Bridges Summary and Explanation
CBSE Class 11 English (Elective) Essay Chapter 7 – Bridges Summary, Explanation along with Difficult Word Meanings from Woven Words Book
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CBSE Class 11 English (Elective) Essay Chapter 7 – Bridges
by Kumudini Lakhia
Bridges discusses Kumudini Lakhia’s journey as a dancer, detailing her early life, struggles with her mother’s aspirations for her to dance, and the impact of her family dynamics.
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Bridges Summary
The author reflects that her younger self would be incredibly surprised to see her working in the field of dance, especially in deciphering and translating dance for her own understanding, which she calls choreography. She admits to envying dancers who claim they were born to dance, as she finds this assertion difficult to believe, emphasizing that dance, like any discipline, is a struggle. For her, she was born to live, and now, looking back, she sees clear connections between her life experiences and her dance work.
As a child, she never wanted to dance; her doting mother and silent father, who probably wanted to avoid arguments, forced it upon her. Her early lessons in Bombay with Guru Sunder Prasad were tough, especially for her mother. Her mother would travel with the unwilling child on crowded local trains, wait in a not-so-clean antechamber, and endure the long journey back, all without complaint. Ironically, her mother’s decision to enroll her in dance classes was spurred by the author’s fascination with a dance number by Mumtaz Ali in a film when she was seven. Her mother saw an innate ability in her and strongly believed she was born to dance, despite the author having no memory of this incident or enjoying the gruelling classes.
Her childhood education extended beyond dance and academics, as she grew up in a volatile era during India’s independence movement and World War II. Her father, an engineer, moved for army construction. During their time in Delhi, an incident with their neighbor Liaquat Ali’s gardener, who caught her and her brother picking guavas, taught her an early lesson about politicians’ games when Ali generously let them keep the fruit, but the gardener’s menacing look ensured they never returned.
At nine, she was sent to Queen Mary’s College, a boarding school in Lahore. To her dismay, her mother sent a dance teacher along, hiring an apartment for him and arranging lessons. She disliked Kathak, feeling no progress and frustrated by her teacher’s inability to explain ‘why’ she performed certain movements. She envied girls playing sports, but her mother convinced the British principal that dance was a form of prayer, preventing its discontinuation. The author later appreciated the British discipline she learned, finding it brought order to her thoughts.
Her life changed dramatically at 14, just before her matriculation exams, when she was called home because her mother was sick. Thirty-six hours and three train rides later, she arrived to find her mother already dead. This moment caused deep confusion and an emptiness within her, which she later recognized as a form of hunger. This unresolved hunger and the image of her dangling arms from that moment continue to influence her choreography, for example, in Duvidha (Conflict), where she explores a middle-class woman’s conflicting desires and unidentifiable emptiness.
After school, with surprisingly good exam results, she faced a crossroads, a recurring theme in her life, later reflected in her composition Atah Kim. Driven by a desire to emerge from a subdued childhood and feel powerful, she chose an unusual path: agriculture college, where she was the only girl among 29 boys. Here, she experienced boys’ behavior and challenged conventional views on the female body, arguing with her grandmother about modesty. She also questioned her grandmother’s religious views on bargaining with God, leading her to appreciate the sensory experience of temples and later create Panch Paras, exploring the five senses.
At 18, graduating from agriculture college, she again faced uncertainty. Luck intervened when she met Komlata Dutt at a train station in Bombay, who invited her to join the Ram Gopal Dance Company in London. This opportunity transformed her tedious dance lessons into a new synergy. Touring professionally exposed her to various dance forms and the importance of perfecting technique before experimenting. She also learned about herself, encountering diverse cultures and realizing how context changes perception, as seen in her experience in post-war Germany.
After three exhausting years abroad, she returned to India, seeking a home. Marriage, children, and a flat in Bombay provided a home, but also domestic responsibilities. Despite her husband Rajanikant’s traditional background, he was supportive, and through him, she developed a deep love for music. Now, with adult children, she reflects on her contribution as a mother, noting her children’s differing philosophies but shared disagreement with her profession. She compares managing her diverse family to performing with other artists, requiring new performing skills in a shared space.
Summary of the Lesson Bridges in Hindi
लेखक दर्शाता है कि उसके युवा स्व को उसे नृत्य के क्षेत्र में काम करते हुए देखकर अविश्वसनीय रूप से आश्चर्य होगा, विशेष रूप से अपनी समझ के लिए नृत्य को समझने और अनुवाद करने में, जिसे वह नृत्य निर्देशन कहती है। वह उन नर्तकियों से ईर्ष्या करना स्वीकार करती है जो दावा करते हैं कि वे नृत्य करने के लिए पैदा हुए थे, क्योंकि उन्हें इस दावे पर विश्वास करना मुश्किल लगता है, इस बात पर जोर देते हुए कि नृत्य, किसी भी अनुशासन की तरह, एक संघर्ष है। उसके लिए, वह जीने के लिए पैदा हुई थी, और अब, पीछे मुड़कर देखने पर, वह अपने जीवन के अनुभवों और अपने नृत्य कार्य के बीच स्पष्ट संबंध देखती है।
