1

ENGLISH MAJOR
ENCYCLOPAEDIA
(Paper 4)
BRITISH POETRY AND DRAMA
DIBRUGARH UNIVERSITY

(SECOND SEMESTER)

As Per CBCS

COMPILED & EDITED BY

POLASH BHUYAN, M.A.B.Ed, CSI-BL(Certificate in

Classroom Strategies for Inquiry-Based Learning, University of Texas,
Austin)
TGT(English)
Jawahar Navodaya Vidyalaya, Jorhat.
(An Autonomous Organization under the
Ministry of HRD, Dept of Literacy, Govt of India)

ISKRA

In Collaboration with Niyor Books

A Unit of Evergreen Brood
Furkating,Golaghat-785610
Ph. 99546-04947
2

BRITISH POETRY AND DRAMA:: Paper 4 CBCS B.A.(Hon) Dibrugarh University:: 2nd Sem
An edited compilation by Mr. P.J.Bhuyan comprising of reference materials prescribed in
the Syllabus of British Poetry and Drama from Chaucer to William Shakespeare, published
by ISKRA, Jorhat in Nov, 2019.

ISKRA
K.B.Road, Jorhat, Assam
ISBN:

Ph. 99546-04947, 8638674867

Email: [email protected]
[email protected]

© Copyright©Author

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of the copyright owner & the publisher.
The views/notes compiled in this book are not necessarily that of the publisher & the
compiler. The compiler / publisher is not responsible for the authenticity of the data, in any
way whatsoever. All legal disputes are liable to be handled within the jurisdiction of
honourable Golaghat Court.
Since this is a reference book and not a compulsory book, any complaints, disputes,
complications- legal or whatsoever is the sole responsibility of the buyer. The writer,
publisher will not be responsible for any controversy that may arise in relation to this book.
The buyer needs to understand that he is not under any pressure to buy this book and he has
done it by choice and not under any kind of compulsion.

Rs- 200/- (Rupees Two hundred only)

Printed at: Jorhat
3

Dedicated to my dear father

in Heaven
4

Preface

Now you are students of Second Semester under the Choice Based Credit System
(CBCS). After completing First Semester of your course, you must have become more
confident and composed to undertake the texts prescribed in the syllabus of your second
semester. The Syllabus prescribed for Second Semester-2019 is pretty challenging as well as
interesting. Though at first, some students may likely face awkwardness and hopelessness, the
feeling is transitory because gradually as you enter the depth of the fabulous course, you
would feel better and better. My book will definitely support you in this venture and I would
feel delighted, even if it, gives an iota of help to the budding Bachelors of Dibrugarh
University. The syllabus prescribed in Indian Writing in English consists of some great works
from R.K.Narayan to Arup Kr. Dutta and I thank the fraternity of Dibrugarh University for
including all these marvelous works in the course content of English honours under CBCS. I
am pretty sure that the students would relish these works and would be able to recognize the
genius of these great Indian literary icons.
I also take this opportunity to thank all students, teachers, well wishers, book stalls who
bought 1st /2nd/3rd /4th/5th /6th Semester books of my publication (Non CBCS from 2012-2018)
alongwith CBCS First Semester and provided me healthy feedback. I expect the same in future
too. Please sms@9954604947 or
Email:[email protected]/[email protected]. Thank you. God Bless!

Always Yours
Polash Bhuyan
5

CONTENTS
SECOND SEMESTER
COURSE CODE: 20100
COURSE 2: INDIAN WRITING IN ENGLISH

CONTENT PAGE NO

1.R.K. Narayan: The English Teacher

2.Anita Desai : In Custody
3.Mitra Phukan : The Collector’s Wife
4.H.L.V. Derozio: Freedom to the Slave
5. H.L.V. Derozio : The Orphan Girl
6.Kamala Das: Introduction
7. Kamala Das : My Grandmother’s House
8.Nissim Ezekiel: Enterprise
9.Nissim Ezekiel: The Night of the Scorpion‟
10.Robin S. Ngangom: The Strange Affair of Robin S. Ngangom
11. Robin S. Ngangom: A Poem for Mother
12. Mulk Raj Anand: Two Lady Rams
13.Salman Rushdie: The Free Radio
14.Shashi Deshpande: The Intrusion
15.Arup Kumar Dutta: The Wilted Flower
6

COURSE CODE: 20100

COURSE 2:
COURSE CODE: 20100
COURSE 3: INDIAN WRITING IN ENGLISH
(CORE)
CREDITS ASSIGNED: 6 CREDITS
COURSE OBJECTIVES: Indian Writing in English refers to the body of work by writers in
India who write English and whose native language could be one of the numerous languages
of India. It is also associated with the works of members of the Indian Diaspora. As a category,
this production comes under the broader realm of postcolonial literature- the production from
previously colonized countries such as India. Indian English Literature is an honest enterprise
to demonstrate the ever rare gems of Indian Writing in English. From being singular and
exceptional, rather gradual native flare - up of geniuses, Indian Writing in English has turned
out to be a new form of Indian culture and voice in which India converses regularly. Indian
Writers - poets, novelists, essayists, and dramatists have been making momentous and
considerable contributions to world literature since pre - Independence era, the past few years
have witnessed a gigantic prospering and thriving of Indian English Writing in the global
market. Indian English Literature has attained an independent status in the realm of world
Literature. Wide ranges of themes are dealt within Indian Writing in English. While this
literature continues to reflect Indian culture, tradition, social values and even Indian history
through the depiction of life in India and Indians living elsewhere, recent Indian English
fiction has been trying to give expression to the Indian experience of the modern
predicaments. The aim of this course is to introduce learners to Indian Writing in English from
the colonial to the postcolonial period. Issues such as identity politics, gendered differences,
home, dislocation, language among others shall be underscored with the intention to
understand the diversity of Indian culture and tradition across spatiality.
UNIT I: PRE-INDEPENDENCE INDIAN ENGLISH NOVEL
R.K. Narayan The English Teacher
UNIT II: POST-INDEPENDENCE INDIAN ENGLISH NOVEL
Anita Desai In Custody OR,
Mitra Phukan The Collector’s Wife
UNIT III: INDIAN ENGLISH POETRY
H.L.V. Derozio „Freedom to the Slave‟, „The Orphan Girl‟
Kamala Das „Introduction‟, „My Grandmother‟s House‟
Nissim Ezekiel, Enterprise‟, The Night of the Scorpion”
Robin S. Ngangom „The Strange Affair of Robin S. Ngangom‟, „A Poem for Mother‟
UNIT IV: INDIAN ENGLISH SHORT STORIES
Mulk Raj Anand „Two Lady Rams‟
Salman Rushdie „The Free Radio‟
Shashi Deshpande „The Intrusion‟
Arup Kumar Dutta „The Wilted Flower‟
7

SUGGESTED TOPICS AND BACKGROUND PROSE READINGS FOR CLASS

PRESENTATIONS
TOPICS
Indian English
Indian English Literature and its Readership
Themes and Contexts of the Indian English Novel
The Aesthetics of Indian English Poetry
Modernism in Indian English Literature
MODE OF ASSESSMENT:
Internal Assessment: 20 marks
(Sessional test 1: 5marks, Sessional test 2: 5 marks, Presentation/viva voce/Group discussion:
5 marks, Attendance: 5 marks)
_____________________________________________________________________
Total: 20 marks
Final Examination: 80 marks
Unit 1: 1 long answer question+ 1 short note/analysis (15+05) =20 marks
Unit 2: 1 long answer question+ 1 short note /analysis (15+05) =20 marks
Unit 3: 1 long answer question+ 1 short note/analysis (15+05) =20 marks
Unit 4: 1 long answer question+ 1 short note/analysis (15+05) =20 marks
_______________________________________________________________________
Total: =80 marks
EXPECTED LEARNER OUTCOME
It is believed that learners, after the culmination of this course, shall be in a better position to
appreciate the diversity of customs and traditions in India, would be able to map the
intellectual trajectory from the pre- to post -independence period, and get the feel of the
advancement that Indian writers in English are making, for which they are receiving plaudits,
both at home as well as abroad.
RECOMMENDED READINGS
1. Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp. v–vi.
2. Salman Rushdie, „Commonwealth Literature does not exist‟, in Imaginary Homelands
(London: Granta Books, 1991) pp. 61–70. 11
3. Meenakshi Mukherjee, „Divided by a Common Language‟, in The Perishable Empire (New
Delhi: OUP, 2000) pp.187–203.
4. Bruce King, „Introduction‟, in Modern Indian Poetry in English (New Delhi: OUP, 2nd
edn, 2005) pp. 1–10.
8

Core courses (14 courses)

