Chapter 1.1 - Where the Mind is Without Fear...
Written during the British reign, the poet wants his countrymen to live fearlessly and get back their self-esteem by standing up for themselves. He wants India to be a country where knowledge is freely flowing and not just the sole prerogative of a few fortunate ones. He envisions a united India that is not divided on the basis of caste, creed, religion, etc. He wishes to see his beloved countrymen free from all prejudices and superstitious beliefs. The poet wants his countrymen to be sincere and truthful. He visualizes India as the epitome of perfection, which is the fruit of the continuous assiduous efforts and diligence of his fellow brethren. He wants his countrymen to think logically so as to have a clear perception. He does not want reason to be lost under the veil of outdated customs and blind faith. He appeals to God to lead his country into that ‘heaven’ where individuals experience freedom in the truest sense and where progressive thoughts translate into actions. He prays to the Almighty to let his country wake up to such an ideal abode of freedom.
Title: ‘Where the mind is without fear’
Poet: Rabindranath Tagore
Rhyme scheme:
The poet has chosen to write in free verse without any rhyme scheme or metre, thus making it one big complex sentence.
Favourite line:
“Into that heaven of freedom, my Father, let my country awake”. This line makes the whole poem a prayer, an appeal made to God.
Theme/Central idea:
The poet’s desire to see his countrymen free and the qualities he wishes to see in them, as well as hopes for a better future.
Figures of speech:
Figures of speech add to the beauty of the poem. Tagore has used Apostrophe, Metaphor, Alliteration, Synecdoche and Personification to express his thoughts.
Special features:
The poem is a prayer-poem written in a serious tone that echoes patriotism throughout. The mood transcends from gloomy in the beginning to hopeful in the last two sentences. The use of ‘into’ in the last two sentences not only ushers in hope, but also lends a sense of clarity, underlining the theme of the poem. The implied meaning that the poet wishes to convey is that only when people experience freedom of mind and spirit can a country progress. Through the beautiful use of imagery such as ‘Clear stream of reason’ and ‘dreary sand of dead habit’, the poet presents his vision for a brighter tomorrow for India while he indirectly acknowledges the reality of the present.
Why I like the poem:
The poem’s message is timeless, as it does not fail to have a global appeal today as well. Even though the poem has been written for India in the pre-independence era, we can still relate to it today. The gap between the present and the future presented in the poem through simple language enhances the poet’s purpose and leaves the reader hopeful. All in all, the poem inspires us to collectively strive towards making India a ‘heaven of freedom’.
narrow domestic walls : division on the basis of religion, caste, class and colour in societies and between countries of the world.
tireless striving : continuous efforts and struggle.
stretches its arm : aims at achieving a goal.
dead habit : old traditional rituals and customs that are harmful.
ever-widening : forever broadening one’s outlook.
heaven of freedom : condition of total freedom of good thoughts, good words and good deeds, while respecting those of others.
Warming up!
1. Pair up with your partner and match the terms with their given meanings.
| Column ‘A’ | Column ‘B’ |
|---|---|
(1) Humanism | (a) Concern about and action aimed at protecting the environment. |
(2) Patriotism | (b) Holding liberal views. |
(3) Internationalism | (c) Quality of being patriotic : vigorous support for one’s country. |
(4) Liberalism | (d) State or process of being international. |
(5) Environmentalism | (e) A rationalistic outlook towards humans rather than a divine or supernatural one. |
Ans:
| Column ‘A’ | Column ‘B’ |
|---|---|
(1) Humanism | (e) A rationalistic outlook towards humans rather than a divine or supernatural one. |
(2) Patriotism | (c) Quality of being patriotic : vigorous support for one’s country. |
(3) Internationalism | (d) State or process of being international. |
(4) Liberalism | (b) Holding liberal views. |
(5) Environmentalism | (a) Concern about and action aimed at protecting the environment. |
2. Poems in English are of different types.
- Sonnet
- Epic
- Limerick
- Lyric
- Ballad
- Humorous
- Elegy
- Idyll
- Free verse
Taking the help of a dictionary/internet guess and write the type of poem against its description.
(i) A long story-poem, often mythical
Ans: Epic
(ii) A short story poem with a message
Ans: Ballad
(iii) A poem of 14 lines
Ans: Sonnet
(iv) A song-like poem
Ans: Lyric
(v) A poem with no uniformity of rhyme, rhythm etc.
Ans: Free verse
(vi) A poem set in picturesque, rustic background
Ans: Idyll
(vii) A sad poem, lamenting death of a loved one
Ans: Elegy
(viii) A 5-line short funny poem with rhyme-scheme aabba
Ans: Limerick
(ix) A poem written, just to create humour
Ans: Humorous
In Between The Poetry
Q1. What does the poet pray to the Almighty for ?
Ans: The poet prays to the Almighty to let his country wake up in a ‘heaven’ where everyone enjoys freedom of mind and spirit. He also asks God to lead us forward into ever-widening thought and action.
Q2. What are ‘reason’ and ‘dead habit’ compared to?