एक बच्चे के रूप में, वह कभी नृत्य नहीं करना चाहती थी; उसकी प्यारी माँ और मूक पिता, जो शायद बहस से बचना चाहते थे, ने उसे मजबूर किया। बॉम्बे में गुरु सुंदर प्रसाद के साथ उनके शुरुआती सबक कठिन थे, विशेष रूप से उनकी माँ के लिए। उसकी माँ भीड़भाड़ वाली लोकल ट्रेनों में अनिच्छुक बच्चे के साथ यात्रा करती थी, एक अस्वच्छ कक्ष में प्रतीक्षा करती थी, और बिना किसी शिकायत के लंबी यात्रा को सहन करती थी। विडंबना यह है कि उनकी माँ का उन्हें नृत्य कक्षाओं में नामांकित करने का निर्णय सात साल की उम्र में एक फिल्म में मुमताज अली द्वारा एक नृत्य संख्या के साथ लेखक के आकर्षण से प्रेरित था। उनकी माँ ने उनमें एक जन्मजात क्षमता देखी और लेखक को इस घटना की कोई याद नहीं होने या कठिन कक्षाओं का आनंद लेने के बावजूद उनका दृढ़ता से मानना था कि वह नृत्य करने के लिए पैदा हुई हैं।
उनकी बचपन की शिक्षा नृत्य और शिक्षा से परे फैली, क्योंकि वह भारत के स्वतंत्रता आंदोलन और द्वितीय विश्व युद्ध के दौरान एक अस्थिर युग में पली-बढ़ी थीं। उनके पिता, एक इंजीनियर, सेना के निर्माण के लिए चले गए। दिल्ली में उनके समय के दौरान, उनके पड़ोसी लियाकत अली के माली के साथ एक घटना, जिसने उन्हें और उनके भाई को अमरूद उठाते हुए पकड़ा, ने उन्हें राजनेताओं के खेल के बारे में शुरुआती सबक सिखाया जब अली ने उदारता से उन्हें फल रखने दिया, लेकिन माली के खतरनाक रूप ने सुनिश्चित किया कि वे कभी वापस न आएं।
नौ साल की उम्र में, उन्हें लाहौर के एक बोर्डिंग स्कूल, क्वीन मैरी कॉलेज में भेजा गया। उसे निराश करने के लिए, उसकी माँ ने एक नृत्य शिक्षक को उसके साथ भेजा, उसके लिए एक अपार्टमेंट किराए पर लिया और पाठ की व्यवस्था की। वह कथक को नापसंद करती थी, कोई प्रगति महसूस नहीं करती थी और अपने शिक्षक की यह समझाने में असमर्थता से निराश थी कि उसने कुछ आंदोलनों को क्यों किया। उन्हें खेल खेलने वाली लड़कियों से जलन होती थी, लेकिन उनकी माँ ने ब्रिटिश प्रिंसिपल को आश्वस्त किया कि नृत्य प्रार्थना का एक रूप है, जो इसे बंद होने से रोकता है। लेखक ने बाद में ब्रिटिश अनुशासन की सराहना की जो उन्होंने सीखा, यह पाते हुए कि यह उनके विचारों में व्यवस्था लाया।
मैट्रिक परीक्षा से ठीक पहले 14 साल की उम्र में उनका जीवन नाटकीय रूप से बदल गया, जब उन्हें घर बुलाया गया क्योंकि उनकी माँ बीमार थीं। छत्तीस घंटे और तीन ट्रेन की सवारी के बाद, वह अपनी माँ को पहले से ही मृत पाते हुए पहुंची। इस क्षण ने उनके भीतर गहरा भ्रम और खालीपन पैदा कर दिया, जिसे उन्होंने बाद में भूख के रूप में पहचाना। यह अनसुलझी भूख और उस क्षण से उसकी झूलती बाहों की छवि उसकी नृत्य रचना को प्रभावित करती है, उदाहरण के लिए, दुविधा में जहां वह एक मध्यम वर्ग की महिला की परस्पर विरोधी इच्छाओं और अज्ञात खालीपन की खोज करती है।
स्कूल के बाद, आश्चर्यजनक रूप से अच्छे परीक्षा परिणामों के साथ, उन्हें एक चौराहे का सामना करना पड़ा, जो उनके जीवन में एक आवर्ती विषय था, जो बाद में उनकी रचना अताह किम में परिलक्षित हुआ। कमजोर बचपन से उभरने और शक्तिशाली महसूस करने की इच्छा से प्रेरित होकर, उन्होंने एक असामान्य रास्ता चुनाः कृषि महाविद्यालय, जहाँ वे 29 लड़कों में एकमात्र लड़की थीं। यहाँ, उन्होंने लड़कों के व्यवहार का अनुभव किया और महिला शरीर पर पारंपरिक विचारों को चुनौती दी, अपनी दादी के साथ विनम्रता के बारे में बहस की। उन्होंने भगवान के साथ सौदेबाजी पर अपनी दादी के धार्मिक विचारों पर भी सवाल उठाया, जिससे उन्हें मंदिरों के संवेदी अनुभव की सराहना करने और बाद में पांच इंद्रियों की खोज करते हुए पंच पारस बनाने के लिए प्रेरित किया।
18 साल की उम्र में, कृषि महाविद्यालय से स्नातक होने के बाद, उन्हें फिर से अनिश्चितता का सामना करना पड़ा। भाग्य ने हस्तक्षेप किया जब वह बॉम्बे के एक ट्रेन स्टेशन पर कोमलता दत्त से मिलीं, जिन्होंने उन्हें लंदन में राम गोपाल डांस कंपनी में शामिल होने के लिए आमंत्रित किया। इस अवसर ने उनके थकाऊ नृत्य पाठ को एक “नए तालमेल” में बदल दिया। पेशेवर रूप से भ्रमण ने उन्हें विभिन्न नृत्य रूपों और प्रयोग करने से पहले तकनीक को परिपूर्ण बनाने के महत्व से अवगत कराया। उन्होंने अपने बारे में भी सीखा, विविध संस्कृतियों का सामना किया और महसूस किया कि कैसे संदर्भ धारणा को बदल देता है, जैसा कि युद्ध के बाद जर्मनी में उनके अनुभव में देखा गया है।
विदेश में तीन थकाऊ वर्षों के बाद, वह घर की तलाश में भारत लौट आईं। बम्बई में विवाह, बच्चे और एक फ्लैट एक घर प्रदान करते थे, लेकिन घरेलू जिम्मेदारियाँ भी। अपने पति रजनीकांत की पारंपरिक पृष्ठभूमि के बावजूद, वह सहायक थे, और उनके माध्यम से, उन्होंने संगीत के लिए गहरा प्यार विकसित किया। अब, वयस्क बच्चों के साथ, वह एक माँ के रूप में अपने योगदान को दर्शाती है, अपने बच्चों के अलग-अलग दर्शनों पर ध्यान देती है लेकिन अपने पेशे के साथ साझा असहमति रखती है। वह अपने विविध परिवार के प्रबंधन की तुलना अन्य कलाकारों के साथ प्रदर्शन करने से करती है, जिसके लिए एक साझा स्थान में नए प्रदर्शन कौशल की आवश्यकता होती है।
Theme of the Lesson Bridges
The Unconventional Path to a Vocation and Self-Discovery
A central theme is the author’s unexpected and often reluctant journey into dance. She challenges the idea of being born to dance, emphasizing that her initial lessons were forced upon her by her mother, despite her own disinterest. Her childhood was marked by difficult commutes and a lack of enjoyment in classes. Her eventual deep connection to dance was not a predetermined destiny but a path she forged through life experiences. This theme highlights that true vocations can emerge from unexpected beginnings and through personal struggle and reflection, rather than being a clear, innate calling.
The Intertwined Nature of Life Experience and Artistic Creation
Lakhia explicitly states that her life experiences form clear bridges to her work in dance. This is a powerful theme illustrating how personal trauma, confusion, and philosophical questions directly inform her choreography. For instance, her mother’s sudden death at 14 left her with a profound sense of confusion and emptiness, which she later explored in her piece Duvidha. Similarly, her recurring question “Where do I go from here?” after major life transitions became the basis for her composition “Atah Kim.” Her arguments with her grandmother about the dignity of the female body and the nature of religious belief also found expression in her work, like “Panch Paras.” This shows dance as a medium for processing and expressing the complexities of human experience.
