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A Different Kind of School Class 6 English Honeysuckle Chapter 5 Summary
A Different Kind of School Short Summary
The lesson “A Different Kind of School” is about a writer who visits a unique school where children are taught empathy and kindness. The school uses a method where children experience different disabilities temporarily to understand the challenges faced by others. The writer spends time with a girl who has bandaged eyes and learns about her perspective. The experience makes the writer more thoughtful and appreciative of describing things to others.
A Different Kind of School Short Summary In Hindi
पाठ “A Different Kind of School” एक लेखक के बारे में है जो एक अनोखे स्कूल का दौरा करता है जहाँ बच्चों को सहानुभूति और दया सिखाई जाती है। स्कूल एक ऐसी विधि का उपयोग करता है जहां बच्चे अस्थायी रूप से विभिन्न अक्षमताओं का अनुभव करते हैं ताकि वे दूसरों के सामने आने वाली चुनौतियों को समझ सकें। लेखक एक ऐसी लड़की के साथ समय बिताता है जिसकी आँखों पर पट्टी बंधी होती है और उसे उसके दृष्टिकोण के बारे में पता चलता है। अनुभव लेखक को दूसरों को चीजों का वर्णन करने के लिए अधिक विचारशील और प्रशंसनीय बनाता है।
A Different Kind of School Summary
The narrator had heard a lot about Miss Beam’s school but only got the chance to visit it recently.
When the narrator arrived, they saw a blindfolded girl being led by a younger boy in the garden.
Miss Beam, the head of the school, matched the narrator’s expectations – middle-aged, authoritative, kind, and understanding.
The narrator asked Miss Beam about her teaching methods, which were described as simple, focusing on basic subjects like spelling, math, and writing. Reading and interesting discussions were also part of the curriculum.
Miss Beam explained that the real goal of the school is not just to teach knowledge but also to teach thoughtfulness, kindness towards others, and responsibility as citizens. She asked the narrator to look out of the window.
The narrator looked out of the window and saw a beautiful garden and a playground. They also noticed children with physical challenges, such as a girl with eye trouble and another girl using a crutch.
The narrator expressed concern about the children’s health and mentioned the girl with the crutch, referring to her as a hopeless cripple.
Miss Beam clarified that the girl with the crutch was not permanently lame, but it was her designated “lame day.” Similarly, the other children had specific days where they experienced different challenges like being blind, deaf, injured, or dumb.
Miss Beam explained that the school’s system involves the children taking turns experiencing misfortune. They have blind days where their eyes are bandaged, and they must rely on others for help. It helps them appreciate and understand misfortune, and they learn from each other.
Miss Beam assured that there is no misery involved in the experiences at the school. Everyone is kind, and the challenges become something of a game. Even the most thoughtless child realizes the significance of misfortune by the end of the day.
The narrator is told that the blind day is the most difficult, and some children find the dumb day challenging. Miss Beam invites the narrator to see for themselves how the children feel about it.
Miss Beam introduces the narrator to one of the bandaged girls and then leaves them to talk.
The narrator asks the girl if she ever peeps while being blind. She responds that peeping would be cheating and expresses her surprise at how awful it is to be blind. She describes the fear of constantly expecting to be hit by something and the relief of sitting down. The narrator asks if her helpers are kind to her.
The girl acknowledges that her helpers are fairly kind but mentions that those who have already been blind are the best helpers. She finds not being able to see perfectly ghastly and suggests that the narrator should try it. The narrator offers to lead her somewhere.
The girl agrees to go for a walk but asks the narrator to describe things along the way. She expresses her anticipation for the day to be over and shares her perspective on other challenging days like having a leg tied up or being deaf. She finds being blind the most frightening and mentions her constant headache from worrying about getting hurt. She asks about their current location.
The narrator informs the girl that they are in the playground, walking towards the house. They mention Miss Beam walking with a tall girl and describe her clothing and hair. The girl identifies the girl as Millie, the Head Girl, and recognizes the gardener tying up roses as Peter.
As they continue walking, the narrator discovers that they have become much more thoughtful than they thought they could be. Describing people and things to someone else makes them more interesting. When it’s time to leave, the narrator expresses regret to Miss Beam, who responds that there is something in her system after all.
