors lost at sea. The untouchables are

like sailors in a storm, struggling to find their way. Gandhi’s presence in the story acts as the

guiding light that helps them navigate through the storm of caste discrimination.

(ii) Discuss the role of Sohini in the novel.

Sohini is a central character in the novel, representing the plight of untouchable women in a

deeply patriarchal and caste-based society. As Bakha’s sister, her experiences are a crucial

lens through which the novel explores gender and caste oppression.

Key Points About Sohini’s Role:

1. Victim of Double Discrimination:

Sohini’s life is a reflection of the double discrimination faced by women who belong

to the lower caste. She is marginalized not only because she is an untouchable but

also because she is a woman in a male-dominated society.

2. Symbol of Purity and Innocence:

Sohini is portrayed as an innocent and kind-hearted character. Despite her kind

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nature, she becomes a target of exploitation, showing how even the most virtuous

individuals cannot escape societal injustice.

3. Catalyst for Conflict:

One of the pivotal moments in the novel is when Sohini is sexually harassed by

Pandit Kalinath, a high-caste priest. This incident exposes the hypocrisy of the upper

caste, as the priest, who is supposed to uphold moral values, tries to exploit her.

4. Highlighting Gender Inequality:

Sohini’s character sheds light on the unique challenges faced by women in the

untouchable community. Her harassment by the priest and the subsequent blame

placed on her demonstrate how society often silences and blames women for the

crimes committed against them.

Example:

When Sohini goes to fetch water from the upper-caste well, she faces discrimination

because untouchables are not allowed to touch the well. This scene shows how

untouchables are denied even basic necessities like water. Later, when she is harassed by

the priest, it becomes evident that upper-caste men exploit their power to suppress lower-

caste women.

Analogy:

Imagine a flower blooming in a harsh desert. Sohini is like that flower—full of beauty and

life but constantly crushed by the harsh environment around her. Her struggles illustrate

how societal structures suffocate the potential and dignity of women like her.

(iii) Describe the living conditions of the untouchables as portrayed in the novel.

The novel paints a vivid and heartbreaking picture of the living conditions of untouchables.

Their lives are characterized by extreme poverty, humiliation, and deprivation of basic

human rights. The portrayal of their living conditions highlights the cruelty of the caste

system and the urgent need for social reform.

Key Points About Their Living Conditions:

1. Physical Environment:

The untouchables live in a filthy and segregated part of the town, away from the

upper-caste community. Their colony is described as dirty, overcrowded, and

unsanitary, with open drains and garbage piling up around their homes.

o Example: The novel mentions how the untouchable colony smells of human

waste because they are forced to clean latrines and deal with garbage daily.

2. Poverty and Lack of Resources:

The untouchables are extremely poor and have no access to proper food, clothing, or

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shelter. Their homes are made of mud and are poorly constructed, exposing them to

harsh weather conditions.

o Example: Bakha’s family struggles to make ends meet despite working hard.

They cannot afford proper clothing or food, showing how the caste system

traps them in a cycle of poverty.

3. Dehumanizing Work:

Untouchables are forced to do menial jobs like cleaning latrines and sweeping

streets. These jobs are not only physically demanding but also socially stigmatizing.

The upper castes treat them as subhuman and refuse to acknowledge their labor’s

value.

4. Social Discrimination:

The untouchables are not allowed to enter temples, fetch water from public wells, or

interact freely with upper-caste individuals. They are constantly reminded of their

“inferior” status through verbal abuse and physical isolation.

o Example: When Bakha accidentally touches an upper-caste man, he is

publicly humiliated and beaten. This incident highlights the deep-seated

prejudice against untouchables.

5. Lack of Education and Opportunities:

The untouchables are denied access to education and other opportunities for self-

improvement. This lack of access keeps them trapped in their marginalized position,

unable to break free from the cycle of discrimination.

Relevance and Impact:

The living conditions of the untouchables serve as a powerful critique of the caste system.

By portraying their struggles in such detail, the novel forces readers to confront the harsh

realities of social inequality.

Analogy:

Imagine a bird confined to a cage, unable to fly or explore the world beyond. The

untouchables are like that bird—trapped by societal rules that deny them freedom and

dignity.