Challenging Societal Norms and Personal Authority
Throughout her life, Lakhia displays a spirit of questioning and defiance against established norms. As a child, she wanted to understand “why” she was taught to move in a certain way, rather than just obeying. Her choice to study agriculture, a field dominated by men, was a deliberate off-beat decision encouraged by her father. She challenged her grandmother’s traditional views on female modesty by wearing shorts and questioned the transactional nature of religious belief. These instances underscore her independent thinking and her refusal to passively accept conventional wisdom, both in her personal life and in her artistic approach.
The Evolution of Artistic Discipline and Understanding
The essay traces Lakhia’s evolving relationship with dance discipline. Initially, it was a chore, a set of orders from her guru. However, through her professional training with Ram Gopal, she learned the critical lesson of perfecting technique first, then being able to throw it overboard and dance, meaning to transcend mere technical skill and achieve true artistic expression and experimentation. This theme highlights that genuine artistic freedom and creativity are built upon a foundation of rigorous discipline, but ultimately require a personal understanding and a willingness to break free from rigid rules to find one’s unique voice.
The Search for Home and Identity in a Changing World
Lakhia’s life is marked by constant movement and transitions, leading to a recurring search for home and a stable identity. Her family’s frequent relocations due to her father’s work, her time in boarding school, the partition of India (which made her friends live in a different country), and her extensive international touring all contribute to this theme. She grapples with the question of “how does one make a home for oneself?” This search culminates in finding a sense of belonging through marriage and building her own family, which she metaphorically compares to a complex artistic performance, requiring new skills in managing diverse personalities within a shared space.
Bridges Lesson Explanation
Passage: If my younger self could see me now she would be incredulous. That I would work in the field of dance or decipher and translate dance for my own comprehension, call it choreography if you wish, would have been unbelievable. In this respect, I am particularly envious of dancers who claim that they were ‘born to dance’, implying that it was clearly laid out for them from the beginning. I must say, I find this assertion dubious; it is rarely that easy. To dance means to struggle—I believe it is the same in any discipline because discipline itself is a struggle. I believe I was not simply born to dance; I was born to live. And now, as the patchwork of my life comes into clearer focus, I can see clear bridges between my life experiences and my work in dance.
Word Meanings
Incredulous: feeling or showing disbelief.
Decipher: to understand or interpret something complex.
Comprehension: The ability to understand something.
Choreography: The sequence of steps and movements in a dance or other staged routine.
Envious: Feeling or showing a desire to have what someone else has.
Assertion: A confident and forceful statement of fact or belief.
Dubious: Hesitating or doubting; not to be relied upon; questionable.
Discipline: a field of study or activity that requires strict training and control.
Patchwork: Something made up of many different parts; a varied collection.
Bridges: Connections or links between two things.
Explanation of the above passage—The author reflects that if her younger self could see her now, she would be completely disbelieving. It would have seemed unbelievable to her younger self that she would work in dance, or that she would try to understand and interpret dance for herself, even calling it choreography. Because of this, the author feels a bit envious of other dancers who say they were born to dance, meaning their path was clear from the start. However, the author finds this idea questionable, stating that it’s rarely that simple. She believes that dancing involves a lot of struggle, just like any other area that requires strict training and effort. The author states that she wasn’t simply born to dance; she was born to live. Now, as the many different parts of her life become clearer, she can see obvious connections between her past experiences and her current work in dance.
Passage: In all truth, as a child, I never did want to dance; it was forced upon me by a doting mother and a silent father. My father probably kept his peace to avoid argument. From the beginning my lessons took place under trying conditions, though I believe that the conditions were more trying for my mother than for me. She travelled in local, over-crowded trains to dance class with an unwilling child, tired from a whole day at school. She waited a whole hour in the not-so-clean ante-room of my guru’s house and then endured the same journey back. This was in Bombay, and my first dance lessons were with Guru Sunder Prasad who lived in Chowpatty while we lived in Khar. We took the train, then a bus and then walked, and the whole trip took roughly 45 minutes each way.
Word Meanings
Doting: Extremely fond of someone
Kept his peace: Remained silent
Trying conditions: Difficult circumstances.
Endured: Suffered through something difficult or unpleasant without giving in.
Ante-room: A smaller room leading into a larger, more important room; a waiting room.
Explanation of the above passage—The author shares that as a child, she truly did not want to dance; her very loving mother and quiet father made her do it. Her father likely stayed quiet to avoid any disagreements. From the start, her dance lessons happened under very difficult circumstances. However, the author feels these conditions were even harder for her mother. Her mother traveled on local, very crowded trains to take her, the unwilling child, who was tired from a full day at school, to dance class. She then waited for an entire hour in a somewhat dirty waiting room at the dance teacher’s house, and finally went through the same difficult journey back home. These first dance lessons took place in Bombay with Guru Sunder Prasad, who lived in Chowpatty, while the author’s family lived in Khar. The trip involved taking a train, then a bus, and then walking, and the entire journey took about 45 minutes each way.
Passage: Interestingly, it was the film industry that spurred my mother to enrol me in dance classes. When I was seven, we went to see a movie starring Mumtaz Ali, father of the comedian, Mehmood. Ali did a dance number in the film with which I became fascinated. When we arrived home, I began prancing around the house imitating the film actor and my mother, who was quietly watching, was the one who said, ‘Kumudini, you are born to dance.’ Ironically, I have no recollection of this story; it was my mother who saw this innate ability in me. Her belief was so strong that she went through the gruelling exercise of taking me to dance class four days a week without complaint.
Word Meanings
Spurred: Encouraged or caused to happen.
Enrol: To officially sign up someone for a course or activity.
Fascinated: Strongly attracted
Prancing: Moving around with high steps, often in a showy or playful way.
Imitating: Copying mannerisms of someone.
Ironically: In a way that is contrary to what is expected or intended.
Recollection: a memory.
Innate: Existing naturally; inborn.
Gruelling: Extremely exhausting
Explanation of the above passage—It was interesting that the movie industry motivated the author’s mother to sign her up for dance lessons. When the author was seven, she and her family watched a movie with an actor named Mumtaz Ali, father of the comedian Mehmood. This actor performed a dance, and the author became very interested in it. After they got home, the author started moving around the house, copying the actor from the film. Her mother, who was silently observing, then told the author, Kumudini, that she was born to dance. It was unexpected because the author herself does not remember this event; it was her mother who recognized this natural talent in her. Her mother’s belief was so strong that she dedicated herself to the very tiring task of taking the author to dance class four times a week without ever complaining.