“Credits: 70 credits (05 credits per core X 14 core = 70 credits) + 14 credits (tutorial) Core
courses offered:
Core 1: Indian Classical Literature (Sem 1)
Core 2: European Classical Literature (Sem 1)
Core 3: Indian Writing in English (Sem 2)
Core 4: British Poetry and Drama 14th to17th Century
(Sem 2)
Core 5: American Literature (Sem 3)
Core 6: Popular Literature (Sem 3)
Core 7: British Poetry and Drama 17th and18th Century
(Sem 4-6)
Core 8: British Literature: 18th Century (Sem 4)
Core 9: British Romantic Literature (Sem 4)
Core 10: British Literature: 19th Century (Sem 4)
Core 11: Women’s Writing (Sem 5)
Core 12: British Literature: Early 20th Century (Sem 5)
Core 13: Modern European Drama (Sem 6)
Core 14: Postcolonial Literature (Sem 6)

Discipline Specific Elective (DSE): (2+2=4 courses) “Credits: 05 credits per elective + 04
tutorial credits per elective= 24 credits Discipline Specific Electives offered:
“Sem 5 (any two)
DSE 1: Modern Indian Writing in English Translation
DSE 2: Literature of the Indian Diaspora
DSE 3: Literary Criticism
DSE 4: World Literature
Sem 6 (any two)
DSE 5: Literary Theory
DSE 6: Literature and Cinema
DSE 7: Partition Literature
DSE 8: Travel Writing
@@@@@
9

UNIT I: PRE-INDEPENDENCE INDIAN ENGLISH NOVEL

R.K. Narayan The English Teacher

Q 1. Write a note on the autobiographical elements in R.K.Narayan’s ‘The English

Teacher’.
Ans: R.K.Narayan is one of the most distinguished Indian novelists in English and his novel
‘The English Teacher’ brings out many autobiographical elements. Narayan starts narrating his
own sad story after the death of his beloved wife Rajam, impersonating himself Krishna and
tries to establish contact with his departed wife. Narayan dramatically presents the whole
tragedy of the untimely death of his young wife. The depth of his grief and sorrow is very
effectively reflected in the concluding part of the first section.
The second part of the novel very effectively depicts Narayan’s own spiritual experience
of holding communion with the spirit of his departed wife. It is also found that the child Leela
influences her father, Krishna, by diverting and engaging his attention away from the adult
world towards the world of childhood. This experience helps reconstruct Krishna’s
disintegrated personality owing to the untimely death of his beloved wife, Susila.
Thus, Leela with her redemptive power helps her father Krishna overcome his sense of
existential futility. Narayan creates an imaginary town of a modest size and he names it
Malgudi. It is situated somewhere in the Madras Province and it is dominated by orthodox
Brahmin families and this culture is well reflected in the novel. Narayan belongs to a middle-
class family and so he is well conversant with their psychology and the nature of the
vicissitudes they pass through. Besides, most of his characters are true to life.
The English Teacher was published in 1945 and it was dedicated to his late wife, Rajam
who died prematurely of typhoid in 1939. The unexpected, untimely demise of his beloved
wife, Rajam, now a mother of a little baby-daughter, left him in inconsolable sorrow and
despair. And it took a much longer time to recover from this traumatic shock and Narayan’s
busy pen had been frozen into silence for about six long years.
It is noteable that the novel was at first titled as “Grateful to Life and Death” but later
this title was changed into “The English Teacher”. Narayan was very much impressed with
Rajam that he married her despite the fact that their horoscopes did not match. There cannot be
a greater misfortune in the life of a young man than to have lost his beloved wife at such an
early age. It was at this time that Narayan addressed a letter to Graham Greene, stating that he
had found it difficult even to write a letter and wondered how long this state would last.
In ‘The English Teacher’ we find that Narayan starts narrating his own sad story after
the death of his beloved wife Rajam, impersonating himself Krishnan and tries to establish
contact with his departed wife. Thus, the second part of the novel to the end of it describes
Narayan’s own spiritual experience of holding communion with the spirit of his departed wife.
The six year-gap in Narayan’s career as a novelist can reasonably be attributed to Rajam's
death which devastatingly shattered the very core of his being, both as a man and as a writer.
In the English Teacher, Narayan very realistically presents the factors ultimately leading
to the death of Susila by typhoid. While visiting the newly constructed houses in the
Extension, Susila happens to enter a lavatory which was most unhygienic and she came out
with a profound sense of disgust and consequently, she fell ill and died of typhoid. It is no
10

wonder that such a thing has happened since an orthodox Brahmin is very sensitive to hygienic
conditions and uncleanliness affects them adversely. The sudden, premature death of Susila
leaves Krishna in a state of void and vacuum. However, fortunately for Krishna, his late wife
has left behind a female child-Leela, who becomes the sole source of comfort and consolation
to him. Leela, though a child, exerts her influence on her father, Krishna, by diverting and
engaging his attention away from the adult world towards the world of childhood. This
salutary influence helps reconstruct Krishna’s disintegrated personality owing to the untimely
death of his beloved wife, Susila. Thus, the presence of Leela with her redemptive power,
helps her father Krishna overcome his sense of existential futility. And Krishna realizes after
he resigns from college the fact that, inner peace must be attained through withdrawal from the
adult world into the world of children. We observe that the presence of Leela, the very replica
of her mother, Susila, is very significant since it is she who acts like elixir and to a large extent
brings him back to his normal self.
Further, Krishna realizes that man’s journey of his life is his unaccountable deep sense
of loneliness and separation that haunts him throughout his life. This is the ultimate truth about
man’s life. Krishna is terribly obsessed with the thought of the untimely death of his wife and
he desires to have communion with the spirit of his departed wife. And he succeeds in
achieving it through the self- imposed rigorous spiritual discipline and through the agency of
British oculist Paul Brunton, who was resident of Mysore at that time. In the final chapter,
Krishna resigns from his job as English teacher and starts working in a nursery school.
“The English Teacher” is the fourth novel of R.K.Narayan and the other three works are
Swami and Friends, The Bachelor of Arts and The Dark Room. And the first phase in the
novelistic career of R.K.Narayan ends with The English Teacher and Narayan shows a greater
degree of maturity in handling a domestic life of short-lived felicity. And after the untimely
demise of his wife, the spiritual quest to contact psychical contact or communion with the
spirit of his dead wife, has been handled in a masterly way. This is the best of his four novels
of the first phase of his literary career.
Narayan’s description of the moments of Krishna-Susila’s wedded bliss, shows the
couple in a mood of lyrical felicity and as being transported into the seventh heaven of delight.
However, Krishna has been suddenly cast down from the topless heights of his conjugal joy to
the abysmal depths of inconsolable grief. But in the midst of the darkness of his distress, there
is the flickering light of hope that lends him the strength to bear all this sorrow in the form of
his little daughter-Leela who was the very replica of her mother who is no more now but a
mere memory of the past.
In the life of the English Teacher that is, Krishna, Narayan relives marital life with
Susila, in the guise of Krishna. Narayan confesses that his novel, The English Teacher has
been his most autobiographical one and the dedication of this novel to his departed wife,
confirms it. Thus, we can see a lot of autobiographical touches in this novel.

Q 2. Narayan has presented Krishna as a wholly admirable character. Discuss.

Ans: We find that the character of Krishna is portrayed by the novelist in a very systematic
manner. Krishna is one of the most applauded characters of R.K Narayan, not only because he
11

is a very close reflection of the writer himself but also because he plays several roles in the
novel such as an English teacher, as a husband, as a father and also as a friend. He certainly
does not have only admirable qualities. He is depicted as a character with multi-dimensional
capabilities.
The opening pages of the novel introduce readers to a rather monotous character who
seems to be teaching English only for his monthly salary. He shows no enthusiasm about his
job and has a rather cold relationship with his colleagues. As an English teacher, Krishna is
evidently not a passionate and dedicated one. He is pictured living “like a cow” in the hostel.
His admirable facets come to the surface with the arrival of his wife Susila and his daughter
Leela. They bring with them a wave of energy boosting Krishna to feel alive again. He moves
from the one room of the hostel to the spacious rented house. He is now pictured as the
responsible family man who respects the family budget. He is dedicated to his wife and
showers her with love through many gestures. He praises her beauty and even takes her on
romantic walks. As a foresighted husband, he has even made future plans for his family, such
as owning a bigger house. He is very much concerned about the future of the family members.
He knows that a secured family with guaranteed financial benefits was very important for the
future days.
However, some other factors need to be considered while stating Krishna a laudable
character besides being very devoted to his wife and daughter. Unlike other Indian orthodox
husbands who would treat their wives as inferior, Krishna shows respect to Susila. He, in fact,
admires her for her effective control over his money and managing the household in the best
possible manner. He compliments her for all her positive contributions in his life. He even
takes the role of a nurse when Susila is sick. He spends day and night serving her even at the
peril of his own life. His devotion is highlighted more when Susila dies. He refuses to remarry,
showing thus that his love for Susila is eternal. Thus, he demonstrates his pure love towards
Susila even after her death. There was every possibility that Krishna could have gone for his
second marriage. Many well wishers and relatives even suggested good proposals. But such
was his love and devotion that he refused to go for a second wedding.
Q 3. What does Krishna’s role as a teacher show the reader about his character?
Ans: The present novel is divided into eight chapters. Krishna is the main character of the
novel and he is a teacher of English in Albert Mission College, Malgudi, where he has been a
student earlier. He recounts a typical day at work in the opening chapter of the novel. He goes
about his work mechanically without deriving any real pleasure or satisfaction out of it. He is,
therefore, amused when the Principal, Mr. Brown, convenes a meeting of the faculty after
college hours to impress upon his colleagues, especially those in the department of English, to
help maintain purity and perfection in the language. He is particularly agitated when the
students adopt American spellings for English words, e.g., spelling “honours” as “honors”.
Krishna tries to make light of the situation but his head and former teacher Gajapathy
sides with Brown. He tells Gajapathy that there are blacker sins in this world than a dropped
vowel but Gajapathy just walks away. Krishna discusses the matter with his colleagues in the
hostel that evening and is told that the English department existed solely for dotting the i’s and
crossing the t’s. He is restless because his heart is not in the job and he is sticking to it only
because he is being paid a hundred rupees a month for it. Nor does he think very highly of his
12

colleagues. Krishna decides to take himself in hand and decides to go for a walk early in the
morning.
On his return, he decides to devote some time to writing poetry. He is convinced that he
is going to make a mark in this field and become a famous poet one day, although he has not
yet decided which language. English or Tamil, is going to be enriched by his contribution. He
decides to put this plan into action immediately before mugging up his lessons every morning
and make his unwilling students to mug them up in order to do well in the examinations.

