This is an extract from Wings of Fire, the autobiography of Dr A.P.J. Abdul Kalam, who became India’s eleventh President in 2002. In this chapter, Dr Kalam speaks about his childhood in Rameswaram, his family, his friends, and the experiences that shaped his life. The chapter shows the importance of communal harmony, progressive thinking, and the role of good teachers in shaping a child’s future.

The Story

Early Life and Family Background

Dr Abdul Kalam was born into a middle-class Tamil family in the island town of Rameswaram in the erstwhile Madras State. His father, Jainulabdeen, had neither much formal education nor much wealth. Despite these disadvantages, he possessed great innate wisdom and a true generosity of spirit. He had an ideal helpmate in Kalam’s mother, Ashiamma. She was so generous that far more outsiders ate with them than all the members of their own family put together. Kalam does not recall the exact number of people she fed every day.

Childhood and Home

Kalam was one of many children, a short boy with rather undistinguished looks, born to tall and handsome parents. They lived in their ancestral house, which was built in the middle of the nineteenth century. It was a fairly large pucca house, made of limestone and brick, on the Mosque Street in Rameswaram.

Father’s Lifestyle:

• His austere father used to avoid all inessential comforts and luxuries
• However, all necessities were provided for in terms of food, medicine or clothes
• Kalam would say his was a very secure childhood, both materially and emotionally

The Second World War and Early Earnings

The Second World War broke out in 1939, when Kalam was eight years old. For reasons he has never been able to understand, a sudden demand for tamarind seeds erupted in the market.

First Business:

• He used to collect the tamarind seeds and sell them to a provision shop on Mosque Street
• A day’s collection would fetch him the princely sum of one anna (an old Indian coin worth about six paise)
• His brother-in-law Jallaluddin would tell him stories about the War
• He would later attempt to trace these stories in the headlines in Dinamani newspaper

Impact of War on Rameswaram:

• Their area, being isolated, was completely unaffected by the War
• But soon India was forced to join the Allied Forces (the armies of UK, USA and Russia)
• Something like a state of emergency was declared
• The first casualty came in the form of the suspension of the train halt at Rameswaram station

First Wages:

• The newspapers now had to be bundled and thrown out from the moving train on the Rameswaram Road between Rameswaram and Dhanuskodi
• This forced his cousin Samsuddin, who distributed newspapers in Rameswaram, to look for a helping hand to catch the bundles
• Naturally, Kalam filled the slot
• Samsuddin helped him earn his first wages
• Half a century later, he can still feel the surge of pride in earning his own money for the first time

Inherited Qualities and Childhood Friends

Every child is born with some inherited characteristics, into a specific socio-economic and emotional environment, and trained in certain ways by figures of authority.

What Kalam Inherited:

• From his father: honesty and self-discipline
• From his mother: faith in goodness and deep kindness
• His three brothers and sister also inherited the same qualities

Childhood Friends:
Kalam had three close friends in his childhood:

• Ramanadha Sastry
• Aravindan
• Sivaprakasan

Important Details About Friends:

• All these boys were from orthodox Hindu Brahmin families
• As children, none of them ever felt any difference amongst themselves because of their religious differences and upbringing
• Ramanadha Sastry was the son of Pakshi Lakshmana Sastry, the high priest of the Rameswaram temple
• Later, Ramanadha Sastry took over the priesthood of the Rameswaram temple from his father
• Aravindan went into the business of arranging transport for visiting pilgrims
• Sivaprakasan became a catering contractor for the Southern Railways

Religious Harmony in the Family

During the annual Shri Sita Rama Kalyanam ceremony, Kalam’s family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site, situated in the middle of the pond called Rama Tirtha which was near their house.

Bedtime Stories:
Events from the Ramayana and from the life of the Prophet were the bedtime stories his mother and grandmother would tell the children in their family. This shows the beautiful harmony and respect for all religions in the household.

The Incident with the New Teacher

One day when Kalam was in the fifth standard at the Rameswaram Elementary School, a new teacher came to their class.