Passage: However, my childhood education was composed of much more than just dance and academics. I did not live in a vacuum. I was surrounded by life and learnt many of my lessons there, lessons that I still carry with me. I grew up during a volatile era, a time of war, India’s independence movement compounded by World War II in which India played a role in military operations. My father, being an engineer, was called upon to build the cantonment areas first in Delhi, then in Naini and Allahabad. In Delhi we were allotted a sprawling house on Hardinge Avenue (now Tilak Marg) with Liaquat Ali (later, Prime Minister of Pakistan), as our neighbour. Once his gardener caught me and my brother, Suresh, picking guavas from his tree. He grabbed us by the ear and presented us before the master for punishment. Liaquat Ali not only let us keep the guavas but extended an open invitation to pick the fruits whenever we wished! However, this generous offer was accompanied by the mali’s face which was so horrifying and revengeful that we never went near that garden again. It was one of my first lessons in the games that politicians play.
Word Meanings
Vacuum: living in isolation
Volatile era: A time that was unstable
Compounded by: Made worse or more complicated by something else.
Cantonment areas: Military camps or garrisons, often with permanent housing.
Allotted: Given or assigned something.
Sprawling: Spreading out over a large area in an untidy or irregular way.
Mali: A gardener
Explanation of the above passage—However, the author’s childhood learning involved much more than just dance and schoolwork. She did not live in an isolated bubble. She was surrounded by real life and learned many important lessons there, which she still remembers. She grew up during a very unstable time, a period of war. India’s independence movement was happening at the same time as World War II, in which India was involved in military actions. Her father, who was an engineer, was asked to build military bases first in Delhi, then in Naini and Allahabad. In Delhi, they were given a large house on Hardinge Avenue. Their neighbor was Liaquat Ali, who later became the Prime Minister of Pakistan. One time, Liaquat Ali’s gardener caught the author and her brother, Suresh, taking guavas from his tree. The gardener grabbed them by the ear and took them to Liaquat Ali for punishment. Liaquat Ali not only allowed them to keep the guavas but also kindly invited them to pick fruits whenever they wanted. However, this kind offer was made while the gardener’s face looked so scary and full of a desire for revenge that they never went near that garden again. This experience was one of her first lessons about the tricky “games” that politicians play.
Passage: Father would now have to move to wherever army construction was required. Therefore, when I was nine years old, the decision was made to send me to boarding school. After a lot of arguments, advice, consideration and research on the part of my parents, I was packed off to Queen Mary’s College (school) in Lahore (at that time in India). I had not known a day away from home, but the idea of living with a lot of girls of my age and studying in a fancy school was both exciting and worrisome, as curiosity was mixed with sadness. No more shuffling to and from class, no more over-bearing Guruji.
Word meanings
Army construction: Building work needed for the army, like camps or facilities.
Boarding school: A school where students live during the school term.
Packed off: Sent away, usually quickly or without much choice.
Lahore: A city that was in India at that time, but later became part of Pakistan.
Worrisome: Causing anxiety or concern.
Curiosity: A strong desire to know or learn something.
Shuffling: the slow, tiring walk.
Overbearing: Acting in a dominating way.
Guruji: A respectful term for a teacher, especially in arts like dance.
Explanation of the above passage—The author’s father had to move often for his job’s requirement in army construction work. So, when she was nine years old, her parents decided to send her to a boarding school. After much discussion, advice, thought, and searching, she was sent to Queen Mary’s College in Lahore, which was then in India. She had never been away from home before. The thought of living with many girls her age and attending a fancy school made her feel both excited and worried; her curiosity about the new place was mixed with sadness about leaving home. She also thought she would no longer have to walk slowly and tiringly to and from dance class or deal with her bossy dance teacher.
Passage: No such luck. Mother sent a dance teacher, Radhelal Misra, Sunder Prasad’s nephew, along with me! She hired a small apartment for him in Lahore and arranged a schedule for my lessons. Despite her belief that I was ‘born’ to dance, I didn’t enjoy dance classes. Quite frankly, they were no fun. I felt as if nothing progressed, that I was just doing what my guru ordered. I was always a curious child and I wanted to know and understand what I was doing. Why was I gyrating in this way? But my teacher could not, or would not, explain it to me. I was envious of other girls who were playing tennis and basketball while I was doing this thing called Kathak. My mother convinced the principal, a Britisher, that to dance was a form of prayer and that she could not curb religious freedom! Having spent several years in a school where most of our teachers were British, I have come to like their form of discipline. Discipline in one’s daily routine does bring discipline in thinking. You begin to place your thoughts in neat little piles the way you do your uniforms and shoes.
Word Meanings
No such luck: An informal phrase meaning something hoped for did not happen.
Hired: Paid money to use something for a short time (like an apartment) or to employ someone (like a teacher).
Arranged a schedule: Planned the times and days for something to happen.
Gruelling: Extremely tiring and demanding.
Quite frankly: To be honest
Progressed: improved or developed.
Gyrating: Moving rapidly in a circle or spiral; spinning.
Envious: Feeling or showing a desire to have what someone else has.
Curb: To restrain
Religious freedom: The right to practice one’s religion without interference from the government or others.
Explanation of the above passage—Unfortunately, the author’s hope for an easier school life didn’t come true. Her mother sent a dance teacher, Radhelal Misra, who was Guru Sunder Prasad’s nephew, to Lahore with her. Her mother rented a small apartment for the teacher there and planned the timings for her dance lessons. Even though her mother strongly believed that the author was born to dance, the author herself did not enjoy the dance classes. To be honest, they weren’t fun for her. She felt like she wasn’t learning anything new or improving; she was just doing exactly what her teacher told her to do. The author was always a curious child and wanted to understand the reasons behind her movements, asking for the reason behind her gyrating in that way. But her teacher either couldn’t or wouldn’t explain it to her. She felt jealous of the other girls who were playing tennis and basketball while she was stuck doing Kathak. Her mother, however, managed to persuade the school’s British principal that dancing was similar to a prayer and that the school should not limit one’s religious freedom. The author mentions that after spending many years in a school with mostly British teachers, she grew to appreciate their way of teaching discipline, believing that being disciplined in daily habits helps one think in an organized way.
Passage: It was three weeks before the final school examinations—matriculation at that time—when my life changed dramatically. I was called to the Principal’s office. What had I done? The only reason one was called to Miss Cox’s office was because of some infraction. While she was a kind and diplomatic person, she was also strict and firm and later, when I myself became a teacher, I was influenced by her demeanour. As I approached the office, I wondered— did I forget to put away the tennis racquets after morning play? Did I forget to lock the door of the dormitory?
‘May I come in, madam?’ I asked quietly.