Q 4. Examine the changes in the relationship between Krishna and Susila throughout the
novel.
Ans: R.K. Narayan’s ‘The English Teacher’ depicts the change in the relationship between
Krishna and Susila. The tragic love story is a series of experiences in the life of Krishna, an
English teacher and his quest towards achieving inner peace and self-development after the
untimely death of his wife Susila. For several years, Krishna has enjoyed a bachelor’s life, but
this changes when his wife Susila and their child Leela move in with him. Krishna’s life
expands to include the happy domesticity of living with his child and wife: nearly half the
novel focusses on the mundane joy of his day-to-day experiences with his family. However,
one day Susila gets typhoid after visiting a dirty lavatory and dies from the illness.
Krishna is devastated by her loss but receives a letter from a stranger indicating that
Susila has been in contact with him and wishes to communicate with Krishna. This leads to
Krishna’s journey for self-enlightenment, with the stranger acting as a medium to Susila in the
spiritual world and eventually learning to communicate with her on his own, thus concluding
the entire story itself, with the quote that he felt a moment of rare, immutable joy - a moment
for which one feels grateful to Life and Death.
Krishna thus undertakes an emotional, intellectual and spiritual journey to come to
terms with the irreparable loss. The English Teacher is the tale of love; the saga of loving
someone so dearly. It is exclusively a love story but interestingly different from the love
stories one reads. By a love story traditionally we mean the love before marriage which
consequently ends, or may not end in marriage. But here we have the love story which starts
when Krishna is already a married man and Susila already a mother. There is not much
physical passion in the Krishna-Susila relationship. Even we discover not much romance in it.
They have decided not to have any more children and when Krishna talks about it, Susila
covers his mouth and asks him
“Where is your promise?... I often reiterated and confirmed our solemn pact that Leela
should be our only child.”
Krishna sometimes becomes romantic, for instance when he is going with his wife in search of
a house. But Susila asks him to control himself because they are walking on a public place.
Their love is fresh because it is not staled by familiarity. There is always the first flush of love
in their short lived companionship. Susila does not express her love openly but she is frank,
open-hearted and sprightly behaviour when she says:
“Why can’t each keep his or her own heart instead of this exchange? She then put
out her hand and searched my pockets ‘in case you have taken away mine’.”
13

Her love for Krishna is expressed by the tears she sheds when he loses her temper after
learning that she has sold his old alarm clock as well as useless papers. They do not talk for
forty-eight hours, each of them sulking separately. But when Krishna makes the first move
towards making up, she immediately agrees. They decide not to have any more arguments,
since according to Susila says that such quarrels can affect the child. On his part, Krishna is
concerned about his wife. This is evident from his anxiety when he paces up and down the
Malgudi railway station awaiting her arrival. He pays the coolie thrice his portage so that he
may take precaution in unloading her luggage from the train which stops there for only seven
minutes. He worries unnecessarily and ceaselessly about her as Narayan depicts:
“Suppose fifteen days hence I was still in this state and they arrived and had
nowhere to go outside the railway station! This vision, was a nightmare to me.”
When she likes the coloured marble tiles in Bombay Ananda Bhavan, he offers to have them
on the walls of their own house even though he knows that they are normally used in
bathrooms. When he becomes rich and famous through writing poetry, he plans to take her on
a trip to Europe. And when she falls ill, he keeps regular vigil her on bedside to see that she is
not uncomfortable and that she sleeps peacefully. He leaves no stone unturned to treat her but
all his efforts come to nought when she dies.
Krishna is distraught. He feels dumb, blind, and dazed. He is so miserable that he loses
all interest in life. Only the thought of the child keeps him away from committing suicide. But
the story does not end there. Indeed we are just halfway through. Death is not, need not be, the
end of life. Contracts can be established beyond the funeral pyre with a little patience. Krishna
is rejuvenated when a stranger offers to act as the medium between him and his wife’s spirit.
When he is able to do so, first though the medium and later on his own, he feels reassured
when the medium informs him:
“The lady wants to say that she is deeply devoted to her husband and the child and
family as ever. Ultimately she comes and sits on Krishna’s bed, looking at him with her
bewitching smile, and tells him: Yes, I’m here, I have always been here. ”
Krishna’s zest for life is renewed and he goes about his work. His “sensibilities” are improved
through contact with his dead wife’s spirit which urges him to be cheerful and relaxed.
Eventually to satisfy his inner urge, Krishna gives up his well-paid college job. Further, at a
quarter of the salary that he was getting in a college, he joins the headmaster’s school for small
children. Finally, he comes to terms with life when his daughter Leela leaves for the village
with her grandmother and he realises the fact of life.
So, it is seen that the company of the headmaster gave him a lot of relief. After his
near-death experience, the headmaster has distanced himself from his wife and children. This
has a profound impact on Krishna who, besides enjoying his newfound vocation now, is at
peace with himself in the company of Susila’s spirit. It is a moment of rare, immutable joy - a
moment for which one feels grateful to “Life and Death”. This is how his love story
culminates in a strange, happy ending. Thus, the novel demonstrates that what Krishna wanted
from his wife during her life was not achieved. However, the communion with her soul
pacifies his frustration.
Narayan obviously believes that nothing is impossible for true love. The novel, for all
the searing tragedy of the death of Susila, ends on a note of fulfilment. Narayan has effectively
14

put the element of love in the present novel.Thus, the relationship of Krishna and Susila can be
considered as the focal point of the novel ‘The English Teacher’. Their marital relationship is
far from being a traditional one as it continues even after the death of Susila.
The opening chapters which show their marital relationship is one which is mostly
dominated by love. Romantic love is shown through the poetic language of Krishna when he
describes Susila “my jasmine”, “She is a phantom of delight”.
Despite the long years of living far from each other, they very easily create a strong
bond. Susila instantly takes control of Krishna’s life, controlling the family budget and the
monthly expenses. While it was generally thought that in the Indian society, it is the man who
has a controlling hand over the household, Krishna is found to adopt a different approach. He
allows Susila to be the decision maker and his financial manager. Their love grows as the
novel unveils itself. They even foresee their future life and build up dreams about owning a
house. Building dreams together somehow show their strong relationship. Susila is a dedicated
wife and mother. Her sickness brings new changes to their relationship as Krishna is seen as
being a supportive and devoted husband. Krishna serves his wife patiently and as a caretaker
serves her till her last breath.

Q5. Write a note on the elements of humour as depicted in The English Teacher.
Ans: In the novel, The English Teacher, there is a judicious blend of comedy and pathos
because it is based on a personal tragedy. Here the humour mingles with pathos and there is a
balanced amalgamation of the comic and the tragic in the novel. Narayan’s humour is
completely distinct of what we typically find in other novelists. His humour comprises of
humour of character, humour of situation or farcical humour, irony wit and satire. For
instance, Mr. Brown, the Principal of Albert Mission College, is concerned with the dropping
of the vowel “u” in spelling “honours” by students. He believes that it would be a serious
enough blunder even for a mathematics honours man. Gopal, the mathematics teacher, is the
butt of Narayan’s humour when Krishna says:
“His precise, literal brain refused to move where it had no concrete facts or figures to
trip. Symbols, if they entered his brain at all, entered only as mathematical symbols.”
Krishna’s old table clock shows the correct time but is eccentric to its alarm
arrangement. It lets out a “shattering amount of noise” and sometimes goes off by itself and
butts into a conversation.
“There was no way of stopping it... short of dashing it down ... But one day I
learnt... that if I placed a heavy book like Taine’s History of English Literature on its
crest, it stopped shrieking.”
As such, Susila sells it when it starts ringing on its own when the child is asleep. This
leads to their first serious quarrel after marriage because Krishna is attached to it. Then
Krishna comments on his wife’s habit of underlining the town three times in her letter to him
as she seemed to be anxious lest the letter should go off to some other town. Later when he
does not care to explain the contents of a poem to her, Susila remarks:
“Perhaps you don’t care to explain English unless you are paid a hundred rupees a
month for it.”
15