A Different Kind of School Summary In Hindi
लेखक ने मिस बीम के स्कूल के बारे में बहुत कुछ सुना था लेकिन उसे हाल ही में देखने का अवसर मिला।
जब लेखक आया, तो उन्होंने बगीचे में एक छोटे लड़के के नेतृत्व में एक आंखों पर पट्टी वाली लड़की को देखा।
मिस बीम, स्कूल की प्रमुख, लेखक की अपेक्षाओं से मेल खाती हैं – मध्यम आयु, आधिकारिक, दयालु और समझदार।
लेखक ने मिस बीम से उनकी शिक्षण विधियों के बारे में पूछा, जिन्हें सरल बताया गया था, जो वर्तनी, गणित और लेखन जैसे बुनियादी विषयों पर केंद्रित थीं। पढ़ना और दिलचस्प चर्चाएँ भी पाठ्यक्रम का हिस्सा थीं।
मिस बीम ने समझाया कि स्कूल का असली लक्ष्य सिर्फ ज्ञान सिखाना नहीं है बल्कि विचारशीलता, दूसरों के प्रति दया और नागरिकों के रूप में जिम्मेदारी सिखाना भी है। उसने लेखक को खिड़की से बाहर देखने के लिए कहा।
लेखक ने खिड़की से बाहर देखा और एक सुंदर बगीचा और एक खेल का मैदान देखा। उन्होंने शारीरिक चुनौतियों वाले बच्चों को भी देखा, जैसे कि एक आँख की परेशानी वाली लड़की और एक अन्य लड़की जो बैसाखी का उपयोग करती है।
लेखक ने बच्चों के स्वास्थ्य के बारे में चिंता व्यक्त की और बैसाखी वाली लड़की का उल्लेख करते हुए उसे एक आशाहीन अपंग बताया।
मिस बीम ने स्पष्ट किया कि बैसाखी वाली लड़की स्थायी रूप से लंगड़ी नहीं थी, बल्कि यह उसका नामित “लंगड़ा दिन” था। इसी तरह, अन्य बच्चों के पास विशिष्ट दिन थे जहाँ उन्होंने अंधे, बहरे, घायल या गूंगे होने जैसी विभिन्न चुनौतियों का अनुभव किया।
मिस बीम ने बताया कि स्कूल की व्यवस्था में बच्चे बारी-बारी से दुर्भाग्य का अनुभव करते हैं। उनके पास अंधे दिन होते हैं जहां उनकी आंखों पर पट्टी बंधी होती है, और उन्हें मदद के लिए दूसरों पर निर्भर रहना पड़ता है। यह उन्हें दुर्भाग्य की सराहना करने और समझने में मदद करता है, और वे एक दूसरे से सीखते हैं।
मिस बीम ने आश्वासन दिया कि स्कूल के अनुभवों में कोई दुख शामिल नहीं है। हर कोई दयालु है, और चुनौतियाँ एक खेल बन जाती हैं। सबसे नासमझ बच्चा भी दिन के अंत तक दुर्भाग्य के महत्व को समझ जाता है।
लेखक को बताया जाता है कि अंधा दिन सबसे कठिन होता है, और कुछ बच्चों को गूंगा दिन चुनौतीपूर्ण लगता है। मिस बीम लेखक को यह देखने के लिए आमंत्रित करती हैं कि बच्चे इसके बारे में कैसा महसूस करते हैं।
मिस बीम लेखक का परिचय बंधी हुई लड़कियों में से एक से कराती है और फिर उन्हें बात करने के लिए छोड़ देती है।
लेखक लड़की से पूछता है कि क्या वह कभी अंधी होकर झाँकती है। वह जवाब देती है कि झाँकना धोखा होगा और वह इस बात पर आश्चर्य व्यक्त करती है कि अंधा होना कितना भयानक है। वह लगातार किसी चीज से टकराने की उम्मीद और बैठने की राहत के डर का वर्णन करती है। लेखक पूछता है कि क्या उसके सहायक उसके प्रति दयालु हैं।
लड़की स्वीकार करती है कि उसके सहायक काफी दयालु हैं लेकिन उल्लेख करती है कि जो पहले से अंधे हो चुके हैं वे सबसे अच्छे सहायक हैं। वह पूरी तरह से भयावह रूप से देखने में सक्षम नहीं है और सुझाव देती है कि लेखक को इसे आजमाना चाहिए। लेखक उसे कहीं ले जाने की पेशकश करता है।
लड़की टहलने जाने के लिए तैयार हो जाती है लेकिन लेखक से रास्ते में आने वाली चीजों का वर्णन करने के लिए कहती है। वह दिन खत्म होने की अपनी प्रत्याशा व्यक्त करती है और पैर बंधे होने या बहरे होने जैसे अन्य चुनौतीपूर्ण दिनों पर अपना दृष्टिकोण साझा करती है। वह अंधे होने को सबसे भयावह मानती है और चोट लगने की चिंता से अपने लगातार सिरदर्द का उल्लेख करती है। वह उनके वर्तमान स्थान के बारे में पूछती है।