‘Yes do come in child,’ she answered with a voice full of such kindness that it made me suspicious, ‘You have to go home.’
‘But why? I have to study for my exams!’
‘Your father called to say that your mother is sick and he would like you to visit her.’
During the walk back from Miss Cox’s office to my classroom I was overwhelmed with feelings of confusion, a state of mind I have never completely got over. Even today, when I want to create a new piece, the first theme that comes to my mind vibrates with confusion.
Word Meanings
Matriculation: The final examinations taken at the end of high school, which allow one to enter university.
Dramatically: In a sudden and striking way.
Infraction: A violation or breaking of a rule or law.
Diplomatic: Skillful in handling sensitive situations or people; tactful.
Demeanour: Outward behavior
Dormitory: A large bedroom for a number of people in a school or institution.
Overwhelmed: feeling a strong emotional effect.
Vibrates with: Filled with or strongly suggests a particular feeling or quality.
Explanation of the above passage—The author’s life changed very suddenly, three weeks before her final school exams, which were called matriculation at that time. She was called to the Principal’s office, which was unusual because students were only called there if they had broken a rule. She knew Miss Cox, the Principal, was kind and fair, but also strict. As she walked towards the office, she worried about what she might have done wrong, like forgetting to put away tennis racquets or lock a dormitory door. When she was asked to come in, Miss Cox’s voice was so kind that it made her suspicious. The Principal then told her that she had to go home because her father had called to say her mother was sick and wanted her to visit. Walking back to her classroom, the author felt completely confused, a feeling that has stayed with her till then. Even that day, when she started a new dance piece, the first idea that came to her mind was often about confusion.
Passage: Mother was already dead when I arrived, 36 hours and three train-rides later. When I saw her, motionless and colourless, I finally understood why I had been summoned home. I was 14 years old. The air was still and nobody looked at me. I did not know where to turn or what to do with my hands, which hung loose from my body. Then suddenly they clutched my stomach. Hunger pangs? I hadn’t eaten for three days and there was an emptiness I wanted to fill. I was afraid of appearing greedy, so I underplayed my emotions, though all kinds of yearning gnawed my insides.
Word meanings
motionless: Not moving at all; perfectly still.
summoned: Ordered or requested to come.
clutched: Grasped or held tightly.
hunger pangs: Sharp, uncomfortable feelings in the stomach caused by hunger.
emptiness: The state of containing nothing
underplayed: Made something seem less important, serious, or emotional than it actually was.
yearning: A feeling of intense longing or desire for something.
gnawed: Chewed at persistently; in this context, constantly troubled or tormented her.
Explanation of the above passage—When the narrator reached home, after traveling for a day and a half and changing three different trains, her mother had already passed away. Seeing her mother lying still and very pale, the narrator finally understood why she had been called back. She was only 14 years old. The atmosphere was very quiet, and no one seemed to look at her. She felt lost, not knowing what to do or where to put her hands, which hung loosely at her sides. Suddenly, she gripped her stomach tightly. She wondered if it was hunger because she hadn’t eaten for three days, and she felt an internal emptiness she wanted to fill. However, she was worried that if she showed her true feelings, she might seem selfish or wanting too much. So, she tried to hide how much she was hurting and longing for things, even though these strong desires were constantly bothering her inside.
Passage: Even today I mistake the different kinds of hunger inside me, and this is something that shows up in my work. The dangling arms find expression in my choreography. In Duvidha or Conflict, I examined the plight of a middle-class woman who is chained to the traditions of Indian life. She is restricted to domestic circles, is forbidden from wearing sleeveless blouses, must wear her hair in a bun and must cater to her husband. Yet, from a small window she sees the newspaperman waving images of a woman with a bold streak of white in her short hair, who wears sleeveless blouses, is surrounded by men who listen to her intently, is widowed but wears colourful saris. Moreover, she commands a country with millions of people. Yet, while the woman looking out of the window is intrigued by this image, she experiences conflicting emotions. The character in Duvidha is torn between two lives—she feels an emptiness within her but is not sure what she is hungry for, what kind of life she wants. This is something I have felt often, yet now that I have so much behind me, I am more certain of where to place my hands.
Word meanings
Dangling: Hanging loosely or swaying.
Choreography: The art of creating and arranging dances.
Duvidha: Hindi word meaning conflict or dilemma.
Plight: A difficult, serious, or unfortunate situation.
Chained to: Restricted or held back by something, like being tied with chains.
Domestic circles: The home and family life.
Forbidden: Not allowed.
Cater to: to try to please someone.
Waving images: Showing pictures or depictions, possibly in a newspaper or magazine.
Bold streak: A strong, noticeable line or mark
Intently: With great concentration or attention.
Intrigued: Very interested and curious.
Conflicting emotions: Feelings that are opposite or in opposition to each other.
Torn between: Divided or in conflict between two choices or situations.
Explanation of the above passage—Even later, the author sometimes confuses the different strong desires she feels inside, and these inner feelings often appear in her dance work. For example, the image of dangling arms from her past expresses itself in her dance movements. In one of her dance pieces called Duvidha, which means conflict, she explored the difficult situation of a woman from the middle class who is tied down by traditional Indian ways of life. This woman is limited to her home life, is not allowed to wear sleeveless tops, must tie her hair in a bun, and has to serve her husband. However, from a small window, this woman sees pictures, perhaps in a newspaper, of another woman who looks very different. This other woman has short hair with a striking white streak, wears sleeveless tops, is surrounded by men who listen carefully to her, is a widow but wears bright saris, and even leads a whole country. The woman looking out the window is very interested in this image, but she also feels mixed emotions inside. The character in “Duvidha” is stuck between two very different ways of living. She feels a void inside her but isn’t sure what she truly longs for or what kind of life she wants to live. The author shares that she has often felt this kind of confusion and emptiness herself. But now, with many experiences behind her, she feels more sure about her direction in life.
Passage: My exams yielded surprisingly good results. So, now what? Where do I go from here? This question has cropped up throughout my life, and many years later took shape in my composition, Atah Kim. It’s funny how we store our experiences in our brains as if we are pre-recorded cassettes. The right cassette seems to fall into place when you least expect it to. Upon finishing school, I was at a crossroads and the path ahead was not clear to me. I had lots of ideas about what I wanted to do with my life, and dance was not always a priority. I was always driven, and that partly stems from the fact that I had a relatively subdued childhood. I was enveloped by a great mist of protection and I wanted to emerge from that mist and discover myself. In particular, I wanted to feel powerful; to control a large group of people. In Atah Kim I address this desire for power and, yet, once you possess it, what do you do with it? Once you reach your goal, where do you go from there? It’s a question without an answer but I believe the question must be asked.