The Discrimination:

• Kalam used to wear a cap which marked him as a Muslim
• He always sat in the front row next to Ramanadha Sastry, who wore the sacred thread
• The new teacher could not stomach a Hindu priest’s son sitting with a Muslim boy
• In accordance with the social ranking as the new teacher saw it, Kalam was asked to go and sit on the back bench
• Kalam felt very sad, and so did Ramanadha Sastry
• Ramanadha Sastry looked utterly downcast as Kalam shifted to his seat in the last row
• The image of him weeping when Kalam shifted to the last row left a lasting impression on Kalam

Lakshmana Sastry’s Response

After school, they went home and told their respective parents about the incident.

The Father’s Action:

• Lakshmana Sastry summoned the teacher
• In their presence, he told the teacher that he should not spread the poison of social inequality and communal intolerance in the minds of innocent children
• He bluntly asked the teacher to either apologise or quit the school and the island
• Not only did the teacher regret his behaviour, but the strong sense of conviction Lakshmana Sastry conveyed ultimately reformed this young teacher

Sivasubramania Iyer – The Progressive Science Teacher

On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups. However, Kalam’s science teacher Sivasubramania Iyer, though an orthodox Brahmin with a very conservative wife, was something of a rebel.

His Progressive Nature:

• He did his best to break social barriers so that people from varying backgrounds could mingle easily
• He used to spend hours with Kalam
• He would say, “Kalam, I want you to develop so that you are on par with the highly educated people of the big cities”

The Dinner Invitation – First Visit

One day, Sivasubramania Iyer invited Kalam to his home for a meal.

Wife’s Reaction:

• His wife was horrified at the idea of a Muslim boy being invited to dine in her ritually pure kitchen
• She refused to serve Kalam in her kitchen

Teacher’s Response:

• Sivasubramania Iyer was not perturbed, nor did he get angry with his wife
• Instead, he served Kalam with his own hands and sat down beside him to eat his meal
• His wife watched them from behind the kitchen door

Kalam’s Thoughts:
Kalam wondered whether she had observed any difference in the way he ate rice, drank water or cleaned the floor after the meal.

The Second Invitation

When Kalam was leaving his house, Sivasubramania Iyer invited him to join him for dinner again the next weekend.

Teacher’s Encouragement:

• Observing Kalam’s hesitation, he told him not to get upset
• He said, “Once you decide to change the system, such problems have to be confronted”

The Transformation:
When Kalam visited his house the next week, Sivasubramania Iyer’s wife took him inside her kitchen and served him food with her own hands. This showed that her attitude had changed through her husband’s example and conviction.

Leaving Rameswaram

Then the Second World War was over and India’s freedom was imminent. Gandhiji declared, “Indians will build their own India.” The whole country was filled with an unprecedented optimism.

Kalam’s Decision:
Kalam asked his father for permission to leave Rameswaram and study at the district headquarters in Ramanathapuram.

Father’s Response:
His father told him as if thinking aloud, “Abul! I know you have to go away to grow. Does the seagull not fly across the sun, alone and without a nest?”

Message to Mother:
He quoted Khalil Gibran to Kalam’s hesitant mother, “Your children are not your children. They are the sons and daughters of Life’s longing for itself. They come through you but not from you. You may give them your love but not your thoughts. For they have their own thoughts.”

This wise response showed that Kalam’s father understood the need for children to grow independently and pursue their dreams.

Questions and Answers

I. Answer these questions in one or two sentences each

1. Where was Abdul Kalam’s house?

Abdul Kalam’s house was on the Mosque Street in Rameswaram in the erstwhile Madras State. It was a fairly large pucca house made of limestone and brick, built in the middle of the nineteenth century.

2. What do you think Dinamani is the name of? Give a reason for your answer.

Dinamani is the name of a newspaper. This is clear because Kalam mentions that his brother-in-law would tell him stories about the War which he would later attempt to trace in the headlines in Dinamani. Also, his cousin Samsuddin distributed newspapers in Rameswaram.

3. Who were Abdul Kalam’s school friends? What did they later become?

Abdul Kalam’s three close school friends were Ramanadha Sastry, Aravindan and Sivaprakasan. Ramanadha Sastry later took over the priesthood of the Rameswaram temple from his father. Aravindan went into the business of arranging transport for visiting pilgrims. Sivaprakasan became a catering contractor for the Southern Railways.

4. How did Abdul Kalam earn his first wages?

Abdul Kalam earned his first wages by helping his cousin Samsuddin catch bundles of newspapers that were thrown from the moving train. When the train halt at Rameswaram station was suspended during the Second World War, newspapers had to be bundled and thrown out from the moving train on the Rameswaram Road. Samsuddin, who distributed newspapers, needed a helping hand to catch these bundles, and Kalam filled this role.