Again, it is found that Krishna tells Susila that the coloured marble tiles used on the
walls of Bombay Ananda Bhavan are used in bathrooms but he will have them fitted along the
walls of the house they are going to buy. The sick Susila’s sides ache with laughter when Dr.
Shankar relates the anecdote of a sick daughter-in-law to cheer her:
“Her (the ailing daughter-in-law) husband came to him privately and said, Doctor, please
keep her in bed for a fortnight more. It is almost her only chance of being free from the
harassment of her mother-in-law.”
Krishna’s account of the travelling pain is again very interesting:
“Last night, the other began and gave a long-winded account of a pain in the back of his
head, which travelled all the way down to his ankle and went up again.”
The boy who accompanies him to the old, half-blind landlord is described as having his
pockets filled with fried nuts and was ceaselessly transferring them to his mouth. Krishna’s
childhood recollection of his elder brother is tinged with irony:
“My elder brother would extract obedience and we would have to take our seats in the
cart according to his directions. The way he handled us we always expected he would
become a commander of an army or a police officer, but the poor fellow settled as
auditor in Hyderabad and was nose-bed by his wife.”
Krishna wonders how his colleague at college, Sastri, a logic’ teacher, has got into the building
of houses. He is rather rude when he asks him:
“Oh, Sastri, how did this house-salesmanship get into your blood instead of logic? ”
Then he comments:
“He had taken upon himself this task for scores of people, and some uncharitable ones
remarked that he made a better living out of this than as a logic lecturer.”
Dr. Shankar, otherwise, a cheerful person, becomes “an automaton” once he sits in his
“official seat”. The headmaster’s wife sounds bitter when he returns home with Krishna and
Leela after dinner:
“So you have found your way home after all.”
When she continues her tirade the headmaster says:
“ I can’t bring a gentlemen to visit me without driving him away with your fine
behaviour.”
Apart from making plentiful use of humour and irony in the novel, Narayan also takes a dig at
his surroundings. As he speaks of the hostel of Albert Mission College in the following
manner :
“Hostel bathrooms are hell on earth... [God said to his assistants, ‘Take this man away
to hell’, and they brought him down to the hostel bathroom passage, and God said,
‘torture him’, and they opened the room and pushed him in... No, no, at this moment
the angels said ‘the room is engaged’... God waited as long as a god can wait and
asked ‘Have you finished’ and they replied ‘still engaged’, and in due course they
could not see where their victim was, for grass had grown and covered him up
completely while he waited outside the bathroom door... ”
Krishna has a similar experience waiting outside the bathroom’ door in his hostel while a
student is busy singing inside. When at last the student comes out and apologises to Krishna
for having made him wait, Krishna replies:
16

“Yes, my dear fellow, but how could you come; out before finishing that masterpiece of
a song?”
Narayan feels that railway carriages are not safe for mothers carrying small children when they
are travelling. So he makes Krishna say when Susila arrives in Malgudi with the child:
“This seemed to my fevered imagination the all-important thing to say on arrival, as I
otherwise fancied the child’s head was sure to be banged against the doorway... And
how many infants were damaged and destroyed by careless mothers in the process
of coming out of trains! Why couldn’t they make these railway carriages of safer
dimensions? It ought to be done in the interests of baby welfare in India.”
Then, there is the habit of women travelling with a lot of luggage. Narayan felt that
women never understood the importance of travelling with fewer luggages. The logic is that
their luggage are always carried by men and they never realize how much pain they take to
care the heavy load. As long as there were men to bear all the anxieties and bother and see
them through their travails! It would teach, them a lesson to be left to shift for themselves.
When she sets up home, Susila, like her mother-in-law, does not trust the government
measures. She is convinced that they are weightless; so she uses her own measure. As Narayan
says:
“She had a bronze tumbler, which she always declared as a correct half-measure, and
she would never recognise other standards and measures. She insisted upon making all
her purchases... with the aid of this measure, and declared that all other measures,
including the government-stamped ones, were incorrect, and were kept maliciously
incorrect because some municipal members were businessmen!”
Narayan’s scathing criticism, however, is reserved for the municipality of Malgudi about
whom he says:
“Malgudi had earned notoriety for its municipal affairs. The management was in the
hands of a council with a president, a vice-president, and ten elected members; they
met on the last Saturday of every month and battled against each other. One
constantly read of disputed elections, walk-outs, and no confidence motions.
Otherwise they seemed to do little by way of municipal work.”
There are also some quacks dispensing medicines “under no known system” in Malgudi.
The headmaster’s remarks on the prevailing system of education in the country are as valid
today as they were when the novel was written. He tells Krishna that they are poor country
man and they do not have luxury of life. They want only water, food and open air. This is not a
cold country for the heavy furniture and elaborate buildings. He is against the undue
importance given to sports and games. Humour interpenetrates tragedy when Susila falls ill
and eventually dies of wrong diagnoses when malaria that she is supposed to suffer from turns
out to be typhoid. Her room is turned into a sick ward and Krishna congratulates himself on
how meticulously he has done it and with what precision he goes about his nursing duties. The
underlying pathos behind all this is unmistakable. It is pathetic that the lovely and lively
Susila is now called a “patient” throughout her illness; no one refers to her real name. When
Krishna gets a letter from his elder brother enquiring after Susila’s health, his
childhood memories are tinged with pathos:
17

“Good fellow - I remember the bullying he had practised me in the cart...

remember him helplessly pacing up and down when his wife and mother had
heated arguments over trifles and now auditing, henpecked, and with twelve
children - a life of worry-so good of him to have thought of me in all this
distress.”
Susila’s death leaves Krishna blind, dumb and dazed. He is unbalanced physically, mentally
and spiritually. As Susila’s dead body lies on the ground:
“ We mutter, talk among ourselves, and wail between convulsions of grief. All
sensations are blurred and vague as he accompanies the bier to the cremation
ground across the river. With Susila gone, Krishna loses his zest for life; he is
miserable and contemplates suicide. But the thought of the child prevents him
from taking this extreme step. It is only when a letter from a stronger arrives and
he is able to communicate with his dead wife’s spirit that he finds his moorings.
Whenever he cannot communicate with her, he feels miserable. Finally, when
Leela goes to the village with her grandmother, Krishna realises that no one can
escape from the loneliness and separation i.e. from wife, husband, child, brothers,
parents etc. One day we all have to separate from all the family members.
Loneliness and separation are the continuous movements of the life. No one can
stop it. No one can break the law of life and no one can battle against it. Krishna
attains mental peace at last. He resigns from his well-paid college job and takes
up work in the headmaster’s school at a quarter of his present salary in order to
satisfy his inner urge. Susila’s spirit is present with him and he has found a
purpose in life. It is “a moment of rare, immutable joy - a moment for which one
feels grateful to Life and Death”.
Thus, humour and pathos are ideally woven in the works of Narayan. His perfect
amalgamation of the tragic and comic has given him a separate position in the history of
Indian Writing in English.

Q 6. ‘Narayan presents Krishna as a wholly admirable character in this novel.’ How far
do you agree with this opinion?

Ans: Krishna is shown as a very caring and supportive husband to Susila. Unlike other Indian
male protagonists, Krishna is a typical Indian husband. He plays the role of a companion, a
friend and even a nurse to Susila. Far from being an orthodox husband, Krishna has allowed
Susila to take over the financial aspect of his household. He allows Susila to plan the family
budget and in the process she turns out to be a perfect family Manager. He also uplifts Susila
to an equal status and respects her rights. He never underestimates Susila and thereby ensures
that she enjoys her life as an independent woman.
Romantic and passionate, Krishna also expresses his love in several ways. His poems,
the comparison to jasmine flowers and the way he admires her while she prays show how
much he is in love with Susila. What makes Krishna a more admirable character is his
devotion to Susila, even after her death.
18

Narayan throughout the novel unveils new facets of his character. He remains loyal to
Susila even after her death and he adopts a new role, that of being a mother figure for Leela.
This indeed makes him an admirable character. Even after being talked into re-marriage, he
remains devoted to his only love, Susila.
However, as an English teacher, Krishna has been highly criticised as being too
academic oriented. He is a robotic teacher who shows no major interest in imparting
knowledge to his students. He is a stark contrast to Leela’s teacher who seems to be a more
dedicated, creative teacher. The latter uses innovative teaching methodologies and invests his
time and himself in his work. As for Krishna, he seems more concerned about his end of
month salary than the plight of his student. He adopts a teacher centered stance to his job.
His weaknesses can also be seen in his lack of attention to Leela. His communication
sessions with Susila make him somehow forget his duties and responsibilities towards Leela.
He focuses more on his relationship with a dead person, rather than being there for his
daughter. He even ignores that Leela has joined school. Near the end of the novel, he unveils
his self-centeredness as he shares his intention to end his life without caring about what will
happen to Leela.
So, it is seen that Krishna has been shown as a character who concentrates on his
communion with the spirit of his wife and he needs also to be appreciated for his refusal to
marry even after getting numerous good proposals for marriage. He denies everything for the
sake of his daughter Leela.
At the same time, he concentrates more on his communion with the spirit instead of
taking care of his daughter. Thus, Krishna is shown as a very lively character and has been
given all colours of realism and practical circumstances.