Word Meanings
Yielded: Produced or provided
Cropped up: Appeared or occurred unexpectedly.
Composition: A piece of music, writing, or art.
Atah Kim: A Sanskrit phrase meaning “And then what?” or “What next?”
Pre-recorded cassettes: Old-fashioned audio tapes with music or sound already recorded on them. Used metaphorically here for memories stored in the brain.
Crossroads: A point where two or more roads meet; metaphorically, a critical point where a choice must be made.
Priority: more important than others.
Driven: Strongly motivated to achieve something.
Stems from: Originates from; is caused by.
Relatively subdued: Comparatively quiet, restrained, or lacking excitement.
Enveloped: Covered or surrounded completely.
Mist of protection: Metaphor for a period of being heavily shielded or guarded.
Emerge: To come out into view, especially from obscurity.
Address: To deal with or discuss (a subject).
Possess: To have or own something.
Explanation of the above passage—The author explains that her school exams had surprisingly good results. This led her to wonder what would she do and where she would go. She notes that this question has appeared many times throughout her life, and years later, it became the main idea for her dance piece called ‘Atah Kim’ which means ‘what next?’ She finds it interesting how people store their past experiences in their minds, like pre-recorded tapes, and the right memory seems to come up when least expected. After finishing school, she was at a point where she had to make a big decision, and her future path was unclear. She had many ideas for her life, and dance was not always the most important one. She was always a very motivated person, partly because she had a rather quiet and protected childhood. She felt like she was covered by a protective cloud and wanted to break free from it to discover who she truly was. Specifically, she wanted to feel powerful and to lead a large group of people. In her dance piece “Atah Kim,” she explores this desire for power, and she asks what one does with it once it is achieved. She believes that even though there might not be a clear answer to “what next” after reaching a goal, it is a question that must be asked.
Passage: At the age of 15, I had many options. It would have been easy enough to join college for a bachelor’s or master’s degree in psychology or English literature. But everyone does that. ‘You have to do something that is off-beat, different from the done thing,’ my father said to me. So it was that I decided to attend an agriculture college in Naini, Allahabad. There were twenty-nine boys and I, in a class of thirty. Having spent my school years in a girls’ school, I knew little about the behaviour of boys. My brother was seven years younger so his friends were no help. However, at the agriculture college, I got a taste of relations between boys and girls. We had to travel for miles in the fields on bicycles. The boys deflated the tires of my bicycle so that they could walk back with me, resulting in miles and miles of worthless conversation about the latest film songs and actors, none of which interested me.
Word Meanings
Off-beat: Unusual; not conventional or traditional.
The done thing: The usual or expected way of doing something.
Deflated: Let the air out of something, like a tire.
Worthless: Having no value or importance.
Explanation of the Above Passage—When the author was 15 years old, she had many choices for what to study. She could have easily gone to college for a degree in subjects like psychology or English literature, which was a common choice. However, her father encouraged her to do something “off-beat,” meaning something unusual and different from what most people did. Because of his advice, she decided to go to an agriculture college in Naini, Allahabad. In her class of thirty students, she was the only girl among twenty-nine boys. Since she had only attended a girls’ school before, she didn’t know much about how boys behaved. Her younger brother’s friends were also no help in understanding boys. At the agriculture college, she started to experience how boys and girls interacted. For example, they had to ride bicycles for miles in the fields. The boys would let the air out of her bicycle tires so that they could walk back with her. This led to long conversations about film songs and actors that she found “worthless” because she wasn’t interested in those topics.
Passage: Also, I was fascinated by the professors, mostly American, who wore shorts because we worked in fields with clay, crops, manure and insecticides. One day, I also turned up in shorts and had 58 eyes peering at my legs! My grandmother had always said that girls must never push their chests out or uncover their legs. I now realised what she meant but couldn’t accept it as valid. ‘What about the short blouses you wear, with your midriff showing?’ I asked her.
‘Don’t argue,’ was her reply.
When will we understand the dignity of the female body? A dancer has to move with dignity, a quality much desired amongst dancers but sadly missing in most, especially women, as they are taught to underplay their bodies most of their lives. My grandmother, of course, was not completely to blame for this attitude. It is a problem that goes deep into the texture of our society. We must embrace our senses and use them to the fullest, rather than try to inhibit them.
Word Meanings
Fascinated: Strongly interested and attracted.
Peering: Looking closely or carefully, especially when something is difficult to see.
Dignity: The state or quality of being worthy of honor and respect.
Underplay: To make something seem less important or noticeable than it really is.
Texture: the underlying nature or fabric of society.
Embrace: To accept or support willingly and enthusiastically.
Inhibit: To prevent or restrain
Explanation of the above passage—The author was also very interested in her professors, most of whom were American, because they wore shorts while working in the fields. One day, she decided to wear shorts too, and noticed that ll 29 boys of her class were looking at her legs (29 * 2 = 58 eyes). Her grandmother had always told her that girls should not show their chests or legs. The author then understood what her grandmother meant by those rules, but she could not agree with them. She questioned her grandmother about why her own short blouses, which showed her waist and back, were acceptable. Her grandmother simply told her not to argue. The author then wonders when society will truly understand and respect the female body. She explains that dancers need to move with dignity, a quality that is often missing, especially in women, because they are taught for most of their lives to hide or downplay their bodies. She clarifies that her grandmother was not entirely at fault for this attitude, as it is a problem deeply rooted in society. The author believes that people should fully accept and use their senses and bodies, instead of trying to hold them back.
Passage: Another argument I often had with my grandmother was about religion and visiting temples. ‘Go to the temple before your exams, God will give you strength to do well,’ she would say. I took issue with the idea that an outside force must be bargained with in order to obtain desirable results. Doesn’t this strength come from within? I had a hard time believing that it was God alone who endowed me with this ability. Visiting temples activates your senses, though we often take this for granted. You see the grandeur of the architecture and can feel the curve of the stones. The scent of incense, flowers and sandalwood mingle together. You hear the ringing of the bells and taste the panchamrut. With your palms and the soles of your feet you touch the different surfaces. What an experience! Why do I have to bargain with God as if he is some kind of agent for a trading company? Yet these arguments with my grandmother were useful in that they made me differentiate between sensitivity and sentimentality. Later, I created a piece called Panch Paras, the five senses, to explore this realm.
Word Meanings
Took issue with: challenged an idea.
Bargained with: Negotiated or made a deal with someone to get something.
Endowed: Provided with a quality, ability, or asset.
Activates your senses: Makes your senses (sight, smell, hearing, taste, touch) more alive and aware.
Grandeur: Impressiveness, especially of appearance or style.
Mingle: To mix or combine together.