लेखक ने लड़की को सूचित किया कि वे खेल के मैदान में हैं और घर की ओर चल रहे हैं। वे मिस बीम का एक लंबी लड़की के साथ चलने का उल्लेख करते हैं और उसके कपड़ों और बालों का वर्णन करते हैं। लड़की मिल्ली, हेड गर्ल के रूप में लड़की की पहचान करती है, और पीटर के रूप में गुलाब को बांधने वाले माली को पहचानती है।
जैसा कि वे चलते रहते हैं, लेखक को पता चलता है कि वे जितना सोचा था उससे कहीं अधिक विचारशील हो गए हैं। लोगों और चीजों के बारे में किसी और को बताना उन्हें और दिलचस्प बनाता है। जब जाने का समय होता है, तो लेखक मिस बीम से खेद व्यक्त करता है, जो जवाब देती है कि उसके सिस्टम में कुछ तो है।
Important Word Meanings In “A Different Kind of School”
Authority – power or control
Plump – slightly fat or rounded
Homesick – feeling longing or nostalgia for one’s home
Spelling – forming words by arranging letters correctly
Jolly – cheerful and happy
Cripple – a person who is disabled or unable to walk properly
Appreciate – recognize the value or significance of
Misfortune – an unfortunate or unlucky event
Bandage – a strip of material used to cover and protect a wound
Peep – to look quickly and secretly
Honour – a moral or ethical code of integrity and honesty
Overnight – during the course of a night
Duty – a moral or legal obligation
Helpers – individuals who assist or support others
Misery – great suffering or unhappiness
Thoughtless – lacking thought or consideration
Dumb – unable to speak or temporarily unable to speak
Exercise – to use or apply something, such as will-power or physical activity
Ghastly – causing great horror or fear
Relief – a feeling of comfort or alleviation of distress
Troublesome – causing difficulty or problems
Frightening – causing fear or terror
Aches – a continuous or prolonged dull pain
Head Girl – a student leader or representative in a school
Gradually – slowly or progressively
Thoughtful – showing consideration or careful thinking
Author of “A Different Kind of School”
The author of the story “A Different Kind of School” is E. V. Lucas. Edward Verrall Lucas (1868-1938) was an English writer, poet, essayist, and biographer. He was born in London, England, and educated at King’s College, Cambridge. Lucas began his career as a journalist, and then moved on to writing fiction, poetry, and essays. He was a prolific writer, and produced over 100 books. Lucas was also a member of the Bloomsbury Group, a group of writers and artists who met regularly to discuss literature and art.
Theme of “A Different Kind of School”
The theme of “A Different Kind of School” can be seen as the exploration of empathy and understanding through experiencing the challenges and misfortunes of others. The story revolves around Miss Beam’s unique teaching methods, where students take turns experiencing blindness, deafness, lameness, and other limitations for a day. By immersing themselves in the struggles of others, the children develop a deeper appreciation for empathy, thoughtfulness, and kindness. The theme emphasises the importance of stepping into someone else’s shoes to cultivate compassion and create a more compassionate society.