Q7. How is Susila presented within the culture and traditions shown in this novel?
Ans: In the novel, we find a very short appearance of Susila but still the readers are able to
appreciate her character. She captures our interest as she stands out as an Indian wife. Unlike
traditional Indian wives, she refuses to be dominated by her husband. Instead, she is the one
who controls her family budget and that with a close fist. She is very strict about the expenses
of Krishna and takes a very stern stance with her husband. As a woman, she stands as an
embodiment of beauty as it seems that she pays great attention to how she looks. The various
features that attract the audience and the readers towards her are her sari, the jasmine flowers
and all these contribute in making her an attractive woman.
As a mother, Susila is portrayed as a caring and attentive mother. Even when she is sick,
she insists on combing the hair of Leela and keeping her clean and neat. Her death evidently
leaves a huge void in the life of Leela. She stands as a symbol of motherly love, always
showering love on her daughter, Leela.
Susila also introduces one of the main concerns of the novel, the mystery of life after
death. She paints such a positive image of how life is on the other side. Though dead, readers
are still able to grab more about her character and her devotion to her husband and child. Her
love for Krishna is expressed by the tears she sheds when he loses her temper after learning
that she has sold his old alarm clock as well as useless papers. They do not talk for forty-eight
hours, each of them sulking separately. But when Krishna makes the first move towards
19

making up, she immediately agrees. They decide not to have any more arguments, since
according to Susila says that such quarrels can affect the child. On his part, Krishna is
concerned about his wife. This is evident from his anxiety when he paces up and down the
Malgudi railway station awaiting her arrival. He pays the coolie thrice his portage so that he
may take precaution in unloading her luggage from the train which stops there for only seven
minutes. He worries unnecessarily and ceaselessly about her as Narayan says:
“Suppose fifteen days hence I was still in this state and they arrived and had
nowhere to go outside the railway station! This vision, was a nightmare to me.”
When she likes the coloured marble tiles in Bombay Ananda Bhavan, he offers to have them
on the walls of their own house even though he knows that they are normally used in
bathrooms. When he becomes rich and famous through writing poetry, he plans to take her on
a trip to Europe. And when she falls ill, he keeps regular vigil her on bedside to see that she is
not uncomfortable and that she sleeps peacefully. He leaves no stone unturned to treat her but
all his efforts come to nought when she dies.
The incident of death of his wife was so miserable for him that he loses all interest in
life. Only the thought of the child keeps him away from committing suicide. Krishna is
rejuvenated when a stranger offers to act as the medium between him and his wife’s spirit.
When he is able to do so, first though the medium and later on his own, he feels reassured
when he comes to know the following:
“The lady wants to say that she is deeply devoted to her husband and the child and
family as ever. Ultimately she comes and sits on Krishna’s bed, looking at him with her
bewitching smile, and tells him: Yes, I’m here, I have always been here. ”
This incident gives a new direction to Krishna’s life and he goes about his work with renewed
energy. His “sensibilities” are improved through contact with his dead wife’s spirit which
urges him to be cheerful and relaxed. Eventually to satisfy his inner urge, Krishna gives up his
well-paid college job. Further, at a quarter of the salary that he was getting in a college, he
joins the headmaster’s school for small children. Finally, he comes to terms with life when his
daughter Leela leaves for the village with her grandmother and he realizes the fact of life.
So, it is seen that the company of the headmaster gave him a lot of relief. After his
near-death experience, the headmaster has distanced himself from his wife and children. This
has a profound impact on Krishna who, besides enjoying his new vocation now, is at peace
with himself in the company of Susila’s spirit. It is a moment of rare, immutable joy - a
moment for which one feels grateful to “Life and Death”. This is how his love story
culminates in a strange, happy ending. Thus, the novel demonstrates that what Krishna wanted
from his wife during her life was not achieved. However, the communion with her soul
pacifies his frustration as he finally starts communicating with her soul.
Thus, the novel effectively depicts that nothing is impossible for tru by her. He
expresses, through the character of Krishna, how hard and depressing it had been for him to
lose his wife.

Q8. How is the Headmaster presented in this novel?

Ans: The Headmaster is presented as a focal character in the novel. It is the headmaster that
introduces us to theme of education in the novel. He draws a contrasting picture of education
20

with emphasis on creativity, imagination, games and freedom. He adopts a different positive
attitude towards education and this seems to work as Leela is eager to go to school even on
Sundays. His approach to education can be contrasted to that of Krishna. The latter works
mostly for his end of month salary. His lack of zeal is shown mostly by his monotonous and
robot-like approach to his profession. But, as any other character in the novel, the Headmaster
also seems to be bearing many weaknesses. He is shown as someone who does not have any
care about his own family members. He is one who always speaks about care, devotion and
self-respect, but when it comes to himself, he is a complete failure. It is always better to lead
from the front and be a role model himself but the headmaster is not an ideal character.
As a headmaster, he stands for perfection but when it comes to his responsibilities
towards his family, he seems to be a failure. A shocking image of his family life is painted by
R.K Narayan. His children are pictured as being left on their own, leading an unhygienic life,
a complete contrast to children in his school. This might therefore explain the Headmaster’s
devotion to his school. It is a source of escape for him, an escape from his noisy wife, his ill-
mannered children and polluted and dusty living area. Thus, he is shown as one who only
speaks about happiness and good relationship but he has failed to keep a hold on his family.

Q 9. Describe the role of the sage in the novel- The English Teacher.
Ans: In this novel, we find that R.K.Narayan has presented the sage as a minor character.
Though minor, he is however, very closely linked to one of the main themes of the novel, the
theme of death. He is introduced in the aftermath of Susila’s death and contributes massively
in making Krishna overcome his solitude. His character also makes readers get a beautiful
insight into what happens after death. He, therefore, is depicted as a very vital character who
helps in reflecting the objective of the novelist.
Before Krishna met the sage, his life had become hell after the demise of his dearest
wife. He was not able to find a meaning of his life. But after meeting the sage, he starts
communicating with the spirit of Susila and he succeeds in getting some solace and peace of
mind. He is able to communicate with the spirits and this mystic power brings back some tints
of happiness in Krishna’s life. His place is one of absolute serenity and harmony and is the
perfect place for one to meditate on the deepest meanings of life and death.
The first exchanges with Susila were not so convincing as Susila could not even
remember Leela’s name but the sage gradually drives Krishna into believing in his mystique
power. He opens Krishna to an entirely new world, a world unknown to Krishna, the readers
and everybody. Krishna, unknowingly, becomes dependent on him for his weekly doses of
happiness. Krishna is so dependent on him that when the sage goes away for a few weeks, the
idea of suicide crops into Krishna’s life. Thus, the sage plays a very crucial role in the life of
Krishna and also in the novel.

Q 10. Write a note on the theme of Existentialism in the novel ‘The English Teacher’.

Ans: The theme of existentialism is very effectively delineated in the novel ‘The English
Teacher’. In the opening chapters, Krishna seems to be pondering on the reasons of why he is
teaching English, when his real devotion is to poetry. He is an unenthusiastic English teacher
21

and his mundane habits of going on walks by the river seem to be adding to his lack of zeal.
He could not achieve any kind of job satisfaction. Therefore, he suffered a lot due to
disappointment and frustration.
Susila seems to be the one giving him reasons to actually exist. Susila introduces passion
and marital bliss to Krishna. She makes him live the present in a better way and she even
builds future plans for them. With Susila, Krishna realises that he is more than just an English
teacher. Susila awakens the soft sides of Krishna, making him step out of his lonely life at the
hostel and showing to build attachments with people and not with objects namely his old
clock. Krishna is thus able to redefine his importance in life, that of being an a typical husband
and a caring father to Leela.
Unfortunately his wife died at a very tender age and he once again started to question
his own existence in the world. Her death makes him raise the question of ‘Who am I?’ again.
It is at this moment in the novel that readers realise how dependent Krishna was on Susila.
Before Krishna met the sage, his life had become hell after the demise of his dearest wife. He
was not able to find a meaning of his life. The meeting with the sage once again helped him to
gather some satisfaction. He starts communicating with the spirit of Susila and he succeeds in
getting some solace and peace of mind. He is able to communicate with the spirits and this
mystic power brings back some tints of happiness in Krishna’s life. His place is one of
absolute serenity and harmony and is the perfect place for one to meditate on the deepest
meanings of life and death.
The first exchanges with Susila were not as convincing as Susila could not even
remember Leela’s name but the sage gradually drives Krishna into believing in his mystique
power. He opens Krishna to an entirely new world, a world unknown to us, readers. Krishna,
unknowingly, becomes dependent on him for his happiness by acting as a means of
communication with the spirit of Susila. Krishna is so dependent on him that when the sage
goes away for a few weeks, the idea of suicide crops into Krishna’s life. Thus, it can be seen
that Susila’s death has converted him into a man of negative mindset.
Ironically, she is the one who has given him an identity and a purpose to live. Her death
is so impactful that he forgets his more practical beliefs to indulge in a completely
superstitious world of spirits. Thus, the novel very vividly illustrates the theme of
Existentialism.