Panchamrut: A sacred mixture used in Hindu worship, typically made of five ingredients: milk, yogurt, ghee (clarified butter), honey, and sugar.
Differentiate: To recognize or express the difference between things.
Sensitivity: a deep appreciation for things.
Sentimentality: being overly emotional in a way that might not be genuine or practical.
Realm: A field or domain of activity or interest.
Explanation of the above passage—The author often argued with her grandmother about religion and visiting temples. Her grandmother would tell her to go to the temple before exams, saying that God would give her strength to do well. However, the author disagreed with the idea that she had to make a deal with an outside power to get good results. She wondered if strength didn’t come from inside oneself. She found it hard to believe that God alone gave her abilities. The author then explains that visiting temples actually awakens one’s senses, though people often don’t notice this. She describes seeing the impressive architecture, feeling the smooth stones, smelling the mixed scents of incense, flowers, and sandalwood, hearing the bells, and tasting the panchamrut. She also mentions touching different surfaces with her hands and feet. She questioned why she had to negotiate with God as if He were a business agent. Despite these arguments, she found them helpful because they taught her to tell the difference between true sensitivity i.e. deep appreciation and just being overly emotional (sentimentality). Later, she created a dance piece called “Panch Paras,” which means “the five senses,” to explore these feelings and ideas.
Passage: After graduating with a degree in agriculture at the age of 18, I was left with few job prospects and was again at a crossroads. Luckily, good fortune came to me without much beckoning. It happened in Bombay. I had gone to the train station to see off Suresh who was studying at Sherwood College in Nainital. While I was waving to the train that had now disappeared, there was a tap on my shoulder. I turned around and the woman who stood there changed the course of my life. All those tedious hours of dance lessons fused into a new synergy. She was Komlata Dutt, a friend of my father’s and, more importantly, the person who introduced Uday Shankar to the dance legend, Anna Pavlova, in Paris. And here she was, telling me to join the Ram Gopal Dance Company based in London!
Word Meanings
Prospects: Chances or opportunities for success or advancement, especially in a career.
Crossroads: A point where a crucial decision must be made; a turning point.
Beckoning: A gesture inviting someone to come closer or follow
Tedious: Long, tiresome, and boring.
Fused: Joined or blended together to form a single entity.
Synergy: The interaction or cooperation of two or more organizations, substances, or other agents to produce a combined effect greater than the sum of their separate effects.
Legend: A very famous or notorious person, especially in a particular field.
Explanation of the above passage—After the author finished her agriculture degree at 18, she didn’t have many job opportunities and felt unsure about what to do next, like being at a turning point in her life. Fortunately, a good chance came to her without her having to seek it out much. This happened in Bombay. She was at the train station to say goodbye to her brother, Suresh, who was going to college. As she waved to the disappearing train, someone tapped her on the shoulder. She turned around, and the woman standing there completely changed the direction of her life. All the long and boring hours she had spent learning dance suddenly came together in a new, powerful way, making sense and feeling meaningful. This woman was Komlata Dutt, a friend of her father’s. More importantly, she was the person who had introduced the famous Indian dancer Uday Shankar to the legendary Russian ballerina Anna Pavlova in Paris. And now, this same important woman was telling the author to join the Ram Gopal Dance Company, which was based in London.
Passage: It took some learning to adjust to working with a group of professional dancers and musicians, on the move all the time, and the opportunity exposed me to a very different aspect of dance education—there was a lot of dance to be learnt as well—kummi of Kerala, ghumar of Rajasthan, dandia of Gujarat—all were part of the troupe’s repertoire. What I enjoyed most was learning the classical Bharatanatyam from Ram Gopal himself who was a strict disciplinarian and had a fetish for perfection of line. However, in the end he would say, ‘You’ve perfected the technique, now throw it overboard and dance’. This is a lesson I have tried to teach my own students—before you begin experimenting, you need to perfect the technique with which you experiment.
Word Meanings
Adjust: To get used to a new situation.
Opportunity: A chance or favorable time.
Exposed: Made aware of or introduced to.
Aspect: A particular part or feature of something.
Repertoire: All the pieces like dances or songs that a performer or group knows and can perform.
Disciplinarian: Someone who believes in or enforces strict rules of behavior.
Fetish: A strong and unusual need or desire for something.
Perfection of line: Achieving absolute flawlessness in the shape, posture, or movement, especially in dance.
Throw it overboard: To get rid of it; to discard it.
Experimenting: Trying out new ideas or methods.
Explanation of the above passage—It took the author some time to get used to working with professional dancers and musicians because they were always traveling. This chance showed her a very different side of dance education. She learned many new dance forms, such as Kummi from Kerala, Ghumar from Rajasthan, and Dandia from Gujarat, all of which were part of the dance group’s collection of performances. What she enjoyed the most was learning the classical dance style of Bharatanatyam from Ram Gopal himself. He was very strict about rules and was obsessed with achieving perfect form in dance. However, after someone had mastered the technique, he would tell them that they have learned the technique perfectly, now let go of it and just dance. This means he wanted them to move beyond just the strict rules and express themselves freely. The author explains that this is a lesson she also tries to teach her own students: that before trying new things or experimenting, one must first completely master the basic skills and techniques.
Passage: Touring with Ram Gopal not only taught me more about dance, I discovered new things about my own personality. Encountering people from different countries gives you a chance to look at yourself in a new light. More often than not, I found that my weaknesses were brought glaringly into focus. I came to realise the importance of context— how things change when you change their placement. One of the most striking moments of that tour was my time in post-war Germany. It was an unbelievably sad place. Hungry children begging for food is a common sight in India, yet, in Germany the same sight created a different sensation. It amazed me how the same situation in a different environment evokes quite different reactions, and the same is true in dance. One changes the placement of a choreographic piece on stage and it looks quite different. I myself was a changed person when placed in different surroundings.
Word meanings
Personality: The combination of qualities and traits that make a person unique.
Encountering: Meeting or coming across someone or something, often unexpectedly.
Glaringly: Very obviously or noticeably
Context: The circumstances or background that surround an event,
Striking: Very noticeable, impressive, or attractive.
Post-war: The period of time after a major war.
Evokes: bring or recall (a feeling, memory, or image) to the conscious mind.
Choreographic piece: A created dance work or routine.
Explanation of the above passage—The author explains that touring with Ram Gopal did more than just teach her about dance; it also helped her learn about herself. Meeting people from various countries allowed her to see her own character in a new way. Often, she noticed that her weaknesses became very clear and obvious to her. Through these experiences, she understood how important “context” is, meaning that things appear or feel different depending on where they are placed or the situation they are in. A very memorable part of her tour was visiting Germany after the war. She describes it as an extremely sad place. She observed that seeing hungry children begging for food, which was common in India, felt very different in Germany. This experience made her realize that the same situation could cause different reactions when it happened in a different environment. She noted that this is also true in dance: if you change where a dance piece is performed on a stage, it can look quite different. Similarly, she herself felt like a changed person when she was in different places.