Conclusion of “A Different Kind of School”
The lesson “A Different Kind of School” teaches us that it is important to be kind and thoughtful to others, especially those who are less fortunate. It also teaches us that we can all learn and grow from our experiences, no matter how challenging they may be.
Frequently Asked Questions Related To The Lesson “A Different Kind of School” Class 6 English
Question 1. What is the main theme of the story “A Different Kind of School”?
Answer. The main theme of the story is kindness, compassion, and understanding towards others, especially those who are less fortunate.
Question 2. What is the purpose of the blind, lame, deaf, injured, and dumb days at the school in the lesson “A Different Kind of School”?
Answer. The purpose of these days is to make the children appreciate and understand misfortune. By experiencing different challenges, they learn empathy and develop a sense of compassion.
Question 3. How does the narrator feel about his visit to Miss Beam’s school in the lesson “A Different Kind of School”?
Answer. The narrator feels grateful for the experience and realises that he has learned valuable lessons about kindness and understanding during his time at the school.
Question 4. What methods does Miss Beam use for teaching at her school in the lesson “A Different Kind of School”?
Answer. Miss Beam focuses on simple subjects like spelling, maths, and writing. Additionally, she emphasises reading, interesting talks, and discussions to encourage thoughtfulness and teach children to be responsible citizens.
Question 5. How do the children at the school learn about misfortune in the lesson “A Different Kind of School”?
Answer. The children at the school learn about misfortune by experiencing different challenges on designated days, such as being blind or lame. They also help each other during these times, which fosters understanding and empathy.
Question 6. How does the narrator describe Miss Beam in the lesson “A Different Kind of School”?
Answer. The narrator describes Miss Beam as middle-aged, authoritative, kind, and understanding. She has greying hair and a comforting, plump figure that makes her appealing to homesick children.
Question 7. What does the narrator observe when looking out of the window at the school in the lesson “A Different Kind of School”?
Answer. The narrator observes a beautiful garden and a playground, but also notices children with physical challenges, such as a girl being led about due to trouble with her eyes and another girl using a crutch.
Question 8. Why does Miss Beam say that the girl with a crutch is not really lame in the lesson “A Different Kind of School”?
Answer. Miss Beam explains that the girl with a crutch is not permanently lame. It is only her “lame day” where she experiences what it’s like to have a physical challenge. Similarly, the other children have designated days to experience different difficulties.
Question 9. How do the children feel about their blind day according to the girl the narrator talks to in the lesson “A Different Kind of School”?
Answer. The girl explains that being blind is frightening and makes her constantly worried about getting hurt. She describes the relief of sitting down and how not being able to see anything feels awful.
Question 10. How do the children support each other during their challenging days in the lesson “A Different Kind of School”?
Answer. The children take turns experiencing different challenges, and those who have already experienced a particular challenge become helpers for those going through it. They learn from each other and foster a sense of empathy and support.
Question 11. What does the narrator learn about himself during his visit to the school in the lesson “A Different Kind of School”?
Answer. The narrator realises that he has become more thoughtful and observant during his time at the school. Describing things and people to others has made them more interesting to him.
Question 12. What does the story “A Different Kind of School” remind us of?
Answer. The story reminds us of the importance of kindness, compassion, and understanding towards others, especially those who are less fortunate. It also highlights the potential for personal growth and learning from challenging experiences.
Question 13. What does Miss Beam say about the children’s experiences at the school in the lesson “A Different Kind of School”?
Answer. Miss Beam explains that there is no misery in the children’s experiences at the school. Everyone is kind, and the challenges become something of a game. Through their experiences, even the most thoughtless child comes to understand misfortune.
Question 14. How does the story emphasise the importance of helping others in the lesson “A Different Kind of School”?
Answer. The story emphasises the importance of helping others by showing how the children at the school support and assist each other during their challenging days. It teaches the value of empathy and compassion.
Question 15. What is the overall message of “A Different Kind of School”?
Answer. The overall message of the story is that apart from academic education, it is essential to learn respect for others, show compassion towards people with disabilities, and be grateful for what we have. It encourages us to be kind, understanding, and helpful in our interactions with others.