Q 11. What is the significance of the character of Leela in this novel ?

Ans: Leela stands as a symbol of innocence and she is closely linked to major characters of
the novel. She mostly helps in highlighting key traits of Susila’s, Krishna’s and the
Headmaster’s characters. Through her, readers are able to witness Susila’s motherly feelings.
Despite being sick, Susila insists on combing Leela’s hair. Leela also adds more poignancy to
Susila’s death, making it a more sorrowful moment. After death of Susila, Krishna had lost the
purpose of his life. Leela served in giving him a purpose to lead his life

Leela also helps in bringing forward the emotional facet of Krishna’s character.
Through her character, R.K Narayan is able to picture Krishna as a dutiful and caring father.
Leela’s contribution is more significant in introducing one of the main themes of the novel-the
 22

theme of education. Her love for her school and her willingness to go to school even on
Sundays show the success of the Headmaster’s innovative and creative education system.

Q 12. Write a note on Narayan’s use of various themes in the novel.

Ans: The various themes dealt in the novel are summarized below:

One of the key themes dealt in this novel is Love. Marital love and marital bliss
encompass mostly the first three chapters. R.K. Narayan provides a rather detailed
description of the short lived marital happiness of Susila and Krishna. It is an in-depth
insight into their marital relationship which makes Susila’s death more poignant. While
many claim that the text bears many autobiographical elements, with Narayan’s own wife
dying of a long disease, the novel moves at a higher dimension.
Another key theme that is dealt in the novel is Parental love. Krishna, though having
been far from his daughter for long, quickly knits a strong bond with his daughter. Later,
after the death of Susila, he plays the role of both the mother and father. He fills Leela’s life
with love so that the latter does not feel the emptiness left by her mother. He, very patiently,
takes care of Leela, ensuring that she gets access to education and grows up into a discipline
girl. Susila also showers motherly love on Leela. She is seen to be constantly grooming
Leela, combing her hair or even making up clothes for her. R.K Narayan has invested a lot
into picturing Krishna and Susila as devoted and caring parents.
The title of the novel itself announces one of the main concerns of R.K. Narayan,
namely education. Different approaches to education and contrasting teaching styles are
shown in this novel. While Krishna adopts a more repetitive and robotic approach to
education, Leela’s teacher focuses more on a creative approach. Krishna is portrayed more
as the conventional teacher, relying on parrot learning and an exam-oriented education
system. He does not seem to be too keen about his job. He teaches mostly for his monthly
salary, making him more a benefit-oriented educator. He relies on books as learning tools
and limits learner’s knowledge to the content of the books.
Leela’s teacher, on the other hand, is a dedicated teacher who values the imagination of
the students. He believes in learning as being a fun activity. Playing is prioritized over dusty
and huge textbooks. He believes in learning beyond the classroom limits, in other words,
learning in the open-air. His passion for his job is shown through his presence in his school
even on Sundays. He has very proudly exposed all the works of the students on the walls,
showing thus how he gives value to each and every effort of his students. The image drawn
of his school reflects that of a space where students are free and learning at their own pace.
He does not focus on materialistic attachments as he states that he does not need any
furniture in his school.
Another striking theme dealt in the novel is the theme of death. R.K Narayan has very
brilliantly described the effects of death after struggling through the death of his own wife. The
theme bears a very strong autobiographical element. The death of Susila is one of the most
poignant moments of the novel as it brings major changes in the lives of Krishna and the other
characters.
23

UNIT II: POST-INDEPENDENCE INDIAN ENGLISH NOVEL

Anita Desai In Custody
OR,
Mitra Phukan The Collector’s Wife

Anita Desai In Custody

Q 1. Write a note on the social and cultural changes in postcolonial India in the novel ‘In
Custody’.
Ans: Anita Desai’s ‘In Custody’ deals subtly with the diminishing Islamic and Muslim
culture in India and the profile of Urdu as an official language. A parallel is drawn between
Urdu and Hindi which is juxtaposed with the change of cultural dynamics. With the partition
of India and Pakistan in 1947, the official language of India changed from Urdu to Hindi.
Although the two languages are very similar and a person who speaks Urdu can understand
Hindi to a great extent and vice-versa but the difference lies in the script. Urdu has Arabic
script written from right to left and Hindi has Devanagri script that is written from left to right.
Urdu is spoken by Muslims, who went to Pakistan and Hindi is the language of Hindus who
were left behind in India. In Custody, deals with the protagonist Deven, who is Hindu, and
who has high regard for Urdu language and culture, and the Muslim Nur, the Great Urdu poet,
who is no longer in demand. The culture of the people who spoke these languages had
similarities despite having differences.
The novel sharply highlights the social and cultural changes in postcolonial India with
the description of Deven and Nur. Deven, the protagonist, associates Urdu with ‘good times’
and looks upon the language as divine. Later when ‘bad times’ befall upon him he has to teach
Hindi Literature in Lala Ram Lal College of Mirpore. He considers himself to be caught in the
profession to ‘earn a living’ by teaching Hindi literature to uninterested college students. He is
not appreciated or regarded by the students, who make fun of him. They do not respect him as
a teacher. He has not chosen his profession to be a lecturer in Hindi. It is his ‘bad’ time and
‘wrong placing’ that has led to such a condition where he has to take care of a family.
Deven feels frustrated due to lack of appreciation. He has fond childhood memory of his
father who was a lover of Urdu poetry and the fact that he could narrate so many Urdu verses
gave him great applaud. Perhaps that was the best part of his past. After his father’s death, he
lost ‘good times’, his mother brought him to Delhi and he had to study in a Hindi medium
school. Deven associates Urdu with his father and with good times:
“ I studied Urdu, sir, as a boy, in Lucknow. My father, he was a school teacher, a
scholar, and a lover of Urdu poetry. He taught me the language. But he died. He died
and my mother brought me to Delhi to live with her relations here. I was sent to the
nearest school, a Hindi-medium school, sir.”
Deven nurtures his dream to create a mark in the world of Urdu literature. He is
exploited by his childhood friend, Murad, to interview the noted Urdu poet Nur to overcome
his guilt that he is not doing anything in the field of Urdu literature. As his true interests lie in
24

Urdu poetry, he jumps at the chance to meet the great Urdu poet, Nur. With all his hardships,
Deven goes to interview Nur. He tells Nur about his love for Urdu literature. He also tells him
that he is working as a temporary lecturer in Hindi literature to earn a living. Nur dismisses
this excuse with contempt, suggesting that Deven should have chosen to trade in rice and oil if
earning a living was his first priority. This dismissal itself shows a sharp indication of the
culture in old times when to pursue literature people would leave their family and would
sacrifice everything to pursue knowledge or literature. To earn money was easy and even a
trader could do so.
The novel draws cultural parallelism between Hindi and Urdu as languages and how the
position of Urdu has now, with the passage of time reduced to a language of poetry within a
limited section of society. Urdu represents India’s composite culture. Urdu language and
literature survive till today as it is produced by certain composite traditions of the Indo-Persian
culture within the Indian subcontinent. Urdu language and literature, beyond their spatial
confines, have been more heard of than read. During the post-colonial era, Urdu was the mark
of a cultivated man. It is the cultural legacy of India. The greatness of the novel lies in the fact
that, it exposes the defeated cause of promotion of Urdu poetry, which has few takers. The
reasons might be political, social or regional. The novelist does not take sides or tries to
convince the importance of one over the other, but narrates the events in due course of time.
Urdu was popular earlier but now Hindi is taking the edge. During the very first meeting
between Nur and Deven, the former teases the latter about the purpose of visit also:
“It seems you have been sent here to torment me”.
When Deven reaches Nur’s house they discuss the politics of languages. The latter finds
himself frightened and a little uncomfortable but Nur is accustomed to such meetings and says
whatever comes to his mind. As the discussion moves to the literary awards with such remarks
popularly given by public:
“Gobind’s latest poem… will win the Sahitya Akademi Award for Hindi this year”. For
Urdu the remark shall be: “No book was judged worthy of the award this year” Nur is
much frustrated at the condition of Urdu and he cannot even think of as a logical being.”
He tells Deven:
“I tell you? Those Congress-wallahs have set up Hindi on top as our ruler. You are its
slave. Perhaps a spy even if you don’t know it, sent to the universities to destroy
whatever remains of Urdu, hunt it out and kill it. The language of the court in the days
of royalty – now languishes in the back lanes and gutters of the city. No place for it to
live in the style to which it is accustomed, no emperors and nawabs to act as its patrons.
Deven soon realizes that the culture in the present time is changing and the people who were
the real admirers of Urdu poetry and Urdu literature are declining. The evening meetings in
Nur’s house where they discuss mundane topics over biryani and drinks rather symbolize their
lack of serious effort. They are passing their time or killing time. There is lack of interest in
literature even among people who come to Nur’s house to listen to his poetry. They are
shallow and are interested in eating and drinking and making merry. This crowd has actually
come to hear Nur’s second wife, who was a dancer. The wrath of the writer is evident. When a
visitor comments adversely on Nur, he does not even reply. Deven abhors this group of
25

