Chapter 6 – At School Solutions

Need a quick revision of “At School” before your exam? This chapter is important and often asked in WBCHSE English papers. Here, you will find important questions and answers written in simple and clear English. These are selected from key ideas and exam patterns. This will help you revise faster, understand better, and write correct answers in your exam.

Content Structure

1. About the author – Netaji Subhash Chandra Bose
2. Theme of the story At School
3. Summary of the story At School
4. Significance of the title
5. Critical analysis
6. Word meanings
7. Long Questions and Answers

1. About the author – Netaji Subhash Chandra Bose

‘At School (1)’, from “An Indian Pilgrim” an autobiography by Netaji Subhash Chandra Bose, provides a glimpse into his early education and its impact on his personality. It sheds light on the flaws of the colonial education system imposed on India and the psychological struggles faced by Indian students. Bose describes his academic achievements, stating that he consistently performed well in studies and ranked at the top. However, in the missionary school, his lack of participation in sports and physical activities made him develop a poor self-perception, as participation in sports were valued more than academics. This sense of inferiority haunted him, making him believe that he was different from others. In ‘At school (1)’, Bose describes the negative impact of Western Style Education on Indian students. Bose criticises the system for not considering Indian culture, history and societal needs. He argues that such an education alienates students from their roots, making them feel maladapted. He particularly condemns the practice of sending Indian boys to British public schools which was common among aristocratic families. He believes that this practice isolated young Indians from their own culture and national identity. Instead of enforcing Western Education on young minds, Bose suggests a better approach: Indians should engage with Western Culture only after reaching maturity. This way, they can critically evaluate both Eastern and Western values and make informed choices. At School (1)’ reflects Bose’s early awareness of colonial education’s drawbacks and foreshadows his national ideology. His criticism highlights the need for an education system that nurtures self-confidence and national pride, making his insights relevant even today. The text encourages readers to rethink the purpose of education in shaping one’s identity and cultural con-sciousness.

2. Theme of the story At School

It shows that school is a place to learn, grow, and become confident.
It highlights how teachers guide students with care and discipline.
It shows the mix of feelings excitement, nervousness, and curiosity children have in school.
It teaches the value of friendship, teamwork, and good behaviour.
It explains that school helps shape a child’s character and prepares them for life.

3. Summary of the story At School

“At School (1)” is a chapter from An Indian Pilgrim, the autobiography of Netaji Subhash Chandra Bose. In this section, Bose describes his early school life and how the British-style education system affected his confidence and identity. He explains that he was very good at academics but weak in sports, which were given more importance in his school. Because physical strength was valued more than intellect, Bose often felt inferior and less important than his athletic classmates. Bose also criticises the British colonial education system for ignoring the cultural and historical needs of Indian students. He felt that sending Indian children to English public schools, whether in India or abroad, caused psychological problems and distanced them from their own culture. He points out that extroverted children may adapt to such an education system, but introverted children often suffer from self-doubt. According to Bose, education should build national pride and be rooted in India’s history and traditions. He believes that true understanding between the East and the West will come only when Indian students are mature enough to interact with Western ideas on their own, not when foreign education is imposed on them in childhood. This chapter shows Bose’s early understanding of the importance of national identity in education, a belief that later shaped his strong nationalist views.

4. Significance of the title

The title “At School (1)” is important because it shows the beginning of Bose’s education and how his school life shaped his mind and personality. It reflects not only his early learning but also his struggle with the British-style education system. The word “School” stands for more than a classroom it represents the colonial system that tried to shape Indian children in a foreign way. Bose felt inferior because his school valued physical strength more than academic talent. This made him realise that the British education system did not respect Indian culture or students’ real abilities. The title also suggests that Bose was learning deeper lessons about identity, confidence, and national pride. His school experiences taught him the importance of an education that supports Indian values and helps students feel confident.