Conclusion

The novel masterfully explores the themes of caste discrimination, gender inequality, and

social reform through characters like Mahatma Gandhi, Sohini, and Bakha. Gandhi’s

presence inspires hope, Sohini’s experiences highlight the unique struggles of untouchable

women, and the depiction of the untouchables’ living conditions exposes the harsh reality of

their existence. Together, these elements create a powerful narrative that advocates for

justice, equality, and the abolition of untouchability.

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By using relatable examples and analogies, we can understand the depth of the novel’s

message. It reminds us of the importance of empathy, equality, and collective action in

building a fair society.

VIII (a) Discuss the theme of the novel Untouchable.

(b) Answer the following:

(i) Describe the hockey match episode in the novel Untouchable.

(ii) Give a character-sketch of Charat Singh.

(iii) Comment on the ending of the novel Untouchable.

Ans: (a) Theme of the Novel Untouchable

The novel Untouchable by Mulk Raj Anand, published in 1935, is a powerful story that

highlights the social injustices faced by the "untouchable" caste in India during the colonial

period. The book focuses on the life of Bakha, a young sweeper, to portray the

discrimination, humiliation, and hopelessness endured by untouchables in Indian society.

Let’s explore the themes in detail:

1. Caste Discrimination and Social Inequality

At the heart of Untouchable lies the theme of caste-based discrimination. Bakha

belongs to the lowest rung of the Hindu caste system—the untouchables. His job as

a sweeper makes him "polluted" in the eyes of the upper castes, and this "pollution"

determines every aspect of his life. He cannot touch upper-caste individuals, enter

temples, or even access clean drinking water without being humiliated. Anand vividly

captures the oppression and dehumanization faced by untouchables through Bakha's

experiences, showing how society strips them of dignity and opportunities.

Example: When Bakha accidentally touches an upper-caste man in the market, he is

insulted and beaten for “polluting” him, even though it was unintentional.

2. Poverty and Exploitation

Poverty is another prominent theme in the novel. Bakha and his family live in poor

conditions, with limited access to resources. Their work, which involves cleaning

toilets, is exploitative and offers no chance of social mobility. This highlights the

economic oppression that accompanies caste discrimination. Anand also shows how

this poverty prevents untouchables from asserting their rights or improving their

lives.

Example: Despite his hard work, Bakha cannot dream of a better future because his

caste defines his occupation.

3. Search for Identity and Dignity

Bakha’s story is also about his internal struggle to find dignity and respect in a

society that constantly humiliates him. Although he belongs to a marginalized

community, he aspires to be like the British soldiers he admires—clean, disciplined,

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and confident. This desire reflects his yearning for equality and self-respect.

Example: Bakha takes great pride in his appearance and tries to keep himself clean,

even though society treats him as “dirty” because of his caste.

4. Hypocrisy of Religion and Tradition

The novel critiques the hypocrisy of religious and cultural traditions that perpetuate

injustice. While Hinduism claims to promote compassion and equality, its rigid caste

system oppresses millions. Anand exposes how these traditions are often used to

maintain power structures rather than to uphold moral values.

Example: The temple incident, where Bakha is chased away for daring to enter,

shows how religion reinforces caste discrimination instead of promoting humanity.

5. Hope for Change

While the novel paints a grim picture of caste oppression, it also offers a glimmer of

hope. Bakha learns about Mahatma Gandhi’s efforts to abolish untouchability and

the possibility of technological advancements, like flush toilets, that could eliminate

the need for manual scavenging. These ideas inspire Bakha to dream of a better

future, though the novel leaves the outcome uncertain.

Example: Gandhi’s speech gives Bakha a sense of hope and validation, showing him

that change might be possible.

(b) Answer the Following:

(i) Describe the Hockey Match Episode in the Novel Untouchable

The hockey match episode is a significant part of the novel as it offers a brief moment of

escape and joy for Bakha. It showcases his humanity and his desire to experience the simple

pleasures of life, even amidst the harsh realities of caste discrimination.

• Bakha’s Enthusiasm for Hockey

Bakha loves hockey and looks forward to playing the game as a way to forget his

struggles. His passion for the sport reflects his inner desire to be seen as more than

just an untouchable. Hockey represents a form of freedom and equality, where caste

distinctions momentarily disappear, and teamwork and skill take precedence.