‘shopkeepers, clerks, bookies and unemployed parasites’. Thus, we find that the novelist has
realistically painted the social and cultural changes in postcolonial India in the novel ‘In
Custody’.
Q 2. Describe how the theme of hope is dealt in the novel ‘In Custody’.
Ans: Human life revolves around hopes. It is hope that always keeps us going. But some
unexpected incidents break us sometimes. Anita Desai’s novel ‘In Custody’ depicts this reality
in a very befitting manner. Hope is a key concept in many classics and contemporary fictional
works. It is used as a motivating force to show the changes in main characters.
The protagonist of the novel is a college lecturer, named Deven Sharma. He fails to face
the difficulties in his life as he nurtures many hopes in life. But the self-realization only gives
solution to his soul by the end of the novel. The novel is about a lecturer of Hindi, named
Deven Sharma. Actually, he had great love for Urdu poetry and hopes to become a poet. But
after the completion of his graduation and marriage he came to Mirpur to work as a lecturer of
Hindi. The life in Mirpur felt like deserted and he lost his friendships, entertainment and all the
colours of his life. It felt like living in an uninhibited island. It seems the first failure in his life.
His interest in Urdu poetry brought him to higher hopes through the admiration towards
the famous Urdu poet, Nur Shahjehanbadi. The hopes in the novel open with the arrival of
Murad, Deven’s old classmate and friend at Mirpur. He assigns a wonderful opportunity for
Deven to interview Nur, the great poet for his magazine. The golden rays of hope to meet his
beloved poet brought him out of the classroom. He lost interest in taking classes. After the
discussion, Murad informed him that his magazine only runs to keep alive the glorious
tradition of Urdu poetry.
Murad is presented here as the selfish friend of Deven. He pushes Deven into a series of
disappointments. Though it was after many compulsions from Murad, Deven was excited to
go to Delhi having a dream of meeting Nur in mind. Nur's verses inspired Deven a lot. He
seems shocked when he finds the greatly admired poet at his residence and he was in great
enjoyment with the company of two wives including an earlier prostitute, Imtiaz Begum.
Moreover, Deven seems sunken in despair when Nur blames him for disturbing him and being
a lecturer of Hindi. Nur tells him that Urdu has died before years and now the ghost of it only
exists in India. The blaming words from the poet, adored as God, created sparks of failures in
his thought as he loves the Urdu literature. The bad atmosphere also disappoints him and
Deven seems afraid of having hope on the world of poetry any more seeing the life style of a
great poet.
His first unsatisfactory meeting with Nur made a thought in his mind that all his dreams
turned into nightmares. On the way back to Mirpur, his bus crashes a dog and the neighbour
sitting beside him philosophically tells that the death of the dog is a blessing of God to living
animal because for them there is only misery and suffering in the world between birth and
death. Deven goes straightly to college fearing the angry face of wife Sarala in home.
But when he reaches home he got a warm welcome. Sarala considered him as a stranger.
He expected his wife will redeem his pressure. But she never made an attempt to be close with
him. But he got the company of his little son Manu, and having talks and walks with him
Deven got relaxed from all the troubles received from the first visit to Nur. Meantime, Nur
26

sends a letter to Deven inviting him to work as his secretary. Though he was not ready to go at
first, Deven made his mind to go there again after the cunning compulsion of Murad.
Moreover, his devotion towards Nur brought him there. He compared the sickening body of
Nur to the state of Urdu literature in mind. But the worship upon the great soul never helped
Deven to realise his own dream. The hard reality of the world again makes his hope a failure.
Deven again felt as deceived by Murad when he finds the residence of Nur having the
Celebration of Imtiaz Begum’s birthday. Nur gives assurance to help Deven by appearing for
an interview and promises to recite some of his unpublished verses. And Deven also decides to
write a full book on the life of Nur if he allows some time for him.
But the arrival of two wives crashes his hope again. Since Deven was behind the
schedule, Murad advises him to have a tape recorder to collect speech and recitations of Nur.
Deven again flies on the wings of hope to write a biography of the great Urdu poet. After
purchasing a second-hand tape-recorder by the financial assistance received from the Urdu
department of his college through his colleague Siddquie, Deven with an assistant named
Chiku reaches Nur’s home. But he found that the condition was not to have an interview
because of the fever of Nur’s second wife.
Moreover, she told that nobody will like to listen to his shaking voice. Deven was in a
failure mood but when Nur asked his wife to go to hospital he felt overjoyed of the possibility
of the much awaited interview. But she rejected the plan of Deven very cruelly to discuss any
subject regarding Nur's poetry. But Nur's first wife Safia Begum agrees to arrange an occasion
to him for the interview. But she demanded money for the same. This shocks him and finds his
newly aroused hope of success shattered. Deven thought of calling the final whistle to the
project after all the goals touched the bars. Deven is in despair after the consecutive failures.
Further, his wife Sarala’s doubt on his continuous journey to Delhi pains him more.
When he gets another letter from Nur inviting him to copy down the poet’s new poem, Deven
once again climbs into the steps of hopes. But the demand of Safia Begum comes as a
hindrance there. But his hopes again come to light when his friend Siddique comes forward by
helping him to get money from their college as a payment to Nur.
Along with these, some other problems come together such as suspension from job by
the head of his department due to the frequent leaves. Deven suggests Sarala to stay with her
parents. Now we can see that Deven has learned from his failures and he has big hope that all
efforts will make a successful end once. After paying the money, Deven and Chicku witnessed
for the crowded arrival of Nur with his wives. The scene creates another failure because of the
mistaken recording of Chicku, the violent atmosphere and the threat of Murad on deduction of
his remuneration. On the last day of this session as a wonder to all, Nur recited some line that
anyone of them had never heard before. Deven tried to take down those lines but for his
wonder Nur himself took the note from Deven and wrote for him. Deven reached a mood of
realisation of his artistic relationship with Nur. These moments filled a sense of fulfillment in
his mind. The tired words of Nur put an end to the interview:
“ What I have waiting for me six feet of earth in cemetery by the mosque!”
Miseries continue due to the faulty recording of Chicku. But Murad was in confidence
to do the editing process to get the clear words of Nur from the interview. But still the tape
was not well to submit before the college authority. Deven feels isolated and stays awaken at
27

night evaluating the exam papers of his students. But the other letter received from Nur
including the room rent bill made him nervous again. Murad also refuses to do any help.
Reaching at a park in Delhi, Deven finds solution from the nature by looking at the Dome of a
mosque. Deven’s awareness of the nature through these experiences made him to change his
view on life. His mind began to settle with the emotional sufferings. He realized that he was
suffering because of his thoughts to shift the responsibility of his failures to others. When he
lies alone he cannot sleep because of the thoughts upon the board meeting of the college
authorities on the night. During such crises, death comes as the only way to escape from
sufferings.
Finally, Deven remembers Nur and tries to evaluate his greatness though he had some
dishonorable deeds. This evaluation of his qualities renews his faith in Nur’s poetry and he
gets his intimacy upon the Urdu poetry indirectly. He becomes conscious of the eternal nature
of his relationship with the great poet. Really he became the custodian of Nur’s soul and spirit.
After undergoing many pressures and failures, Deven receives a great change in his life. He
becomes more confident and learns strategies of life. He has now learnt to say no to people
like his selfish friend Murad.
We can see many hopes and also failures in the life of Deven. He was really in the
custody of boundless sufferings. But at the end of the novel, we can see that Deven reaches
into a state of grateful inner strength when he decides to accept and endure whatever disasters
happen to him. The final state of Deven has been beautifully portrayed with inspirational lines
in the novel:
“Soon the sun would be up and blazing. The day would begin with its calamities. They
would flash out of the sky and cut him down like swords. He would run to meet them.”