5. Critical Analysis

The chapter “At School (1)” from An Indian Pilgrim gives us a clear picture of Netaji Subhash Chandra Bose’s early school life and how it affected his mind. Bose talks about how he was excellent in studies but struggled in sports and physical activities. Because his school gave more value to physical strength, he often felt inadequate and developed a sense of inferiority. A main idea in this chapter is the mismatch between the British-style education system and Indian culture. Bose believed that many Indian students, especially quiet and introverted ones, felt uncomfortable and unable to adjust in such schools. He argued that education in India should be connected to Indian history, society, and traditions instead of copying the British public school model. Bose was also against the trend of sending Indian boys to schools in England. He felt that this separated them from their own culture and weakened their sense of national identity. According to him, young children should not be forced into Western education. Cultural exchange should come later in life, when students are mature enough to understand and compare both cultures. “At School (1)” shows Bose’s early understanding of the problems in colonial education and how it affected Indian students. These early thoughts later shaped his strong nationalist ideas. The chapter reminds us that education should build confidence, encourage self-reliance, and protect a country’s cultural identity.

6. Word meanings

	Word	Meaning
1.	Circumstance	A situation or condition something happens in
2.	Galling	Very annoying or irritating
3.	Carriage	A vehicle pulled by horses
4.	Solace	Comfort or relief in a time of sadness
5.	Presume	To think something is true without full proof
6.	Liberal	Kind
7.	Beat	to win against someone
8.	Infant	A very young baby
9.	Majority	The greater number
10.	Emphasis	Special importance
11.	Punctuality	Being on time
12.	Impart	To share or give knowledge
13.	Exaggeration	Making something sound bigger or greater than
14.	Anecdotes	Short
15.	Strong-willed	Determined and not easily influenced by others
16.	Disciplinarian	A person who strictly makes others follow rules
17.	Flogged	Beaten as a punishment
18.	Spouse	A husband or wife
19.	Venerable	Very respected because of age or wisdom
20.	Draught	A cool current of air
21.	Stiff	not flexible
22.	Deaf	Unable to hear
23.	Glaring	Very bright
24.	Tinged	Having a small amount of color or feeling
25.	Tenor	mood
26.	Racial	Related to people’s race or skin color
27.	Vague	Not clear or easy to understand
28.	Momentary	Lasting for only a short time
29.	Extrovert	A friendly person who enjoys being with others
30.	Hostile	Unfriendly or aggressive
31.	Introvert	A quiet person who prefers being alone or with few people

7. Long Questions and Answers

1. What happened to Bose on the first day of school? 5
Ans: Bose was very excited to go to school with elder siblings when everyone got ready they began to run towards the carriage which was supposed to take them to school but unfortunately he slipped and fell he was hurt and had to wrap a bandage around his head. He was also ordered to take rest the rumbling of the carriage wheels grew fainter in the distance the lucky ones had gone to school but bose had to stay back. His fond hopes of going to school were lost. But he was allowed to go to school the next day.

2. Why was sports given too much importance? Why did the children turn out ‘well-man-nered’? 2+3
Ans: Sports was given the same importance as studies in bose’s school. It was unexpected in a school run on ‘english lines’ but not as much, probably due to the fact that the headmaster was not much of a sportsman himself. Mr. young, the headmaster, was a stern disciplinarian and a great stickler for good behaviour. In the progress report marks were given not only for the different subjects but also for conduct deportment neatness and punctuality for misbehaviour or indiscipline the boys caned by mr. and mrs. young. Therefore it was no wonder that the boys and girls turned out to be well-mannered.

3. What was Bose’s opinion about the maladaptation faced by an Indian student? 5
Ans: According to Bose, admitting an Indian child to an English missionary school could certainly make the child suffer from a sense of maladaptation and from consequent unhappiness, especially if he or she is of a sensitive nature. This was due to discriminations faced by the Indian students in such a school. The curriculum of the P.E. school did not suit them. They could not sit for scholarship examinations, like primary school and middle school examinations despite topping the class Anglo-Indian boys could join the volunteer corps and shoulder a rifle but they could not. Whenever there would be occasional querrels between English and Indian boys sympathies would be along racial lines. These incidents etched and impression of colonialism in the minds of Indian students.