• The Match

Bakha enthusiastically participates in the match, displaying his energy and talent on

the field. However, the game takes a tragic turn when Bakha’s younger brother,

Rakha, gets into an argument with one of the players. This argument escalates, and

the joyous atmosphere is overshadowed by conflict.

• Symbolism of the Episode

The hockey match symbolizes Bakha’s attempt to find happiness in a society that

constantly marginalizes him. The interruption of the game by a quarrel reflects how

the harsh realities of caste and discrimination infiltrate every aspect of life, even

moments of joy.

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(ii) Character-Sketch of Charat Singh

Charat Singh, a hockey player and a soldier, is one of the few upper-caste characters in

Untouchable who show kindness and humanity toward Bakha. His actions and behavior are

significant because they stand in contrast to the general attitude of the upper castes in the

novel.

• Kind and Generous

Unlike most upper-caste individuals, Charat Singh treats Bakha with respect and

kindness. For instance, he offers Bakha a cup of tea and even allows him to sit in his

presence, something unheard of for an untouchable. This small gesture is

monumental for Bakha, as it gives him a rare sense of dignity and equality.

• Breaking Social Norms

Charat Singh’s behavior challenges the rigid caste norms of society. He doesn’t treat

Bakha as a polluted untouchable but as a human being. His actions suggest that not

all members of the upper caste support or follow the oppressive caste system.

• Symbol of Hope

Charat Singh represents the possibility of change in societal attitudes. Through his

kindness, he shows that humanity and compassion can transcend caste barriers.

• Realistic and Imperfect

Despite his kindness, Charat Singh is not idealized. He is a flawed and practical

individual, making him a realistic character. His kindness toward Bakha stems partly

from his self-interest, as he needs Bakha to clean the latrine.

(iii) Comment on the Ending of the Novel Untouchable

The ending of Untouchable is open-ended, leaving Bakha’s fate uncertain but offering a

glimpse of hope for change. It effectively sums up the themes of the novel while leaving the

reader to ponder the future of caste discrimination and untouchables like Bakha.

• Mahatma Gandhi’s Speech

Toward the end of the novel, Bakha attends a meeting where Gandhi speaks about

the abolition of untouchability. Gandhi’s words resonate deeply with Bakha, as he

hears someone of great authority and influence addressing the injustice faced by

untouchables. This moment validates Bakha’s struggles and gives him hope that

change is possible.

Example: Gandhi refers to untouchables as “Harijans” (children of God), which

uplifts Bakha’s spirit.

• Technology as a Solution

Another significant aspect of the ending is Bakha’s conversation with a poet, who

mentions the invention of flush toilets. This technological advancement could

eliminate the need for manual scavenging, thereby improving the lives of

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untouchables. Bakha is intrigued by the idea and begins to imagine a future where

he is free from his degrading job.

• Ambiguity and Reflection

The novel ends with Bakha standing at a crossroads, both literally and

metaphorically. He is filled with hope but also unsure about how to proceed. This

open-ended conclusion reflects the uncertainty of social reform and the long journey

toward equality.

Example: Bakha is torn between embracing Gandhi’s ideals, awaiting technological

advancements, or resigning himself to his current fate.

• Impact of the Ending

The ending effectively encapsulates the themes of the novel—oppression, hope, and

the possibility of change. It challenges readers to reflect on their role in addressing

social injustices and to consider how far society has come (or still has to go) in

eradicating caste discrimination.

Conclusion

Mulk Raj Anand’s Untouchable is a profound exploration of caste oppression, human

dignity, and the possibility of change. Through Bakha’s story, Anand sheds light on the

dehumanizing effects of the caste system and the resilience of the human spirit. The themes

of the novel are universal, resonating beyond the context of pre-independence India.

The hockey match episode highlights Bakha’s fleeting moments of joy and humanity amidst

a life of humiliation. Charat Singh’s character demonstrates that kindness can challenge

oppressive systems. Finally, the open-ended conclusion leaves readers with a mix of hope

and uncertainty, mirroring the complexities of social reform.

By presenting Bakha as a relatable and sympathetic character, Anand forces readers to

confront their own biases and question the fairness of social hierarchies. The novel’s

relevance persists today, reminding us of the importance of equality, empathy, and justice

in building a better society.

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