Besides, nature plays a great role in the novel. Deven realises the reality from it and his
view on life are also changed by the awareness of the nature. He does not feel annoyed by his
wife’s graceless look. He does not feel dejected though all the attempts to interview the poet
were a failure. Deven undergoes a lot of pressure and a big change. He becomes more
confident and learns tactics. He has now learnt to say no to people. So it seems that Deven
attained strength to face the calamities and failures of his life.
Introspection of the novel ‘In Custody’, gives an insight into the ups and downs in
human life rather than tracing out the issues related to the fall of Urdu poetry and language
problems. Anita Desai not only mentioned the hopes and difficulties in the life of Deven but
also the novel pours down the realities which are social and common. The solutions to avoid
failures in life are also mentioned at the end of the novel. These solutions are also related to
the human psychology and self-realization. Thus, the endurance upon disasters and failures
will make us strong and it will create strength of mind in us to face all the problems.
It is indeed a worthier realization of Deven that in life every question has its answer and
every problem has a solution. This realization gets into the mind of Deven when Nur passes
away. He got a chance to enter into the custody of Nur’s divine spirit to which he showed
lifelong worship. Through this, he started to run through the roads of reality and his views
changed. The dust and cobwebs in his mind disappeared. Thus, the novel is a portrait of
28

human lives as it exists in their own circumstances of hopes, difficulties, failures, dejections,
disappointments, troubles etc. Thus, the great saying appears to be true-
“To every problem, there is a solution and if there is no solution, you are the
problem.”

Q 3. Discuss the significance of the places of Mirpore and Delhi in the novel ‘In Custody’.
Ans: The setting of ‘In Custody’ is in Mirpore and Delhi, the two cities that contrast the
narrative with their strange contradiction. One is famous other is anonymous. Delhi has an
identity of its own. It has a cultural identity. Unlike Mirpore, Delhi has a history attached to it.
It is associated with a glorious history. It is the capital city. It is a city that is along the river
Yamuna. It is related with the prime characters in the novel and is also associated with the
identity of characters living in it like Nur or Deven’s cunning friend, Murad, who is the
publisher or Nur’s second wife who is smart enough to understand the importance of her
husband’s past and wants to make money out of it. Nur has memories attached to old Delhi.
It is often said that place adds to the individual’s identity. Nur is very much identical to
Chandni Chawk in old Delhi, where he lives. This place is old as is Nur and is crowded just
like Nur is surrounded by people who give him little importance but both had a glamorous
past. Mirpore is similar to Deven, moving directionless in the realm of time. Delhi presents a
contrast of old and new. Deven was surprised to know that Nur enjoyed Byron and Shelley in
the true spirit of Delhi by accepting and appreciating anything wonderous. Deven goes to old
Delhi to interview Nur in the lanes of Chandni Chowk, which he describes as “bazaar
encountered in a nightmare”. He continues to wander in the lanes, which had old stained
buildings, shops and different stalls. The description in the novel is very apt:
“ They walked past shady-looking and evil-smelling shops where herbal medicines and
panaceas were being wrapped in paper packets by men who looked too ostentatiously
like quacks, past booths in which astrologers and palmists and soothsayers had spread
out the exotic tools of their trade…”
Deven could not help noticing the open flowing gutter, a humped bull munching paper and a
hospital with fading green walls. For him, it was a nightmare. What was more appalling for
him was that a great poet lived in an ambience like this. He tells the boy who was guiding him
that:-
“We must be lost. This is not the right place. It is no use to go further. I’m
not going on.”
His romantic versions of the abode of the great poet are thwarted, and along with him,
the readers are also made aware of the changes in old Delhi. Murad, on the other hand,
symbolizes the New Delhi or the modern Delhi. He wants Deven to interview Nur so that the
popularity of his journal increases. He is also like ‘chameleon’ and crafty and could easily
lure Deven. He teased Deven and made fun of him. He is practical and unemotional. He has
modern ideas of using recorder for the poetry. He is fast and thinks that he knows what he
wants.
“In the semiotic square opposing forces are seen as parts of a unified system in
movement that may be used to describe a psychological structure of the characters or
the thematic structure of the work as a whole”.
29

The contrast is also shown in the modern methods of recording, through the tape, and the flow
of poetry, that flows naturally, failing all the artificial means to capture the past. Mirpore, on
the other hand, fits in completely under the criteria of a non place. Mirpore is a small town
located on the outskirts of Delhi. Unlike most of the towns in the country, it does not have a
river flowing through it. Mirpore lacked the sense of history:
“Although it lacked history, the town had probably existed for centuries in its most
basic, most elemental form. Those shacks of tin and rags, however precarious and
impermanent they looked, must have existed always, repetitively and in succeeding
generations, but never fundamentally changing and in that sense enduring.”
Deven is also very similar to Mirpore. It turned into that strip of no-man’s land that lies around
a prison, threatening in its desolation. He has no sense of belonging to Mirpore. He stays in
Mirpore just to earn a living:
“Then, after he graduated and married and came to Mirpore to teach, it
became for him the impassable desert that lay between him and the capital
with its lost treasures of friendships, entertainment, attractions and
opportunities.”
Deven lacks confidence whether he has to teach students or to interview Nur. He attributes this
character of a ‘nonperson’ to lack of resources. He is bullied by Murad because he is timid,
pessimist and lacks courage. Students mock at him and would threaten him: “Meet us behind
the college and see what we do to you” Unable to answer, the destitute he swerves, he gives up
in the hands of fate and searches for excuses for his failure. When Murad gives him the chance
to interview Nur, he had “…nightmares in which he struggled towards an unspecified
destination but was repeatedly waylaid and deflected, never in any stretch of sleep arriving at
it any more than he did in waking”.
Deven has given up in the hands of destiny and although he lures for Delhi or for
establishing a name in Urdu literature, he is unable to change his condition. He has ample
excuses for it. He does not want to change. He has adapted and adjusted with Mirpore. Even
Sarla, Deven’s wife symbolizes Mirpore. She was the choice of Deven’s mother and aunts.
She seemed to be a perfect bride for Deven because she was “penny-pinching and congenitally
pessimistic”. She had her own aspirations as a wife but they vanished as she realized the
pitiable condition of her husband. Sarla, like Deven had given up to the destiny. Against the
backdrop of her novel Anita Desai incorporates the economic and social expositions of the
society. Deven is the only bread earner who is well aware that he could not fulfill Sarla’s
aspirations. He pursues literature to run away from the realities of life. The communication
gap between him and Sarla is bridged by their son Manu.
Thus, we find that Mirpore and Delhi are very significant in the novel ‘In Custody’.

Q 4. Write a note on use of time and space in the novel.

Ans: There are many references in the novel where time and space are strongly dependent on
each other. Many incidents in the story are intertwined with time and place. Time-space have a
representation through past, present and future. Nur’s wife offers Deven a specific time and
place, the room on the third floor where they would not be disturbed. Deven visits Nur at a
time when there is no visitor. He slips through narrow wooden door and moves up the stairs.
30

The narrow lanes of Chandni chawk, the narrow entry to Nur’s house, the crowded bus all
represent the diminishing space in the modern times. Although abstract thought could be
related to time and space as separate entities, defining them apart from the emotions and
values attached to them, Nur is shown to have lost his ‘good times’, charisma and glittery like
Delhi. Nur says:
“Before Time crushes us into dust we must record our struggle against it. We must
engrave our name in the sand before the wave comes to sweep it away and make it part
of the ocean.”
The space is interwoven in all aspects of life. The dinner at Nur’ house was similar to
the dinner at Siddiqui, the Urdu Lecturer, who makes up with Chotu as apprentice. At home,
Siddique was transformed from a college lecturer to ‘a connoisseur of food and music’.
Siddique’s house is similar to Nur’s but nearly in ruins. Time and place coexist as the story
proceeds. When Deven goes to Delhi, everything seems to go out of control- his friend
Murad’s tape recorder, his meeting with Nur. Strangely enough time changes and is favourable
for Deven in Mirpur, when he plans with the Urdu professor to buy a tape recorder. He gets
the permission soon after. Time has a powerful bearing on man’s life, emotions, thoughts and
experiences. It makes its presence felt on both the physical and psychic planes of human
experience. The psychology of a person changes with time and place but sometimes it does not
change with time and place. Deven and Murad have been together since the times of
childhood. Deven certainly gets an inferiority complex as he encounters Murad. An
association with Murad will lead to earning more money. Murad is the son of a rich
businessman who wants to earn more, but he never pays Deven for his contributions for
Awaaz. Deven knows this but is helpless and is not able to act under the dominance of a rich
Delhi publisher. Even as a lecturer Deven finds it difficult to come out of the strong influence
of Murad.
The two wives of Nur were hell bent upon to prove their supremacy:
“ Deven looked to see if rescue was at hand, and saw an old creature wrapped in a
brown cloak, her white hair combed about the sides of her face. The face was
commanding, so straight in its lines, so military in its firmness. ‘Run away from here,
bitch,’ she said in a level voice, and in a corner – Ali was heard to snigger- ‘and leave
the old man alone. What more do you want from him? You have taken his name and his
reputation and today even his admirers. …go dance before the public since that is your
manner of earning a living.”
Deven also understands that Murad has no passion for Urdu literature and poetry but it
is just for the salability of his magazine Awaaz and earning money that he is publishing a new
issue on Urdu poetry. Deven calls him ‘chameleon’. Even Nur dislikes Murad and calls him a
joker. Deven still wants to interview Nur just to be “in the presence of no other than the
greatest living poet of Delhi, his hero since childhood”. While on the assignment of Nur’s
interview, Deven becomes disillusioned about Nur and his family. After witnessing Nur’s
house in shambles, Deven decides to give up this task of interviewing Nur.
31