5. Had he earned any money before that? In what way?

Yes, Abdul Kalam had earned money before that by collecting tamarind seeds and selling them to a provision shop on Mosque Street. During the Second World War, there was a sudden demand for tamarind seeds in the market. A day’s collection would fetch him the princely sum of one anna.

II. Answer each of these questions in a short paragraph (about 30 words)

1. How does the author describe: (i) his father, (ii) his mother, (iii) himself?

(i) His father: Kalam describes his father Jainulabdeen as a person who had neither much formal education nor much wealth, but possessed great innate wisdom and a true generosity of spirit. He was austere and used to avoid all inessential comforts and luxuries.

(ii) His mother: He describes his mother Ashiamma as an ideal helpmate to his father. She was extremely generous and fed so many outsiders every day that far more outsiders ate with them than all the members of their own family put together.

(iii) Himself: Kalam describes himself as one of many children, a short boy with rather undistinguished looks, born to tall and handsome parents. He says he had a very secure childhood, both materially and emotionally.

2. What characteristics does he say he inherited from his parents?

Abdul Kalam says he inherited honesty and self-discipline from his father. From his mother, he inherited faith in goodness and deep kindness. His three brothers and sister also inherited the same qualities from their parents.

III. Discuss these questions and write answers in two or three paragraphs each

1. On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups, says the author.

(i) Which social groups does he mention? Were these groups easily identifiable?

The author mentions two main social groups in Rameswaram – Muslims and Hindu Brahmins. These groups were easily identifiable by the way they dressed and the symbols they wore. Kalam wore a cap which marked him as a Muslim, while his friend Ramanadha Sastry wore the sacred thread which identified him as a Hindu Brahmin. The society was very rigid about maintaining this segregation, as shown by the new teacher who could not tolerate a Hindu priest’s son sitting with a Muslim boy.

(ii) Were they aware only of their differences or did they also naturally share friendships and experiences?

Despite the rigid social structure, people also naturally shared friendships and experiences. Kalam’s three close friends Ramanadha Sastry, Aravindan and Sivaprakasan were all from orthodox Hindu Brahmin families, but as children none of them ever felt any difference amongst themselves because of their religious differences.

At home, Kalam’s mother and grandmother would tell bedtime stories that included events from both the Ramayana and from the life of the Prophet, showing respect for both religions. During the annual Shri Sita Rama Kalyanam ceremony, Kalam’s Muslim family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site. This shows that despite awareness of differences, there was natural sharing of friendships and experiences across communities.

(iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text?

People who were very aware of differences:

• The new teacher who came to Kalam’s class could not stomach a Hindu priest’s son sitting with a Muslim boy. He asked Kalam to go and sit on the back bench according to the social ranking as he saw it.
• Initially, Sivasubramania Iyer’s wife was horrified at the idea of a Muslim boy being invited to dine in her ritually pure kitchen and refused to serve Kalam.

People who tried to bridge differences:

• Lakshmana Sastry, the high priest of Rameswaram temple and father of Kalam’s friend, summoned the teacher and told him not to spread the poison of social inequality and communal intolerance in the minds of innocent children. He bluntly asked the teacher to either apologise or quit.
• Sivasubramania Iyer, though an orthodox Brahmin, was something of a rebel who did his best to break social barriers. He served Kalam with his own hands in his kitchen and invited him again, saying that once you decide to change the system, such problems have to be confronted.
• Kalam’s own parents showed this inclusive spirit by telling stories from both Hindu and Islamic traditions and helping in Hindu religious ceremonies.

(iv) Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes?

First Incident – The New Teacher:
The new teacher created differences by asking Kalam to sit on the back bench because he could not tolerate a Muslim boy sitting with a Hindu priest’s son in the front row. This made both Kalam and Ramanadha Sastry very sad. Ramanadha Sastry looked utterly downcast and the image of him weeping left a lasting impression on Kalam.

This was resolved when Lakshmana Sastry, Ramanadha’s father, summoned the teacher and told him in the presence of the boys that he should not spread poison of social inequality and communal intolerance in innocent children’s minds. He asked the teacher to either apologise or quit the school and the island. The teacher not only regretted his behaviour, but the strong sense of conviction that Lakshmana Sastry conveyed ultimately reformed this young teacher.