4. What kind of differentiation was faced by Indian students in the missionary school? 5
Ans: The Indian students gradually realised that they lived in two distinct worlds which did not always coincide. On one hand, there was the influence of Indian family and society. On the other, there was the atmosphere of the school which tried to create another England. The Indian students could not sit for scholarship examinations even after ranking first in the class. Anglo-indian boys could join the volunteer Corps and shoulder a rifle, but the Indians could not. They began to realise that they were a class apart, though they belonged to the same institution. Then there would be occasional quarrels between English and Indian boys where sympathies would be along racial lines.

5. What were the features of the P.E. School attended by Bose? 5
Ans: There were certain things Bose learned in his P.E. School which he would be missed in an Indian school. No unhealthy emphasis on studies were given compared to the Indian schools. Out side studies, more attention was given to conduct deportment neatness and punctuality. In the matter of studies, the students received more individual attention by their teachers. The daily work was done regulary and systematically. The result was that practically no preparation was needed when an examination had to be faced by the students. Moreover, the standard of English taught there, was much higher than that of Indian schools.

6. What were the potential psychological problems faced by an Indian student in an English missionary school? How could it be overcome according to Bose? 3+2
Ans: According to Bose, Indian students who are mentally extrovent might not suffer from a feeling of maladaptation and might feel quite unfazed in a discriminating environment. But introvert children were bound to be hostlile. Apart from this phychological consideration a system of education which ignores the Indian conditions, requirement history and sociology is to unscientific and irrational. The proper phychological approach for a cultural rapprochement between the East and the West is not to force ‘English’ education on Indian students when they are young but to bring them into close contact with the Western stream when they are developed so that they can judge for themselves what is good and what is bad comparing the East and in the West.

7. Why wouldn’t Bose ‘advise an Indian boy’ attend to this kind of P.E. school? 5
Ans: Subhas Chandra Bose would not advise Indian boys to join his type of Public European (P.E.) school because such institutions promoted ‘Western values and a colonial mindset, including compulsory Bible Studies. He believed that these schools distanced Indian students from their own culture, traditions, and national identity. The emphasis on Christianity and British ideals in P.E. schools was part of the colonial strategy to shape obedient subjects rather than independent leaders. Bose wanted Indian students to receive an education rooted in their heritage fostering self-respect patriotism and a spirit of resistance against colonial rule, rather than blind acceptance of foreign influences.

8. Why was it a ‘red-letter day’ for Bose? When did the school start? Who else got admitted along with Bose? How were they supposed to go to school? 2+1+1+1
Ans: It was a ‘red-letter day’ for Bose because finally he was going to join the grown-up respectable follks who did not stay at home all week. The school started exactly at 10 a.m. Two uncles of about Bose’s age also got admitted along with him. They were supposed to go to school by a carriage.

9. What was Bose’s opinion of studying the Bible in school?
Ans: According to Bose, too much importance was attached to the teaching of the bible and the method of teaching it, was unscientific and uninteresting. The students had to learn the Bible lessons by heart whether they understood anything or not. It was as if they were priests memorising the sacred texts. Bose also remembered that he and his friends discussed among themselves that they were fed up with the Bible and that for nothing in the world would ever make them change their religion. Bose could finally understand appreciate and like the Bible when he was in college several years later.

10. What kind of people were Mr. and Mrs. young? Who was the elder brother of Mr. Young? How were they distinguished? 3+1+1
Ans: Mr. young was unique and strong willed and the stamp of his character and visible everywhere within the precincts of the school. He carried himself with dignity and poise and commanded respect. He was a grim disciplinarian and a great stickler for good behaviour. On the other hand, Mrs. young was a motherly lady who was like by everyone. Mr. young had an elder brother who was a bachelor and a missionary. He had a beard, and was very fond of children and would love to play with them. To distinguish Mr. Young the headmaster from his elder brother, the students nicknamed him as ‘young Young’, and the latter was called ‘Old Young’.