Ans: ‘Reason’ is compared to a clear stream and ‘dead habit’ is compared to a dreary desert.
Q3. What does the poet wish for ?
Ans: The poet wishes God to lead his country to a ‘heaven of freedom’ where his countrymen enjoy freedom from social, political, religious, and intellectual issues that damage the fabric of Indianness.
ENGLISH WORKSHOP
1. In your notebook write down lines from the poem as a proof for the following.
(a) Tagore wishes for a nation where people are truthful.
Ans: Where words come out from the depth of truth.
(b) The poet would like everyone to work hard to reach their goal and in the long run to reach perfection.
Ans: Where tireless striving stretches its arms towards perfection.
(c) The poet wishes that everyone in his country holds his head high in dignity.
Ans: Where the mind is without fear and the head is held high.
(d) The poet dreams of a nation where knowledge should be free to all.
Ans: Where knowledge is free.
(e) The poem is a ‘prayer’.
Ans: Into that heaven of freedom, my Father, let my country awake.
2. Read the columns carefully and match the expressions with their meanings.
| Column ‘A’ | Column ‘B’ |
|---|---|
(1) The head is held high | (a) A fearless person |
(2) Narrow domestic walls | (b) Sincerity of heart |
(3) Knowledge is free | (c) A person with self respect and proud of possessing it |
(4) Depth of truth | (d) Narrow mindedness |
(5) Mind is without fear | (e) Education is given to all |
(6) Stretches its arms | (f) Dried up, infertile land of sands |
(7) Clear stream of reason | (g) Clear thinking |
(8) Dead habits | (h) Aim at perfection |
(9) Ever widening thought and action | (i) Broadening the outlook and attitude |
Ans:
| Column ‘A’ | Column ‘B’ |
|---|---|
(1) The head is held high | (c) A person with self respect and proud of possessing it |
(2) Narrow domestic walls | (d) Narrow mindedness |
(3) Knowledge is free | (e) Education is given to all |
(4) Depth of truth | (b) Sincerity of heart |
(5) Mind is without fear | (a) A fearless person |
(6) Stretches its arms | (h) Aim at perfection |
(7) Clear stream of reason | (g) Clear thinking |
(8) Dead habits | (f) Dried up, infertile land of sands |
(9) Ever widening thought and action | (i) Broadening the outlook and attitude |
3. (A) Answer the following questions in your own words.
(a) How is the world broken into fragments?
Ans: The world is broken into fragments by narrow domestic walls such as discrimination on the basis of caste, creed, gender, colour, religion, and language.
(b) Explain what the ‘tireless striving’ should be for.
Ans: ‘Tireless striving’ refers to the relentless and tireless hard work that the poet expects his countrymen to put in to achieve perfection.
(c) ‘Where words come out from the depth of truth.’ Explain in your own words.
Ans: Words that come from the ‘depth of truth’ are words that are sincere and true. People should be truthful and forthright. Truthfulness should be the dominant quality in people, so that they speak words that come right from their hearts.
(d) Who is ‘Thee’ in the poem? What does the poet appeal to ‘Thee’ to do?
Ans: God is referred to as ‘thee’ in the poem. The poet wants God to lead his country to a place where religious, social, political, and intellectual freedom is experienced in the truest sense, so that people can get back their lost dignity and help the country progress.
(e) What qualities does the poet wish to inculcate in his countrymen?
Ans: The poet wants to inculcate truthfulness, fearlessness, self-confidence, industriousness, rationality and logical thinking in his countrymen.
4. Read the poem carefully and complete the table after the discussion in pairs. One is done for you.
| Concepts in the poem | Present situation | Expected/ideal situation |
|---|---|---|
(1) mind | mind is full of fear | fearless mind |
(2) head | ||
(3) knowledge | ||
(4) words | ||
(5) habit | ||
(6) thought and action |
Ans:
| Concepts in the poem | Present situation | Expected/ideal situation |
|---|---|---|
(1) mind | mind is full of fear | fearless mind |
(2) head | head is bowed low | head is held high |
(3) knowledge | knowledge is limited to a few chosen ones | knowledge is free and available for all |
(4) words | shallow and superficial words | truthful and sincere words |
(5) habit | old harmful traditions and customs are practised | people think logically and use reason |
(6) thought and action | narrow outlook | people are progressive and broad-minded |
5. (A) Complete the following sentences using your own interpretation.
(a) When the mind is without fear and head unbowed, we enjoy _____ freedom.
Ans: mental.
(b) When knowledge is free, every citizen enjoys the right to _____ and _____ .
Ans: read, write.
(c) We can prevent _____ injustice when we pull down discriminatory walls of caste, class, religion etc.
Ans: social.
(d) Constant effort and strife leads to _____ .
Ans: perfection.
(e) Logical thinking and reasoning can put a stop to _____ .
Ans: superstitions.
(f) Tagore appeals to God to make his country a _____ .
Ans: heaven of freedom.
(B) Fill in the blanks.
(a) Students should keep themselves aloof from _____ .
Ans: dogmatism.
(b) When _____ everyone will be literate.
Ans: educated.