Second Incident – Sivasubramania Iyer’s Wife:
When Sivasubramania Iyer invited Kalam for a meal, his wife was horrified and refused to serve a Muslim boy in her ritually pure kitchen. This created a difference based on religious prejudice.

Sivasubramania Iyer resolved this by not getting angry but instead serving Kalam with his own hands and sitting beside him to eat. His wife watched from behind the kitchen door. When Iyer invited Kalam again the next week and told him not to get upset because such problems have to be confronted when changing the system, it had an impact. The next week, Iyer’s wife took Kalam inside her kitchen and served him food with her own hands.

How people change attitudes:
These incidents show that attitudes can change through strong moral leadership, setting an example by one’s own actions, and persistent efforts to reform. Lakshmana Sastry used firm words and moral authority. Sivasubramania Iyer used the power of personal example and patience. Both showed conviction in their beliefs and did not compromise on principles of equality and human dignity.

2. (i) Why did Abdul Kalam want to leave Rameswaram?

Abdul Kalam wanted to leave Rameswaram to study at the district headquarters in Ramanathapuram. This happened after the Second World War was over and India’s freedom was imminent. The whole country was filled with unprecedented optimism after Gandhiji declared that Indians will build their own India. In this atmosphere of hope and new possibilities, Kalam wanted to pursue higher education and grow beyond the small town where he was born. He sought his father’s permission for this important step.

(ii) What did his father say to this?

Kalam’s father told him, as if thinking aloud, “Abul! I know you have to go away to grow. Does the seagull not fly across the sun, alone and without a nest?” He was giving his son permission to leave and pursue his dreams. To Kalam’s hesitant mother, his father quoted Khalil Gibran: “Your children are not your children. They are the sons and daughters of Life’s longing for itself. They come through you but not from you. You may give them your love but not your thoughts. For they have their own thoughts.”

(iii) What do you think his words mean? Why do you think he spoke those words?

His father’s words mean that children need freedom and independence to grow and develop their full potential. Just as a seagull must fly alone across the vast sky without the security of a nest, children must venture out on their own to truly grow. The reference to Khalil Gibran emphasizes that parents are merely channels through which children come into the world, but children have their own identity, thoughts, and destiny.

His father spoke these words because he understood several important truths:

• Children cannot grow and reach their potential if they are kept confined to familiar surroundings
• Parents should not impose their own thoughts and limitations on their children
• True love means letting children pursue their own path, even if it means separation
• Growth requires taking risks and leaving the security of home
• Each generation must find its own way

The father was wise enough to overcome his own attachment and his wife’s hesitation to give his son the freedom to pursue his dreams. He wanted to encourage Kalam rather than hold him back, even though it meant losing his son’s daily presence. This shows the depth of his wisdom and his genuine love for his son’s welfare and future.

Thinking about Language

I. Find the sentences in the text where these words occur

Words to study:

• erupt
• surge
• trace
• undistinguished
• casualty

1. What are the things that can erupt? What things can surge?

Things that can erupt:

• Volcanoes can erupt (burst out with lava and hot gases)
• Violence can erupt (break out suddenly)
• Anger can erupt (burst forth violently)
• Demand can erupt (suddenly increase dramatically)
• Laughter can erupt (break out suddenly)
  In the text, demand for tamarind seeds erupted, meaning it suddenly increased dramatically in the market.

Things that can surge:

• Waves can surge (move suddenly and powerfully forward)
• Crowds can surge (move forward in a sudden rush)
• Emotions can surge (rise suddenly and strongly)
• Prices can surge (increase suddenly)
• Pride can surge (rise up strongly)
  In the text, Kalam felt a surge of pride when he earned his first wages, meaning pride rose strongly in him.

2. What are the meanings of the word trace and which meaning is closest to the word in the text?

Meanings of trace:

• To find or discover by investigation (closest to text meaning)
• To copy a drawing by following lines through transparent paper
• To follow the course or development of something
• A mark or sign left by something
• A very small amount

In the text, Kalam would attempt to trace the war stories in the headlines in Dinamani, meaning he would try to find or discover the stories his brother-in-law had told him in the newspaper headlines.