Passage: Still, a long tour of many countries in Europe and America is exhausting. I was constantly travelling between India and various parts of the globe. In all, I was abroad for three years and by the end, I needed to go home. But where was home? And how does one make a home for oneself? Buy a house, get married, have children, make friends? I had only the last item on the agenda. While in school in Lahore, I had made a lot of friends, but they now lived in a different country—Pakistan. I had to obtain a visa to visit my closest friend over a weekend. I would like to say I am apolitical but I’ve discovered that politics makes its presence felt even when uninvited.
Word Meanings
Exhausting: Very tiring; making one feel extremely weary.
Agenda: A list of items to be discussed or done; here, it refers to a list of things to achieve or consider for making a home.
Visa: An official endorsement on a passport allowing the bearer to enter, leave, or stay for a specified period in a country.
Apolitical: Not interested or involved in politics.
Explanation of the above passage—The author explains that traveling for a long time through many countries in Europe and America was very tiring. She was always moving between India and different parts of the world. In total, she spent three years outside India, and by the end, she felt a strong need to go back home. However, she then wondered what home truly meant and how a person creates one for themselves. She thought about common ways people make a home, like buying a house, getting married, having children, or making friends. Out of these options, she had only managed to make friends. She remembered that the friends she made in school in Lahore now lived in a different country, Pakistan, because of the partition. She even had to get a special document i.e a visa just to visit her closest friend for a weekend. The author says she would prefer to be someone who doesn’t care about politics, but she realized that political events affect people’s lives even when they don’t want them to.
Passage: On my return, the last of many returns, what ultimately awaited me were marriage, children and a flat in Bombay. Finally I had a home, but it came with strings attached—I now had to manage this new home. In a society like ours, where a woman wanting to work outside the home must do so in addition to her domestic responsibilities, it is easy to feel overwhelmed. Still, I didn’t do too badly thanks to my supportive husband, Rajanikant. In spite of his own background in a family where men are treated as a special breed, he was a good man, with the extraordinary quality of believing everything. The word ‘suspicion’ was absent from his vocabulary. This made him popular but unsuccessful, both as a professional and a parent, but a very accommodating husband. My biggest benefit from my association with him was the love of music he instilled in me. If he had chosen music as a profession he would have done better in life, but his bar-at-law from Lincoln’s Inn in London pushed him into the wrong line of work.
Word Meanings
Strings attached: Hidden or unstated conditions or drawbacks that come with something seemingly good.
Overwhelmed: Feeling too much to handle; buried or drowned by a large amount of something.
Special breed: A unique or exceptional type of person, often implying they are treated with extra privilege or care.
Suspicion: A feeling or belief that someone is guilty of an illegal or dishonest act without proof; a feeling of distrust.
Vocabulary: The words a person knows or uses.
Association: A connection or relationship with someone or something.
Instilled: Gradually but firmly put an idea or feeling into someone’s mind.
Bar-at-law: A qualification that allows someone to practice as a barrister (a type of lawyer) in England.
Pushed him into: Encouraged or forced him into a particular situation or profession.
Explanation of the above passage—Upon her final return home after many travels, the author found that marriage, children, and an apartment in Bombay were waiting for her. She finally felt like she had a home, but it came with hidden responsibilities, she now had to manage this new household. In a society like hers, where women who wanted to work outside the home also had to do all the housework, it’s easy to feel completely overwhelmed. However, she managed quite well, thanks to her supportive husband, Rajanikant. Even though he came from a family where men were treated as very special, he was a good person who had an unusual quality of believing everything and never being suspicious. This made him well-liked by people, but it also made him unsuccessful in his career and as a parent. Despite this, he was a very helpful and understanding husband. The greatest positive thing she gained from being with him was the love of music he taught her. The author suggests that if he had chosen music as his job, he would have done better in life, but his law degree from London led him into a job that wasn’t right for him.
Passage: I must say, I am blessed with a wonderful family, two normal and healthy children, my son Shriraj and daughter Maitreyi, now married with their own children. Looking back, I keep wondering what my contribution was as a mother, but it must have been satisfactory to attain these results. And yet, both are completely different in their attitudes and philosophies—one has an extended sense of ambition and the other allows things to transpire as they are destined to. The only point on which they agree is that they disagree with my profession! It is interesting to have this kind of variety in a family. Living with a group of different personalities beneath one roof is like performing with other artistes on stage. The equation, the space factor, vibrations and relationships must be taken into serious consideration. You are no longer performing solo. You belong to a larger image and must develop a new set of performing skills.
Word Meanings
Philosophies: A person’s basic beliefs about life and the universe.
Extended sense of ambition: A strong and broad desire to achieve a lot or be very successful.
Variety: The quality or state of being different or diverse; a range of different things.
Personalities: The combination of characteristics or qualities that form an individual’s distinct character.
Beneath one roof: Living in the same house.
Artistes: Professional performers, especially dancers or musicians.
Equation: A situation or problem in which several factors must be considered; the relationship between different parts.
Space factor: How space is used or affects interactions.
Vibrations: feelings, moods, or emotional atmospheres created by people.
Performing solo: Performing alone, by oneself.
Performing skills: Abilities needed to perform well.
Explanation of the above passage—The author says that she feels very fortunate to have a wonderful family, including her two healthy children, a son named Shriraj and a daughter named Maitreyi, who are now grown, married, and have their own children. Looking back, she often wonders what her role as a mother truly contributed, but she believes it must have been good enough given the successful lives her children have. Interestingly, her son and daughter have completely different ways of thinking and seeing life; one is very ambitious and wants to achieve a lot, while the other prefers to let things happen as they are meant to. The only thing they both agree on is that they don’t like her profession. She finds this difference in her family interesting. She compares living with various personalities under one roof to performing on stage with other artists. Just like in a dance performance, she explains, one must carefully consider the balance, how space is used, the feelings or moods present, and the connections between everyone. When living in a family, one is no longer acting alone; one is part of a bigger group and needs to learn new ways of interacting and behaving to make the group work well.
Conclusion
Bridge explores the theme of struggle a woman goes through in an Indian society through Kumudini Lakhia’s journey as a dancer, detailing her early life, struggles with her mother’s aspirations for her to dance, and the impact of her family dynamics. Students can take help from this post to understand the lesson and also learn the difficult word meanings to get a better grasp of Bridges. This lesson includes a summary of Bridges, which will help students in class 11 to get a quick recap of the lesson.