(c) It is a social duty of every student of the modern world to uproot _____ from societies.
Ans: discrimination.
(d) Students must develop _____ outlook and attitudes.
Ans: scientific.
(e) In the world of sycophancy, students must _____ .
Ans: reason.
6. Find out the examples of ‘Metaphor’ from the poem.
Ans:
(i) Where the clear stream of reason has not lost its way.
(ii) Into the dreary desert sand of dead habit.
(iii) Into that heaven of freedom.
7. Almost every line of the poem begins with the word ‘Where’ and it expects an idealistic country and countrymen. Now work in a group of six students and compose your poem regarding ‘Ideal School’. Begin your lines with the word ‘Where’…..
Ans:
Ideal School
Where knowledge dances on joyful feet,
And curiosity’s flame is never discreet,
Where teachers inspire with wisdom’s might,
And students’ dreams take wondrous flight.
Where kindness flows like a gentle stream,
Embracing differences, creating a gleam,
Where laughter echoes through every hall,
And friendships grow strong, never to fall.
Where passion’s fire ignites the soul,
And creativity’s canvas finds its role,
In this ideal school, dreams take flight,
Where learning shines with radiant light.
8. Read the poem. Write an Appreciation of the poem in about 12 to 15 sentences with the help of the following points. Use a paragraph format.
Points
- Title
- Poet
- Rhyme scheme
- Favourite line
- Theme/Central idea
- Figures of speech
- Special features – Type of the poem, language, tone, implied meaning, etc.
- Why I like/ dislike the poem
Ans:
The poem ‘Where the Mind is Without Fear’ by globally famous poet, painter, and playwright Rabindranath Tagore is an extract from Gitanjali. The poem is written in a very natural, prosaic style and is thus devoid of any rhyme scheme. The poem centres around the idea of the poet’s ardent desire to see his country free from all that obstructs and hinders its progress, thus enabling it to have a better and brighter future.
Tagore has used Apostrophe, Metaphor, Alliteration, Synecdoche and Personification to express his thoughts. The entire poem is a prayer, a direct address to God. Hence, Apostrophe is a predominant figure of speech. The poem is a prayer poem written in a patriotic and inspirational tone that echoes patriotism throughout. The poem transcends from gloomy in the beginning to hopeful in the last two sentences.
The use of ‘into’ in the last two sentences not only ushers in hope, but also lends a sense of clarity, underlining the theme of the poem. The implied meaning that the poet wishes to convey is that only when people experience freedom of mind and spirit can a country progress. Through the beautiful use of imagery such as ‘Clear stream of reason’ and ‘dreary sand of dead habit’, the poet presents his vision for a brighter tomorrow for India while indirectly acknowledging the reality of the present.
The concluding line of the poem, ‘Into that heaven of freedom, my Father, let my country awake’ appeals to me the most as it summarizes the poem in a prayer-like manner.
I like the poem because its message is timeless and has universal appeal. Even though the poem was written for India in the pre-independence era, we can still relate to it today. All in all, the poem inspires us to collectively strive towards making India a ‘heaven of freedom’.
9. Imagine that you have to deliver a speech on the occasion of ‘Independence Day’ or ‘Republic Day’ in the school assembly. Prepare a speech to deliver on ‘India of my dreams’
Use the following steps :
- Greeting and salutation
- Self Introduction
- Introduction of the topic
- Elaboration of the topic with examples
- Conclusion
- Thanking audience
Ans:
Respected Principal, teachers, and my dear friends,
A very good morning to one and all. I stand before you to express my vision for the India I dream of. French Nobel laureate, Romain Rolland remarked, ‘If there is one place on the face of the earth where all the dreams of living men have found a home from the very earliest days when man began the dream of existence, it is India. So, what do I dream for my motherland, which has manifested the dreams of countless others across the world?
Still, as a child of my beloved motherland, I have a vision and a dream for my country. I wish for India what each child wishes for his mother, i.e., happiness, peace, prosperity, and fame.
On the technological front, I wish for India to be an icon of technological advancement. I wish it to be the richest in technical know-how. India has suffered in the past due to the personal self-interest of a few, but the India of my dreams shall see all her children united together by the bond of love and compassion. I wish all Indians lived in an India that was free of poverty, unemployment, illiteracy, and communal disharmony. In my dream, India would be a manufacturing hub and the largest exporter of goods. Culturally, I wish India to be rich and prosperous, for which we need to preserve our ancient culture and carry it with us wherever we go. I wish India to be a university of love and global peace. The India of my dreams would radiate harmony and brotherhood.
In my dream, no Indian would ever have to starve. The sweet fruits of their labour would assure them of their daily bread. All men and women would enjoy equality as social evils like child labour, female foeticide and others would become a thing of the past. The India of my dreams would be guided by the youth, who have the humility of a saint, the knowledge of a leader, and the wisdom of a guru.
Thank you!
10. Read the short story written by Rabindranath Tagore ‘The Kabuliwala’ or ‘The Home Coming.’
Visit the website and collect more information about Rabindranath Tagore’s life and work.
Ans: Students should do this on their own.