3. Can you find the word undistinguished in your dictionary?

If undistinguished is not in the dictionary, we can understand it from distinguished:

• Distinguished means having an appearance or qualities that make someone seem worthy of respect or admiration
• Undistinguished means not distinguished, ordinary, not special, lacking any special qualities
  In the text, Kalam describes himself as having undistinguished looks, meaning he looked ordinary or not particularly handsome.

II. Phrases and their meanings

1. Match the phrases in Column A with their meanings in Column B

A	B
broke out	began suddenly in a violent way
in accordance with	according to a particular rule, principle, or system
a helping hand	assistance
could not stomach	was not able to tolerate
generosity of spirit	an attitude of kindness, a readiness to give freely
figures of authority	persons with power to make decisions

2. Form opposites by prefixing un- or in-

Word	Opposite
adequate	inadequate
acceptable	unacceptable
regular	irregular
tolerant	intolerant
demanding	undemanding
active	inactive
true	untrue
permanent	impermanent
patriotic	unpatriotic
disputed	undisputed
accessible	inaccessible
coherent	incoherent
logical	illogical
legal	illegal
responsible	irresponsible
possible	impossible

III. Passive Voice

Study these sentences:

• My parents were regarded as an ideal couple
• I was asked to go and sit on the back bench
• Such problems have to be confronted

The italicised verbs are made up of a form of the verb be and a past participle. These sentences focus on what happens, rather than who does what. The doer of the action is not included in the sentences.

IV. Rewrite sentences in passive form

1. In yesterday’s competition the prizes were given away by the Principal
2. In spite of financial difficulties, the labourers were paid on time
3. On Republic Day, vehicles are not allowed beyond this point
4. Second-hand books are bought and sold on the pavement every Saturday
5. Elections to the Lok Sabha are held every five years
6. Our National Anthem was composed by Rabindranath Tagore

V. Rewrite paragraphs using correct verb forms

How Helmets Came To Be Used in Cricket:

Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown, Nari Contractor was seriously injured and collapsed. In those days helmets were not worn. Contractor was hit on the head by a bouncer from Charlie Griffith. Contractor’s skull was fractured. The entire team was deeply concerned. The West Indies players were worried. Contractor was rushed to hospital. He was accompanied by Frank Worrell, the Captain of the West Indies Team. Blood was donated by the West Indies players. Thanks to the timely help, Contractor was saved. Nowadays helmets are routinely used against fast bowlers.

Oil from Seeds:

Vegetable oils are made from seeds and fruits of many plants growing all over the world, from tiny sesame seeds to big, juicy coconuts. Oil is produced from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil is used for cooking, salad dressing etc. Olives are shaken from the trees and are gathered up, usually by hand. The olives are ground to a thick paste which is spread onto special mats. Then the mats are layered up on the pressing machine which will gently squeeze them to produce olive oil.

Supplementary Reading – To Sir, with Love

This is an interview with President Dr A.P.J. Abdul Kalam talking about life’s toughest lessons learnt and his mission being a teacher to the Indian youth.

The First Lesson

President Kalam remembers his first lesson in life and how it changed his destiny. When he was studying in Standard V at age 10, his teacher Sri Sivasubramania Iyer was telling the class how birds fly. He drew a diagram of a bird on the blackboard, depicting the wings, tail and the body with the head and then explained how birds soar to the sky.

At the end of the class, Kalam said he didn’t understand. The teacher asked the other students if they had understood, but nobody had understood how birds fly.

That evening, the entire class was taken to Rameswaram shore. The teacher showed them sea birds. They saw formations of birds flying and how their wings flapped. Then the teacher asked, “Where is the birds’ engine and how is it powered?” Kalam knew then that birds are powered by their own life and motivation. He understood all about birds’ dynamics.

This was real teaching – a theoretical lesson coupled with a live practical example. Sri Sivasubramania Iyer was a great teacher.

Impact on Kalam’s Life

That day, Kalam’s future was decided. His destiny was changed. He knew his future had to be about flight and flight systems. This single lesson from an observant and dedicated teacher set the course for Kalam’s entire career in aerospace and space technology.

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No Men Are Foreign – Complete Notes

This is a thought-provoking piece about universal brotherhood and the essential sameness of all human beings. The writing reminds us that despite differences in nationality, language, culture or appearance, all humans are fundamentally the same. It emphasizes that when we harm others, we ultimately harm ourselves and the earth we all share.

Understanding the Message

Universal Similarity

The central message is that no men are strange and no countries are foreign. Beneath all uniforms, a single body breathes like ours. The land our brothers walk upon is earth like this, in which we all shall lie. This means that underneath military uniforms or national dress, all human beings have the same physical form. All people walk on the same earth and will eventually be buried in the same earth.

All people are aware of sun and air and water. They are fed by peaceful harvests and starved by war’s long winter. Their hands are ours, and in their lines we read a labour not different from our own. This tells us that all humans depend on the same natural elements – sun, air and water. In times of peace, everyone benefits from good harvests, but in times of war, everyone suffers from hunger and deprivation. People everywhere work with their hands in similar ways.

Common Human Experience

All people have eyes like ours that wake or sleep, and strength that can be won by love. In every land is common life that all can recognise and understand. This emphasizes that the basic human experiences are universal. Everyone sleeps and wakes. Everyone responds to love and kindness. The fundamental patterns of life are the same everywhere, and everyone can recognize and understand these common experiences.

Warning Against Division

We are told to remember that whenever we are told to hate our brothers, it is ourselves that we shall dispossess, betray, condemn. This is a powerful warning that hatred directed at others ultimately harms ourselves. When we hate others, we lose our own humanity and peace.

When we take arms against each other, it is the human earth that we defile. Our hells of fire and dust outrage the innocence of air that is everywhere our own. This means that warfare pollutes and destroys the earth that belongs to all of us. The violence and destruction of war violates the purity of the natural environment that we all share and need for survival.

The final reminder is to remember that no men are foreign, and no countries strange. This circles back to the central message – we must always remember that all humans are our brothers and sisters, regardless of which country they come from.

Glossary

Word/Phrase	Meaning
dispossess	dislodge; deprive
defile	make dirty; pollute
outrage the innocence of	violate the purity of

Questions and Answers

1. (i) Beneath all uniforms… What uniforms do you think the poet is speaking about?

The poet is speaking about military uniforms that soldiers wear during war. These uniforms represent different countries and armies that may fight against each other. The poet could also be referring to uniforms in a broader sense – the different clothes, national dress, or appearances that mark people as belonging to different nations, cultures, or groups. The poet reminds us that beneath all these external markers of difference, we all have the same human body that breathes, feels, and lives in the same way.

(ii) How does the poet suggest that all people on earth are the same?

The poet suggests that all people on earth are the same in multiple ways:

• We all have the same physical body beneath our uniforms and clothes
• We all walk on the same earth and will be buried in the same earth
• We all depend on sun, air and water for survival
• We all need food from harvests to live and suffer from hunger in war
• Our hands work in similar ways and show similar labour
• We all have eyes that wake and sleep
• We all respond to love and kindness
• We all share common life experiences that everyone can recognize and understand
  These similarities far outweigh any superficial differences between people.

2. In stanza 1, find five ways in which we all are alike. Pick out the words.

Five ways we are alike in stanza 1:

• Beneath all uniforms, a single body breathes – we all have the same type of body
• Like ours – their bodies are like our bodies
• The land our brothers walk upon is earth like this – we all walk on the same kind of earth
• In which we all shall lie – we will all be buried in earth after death
• Our brothers – all humans are connected like family members

3. How many common features can you find in stanza 2? Pick out the words.

Common features in stanza 2:

• They, too, aware of sun and air and water – awareness of natural elements
• Are fed by peaceful harvests – need for food
• By war’s long winter starved – suffering from lack of food during war
• Their hands are ours – similar physical features
• In their lines we read a labour not different from our own – similar work and effort

Five common features are mentioned.

4. Whenever we are told to hate our brothers… When do you think this happens? Why? Who tells us? Should we do as we are told at such times? What does the poet say?

When this happens:
This happens during times of war, political conflict, or communal tension. It happens when there is propaganda against people of other countries, religions, or communities. It can happen during border disputes, religious conflicts, or when leaders try to create division for political gain.

Why it happens:
People are told to hate others to serve political purposes, to justify wars, to maintain power, or to unite one group against another. Hatred is used as a tool to manipulate people and make them support violence or discrimination.

Who tells us:
Political leaders, governments preparing

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