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Class 11 Alternative English Chapter 3 Life and Learning
–George Bernard Shaw
About the Author:
George Bernard Shaw was a famous Irish playwright, critic, and essayist, born on 26 July 1856 in Dublin, Ireland. He came from a modest family and had limited formal schooling, but he
educated himself through wide reading and deep interest in literature, music, and social issues.
In his early years, Shaw moved to London, where he struggled before gaining recognition as a writer. He began his career as a critic and later became one of the leading dramatists of his time. His plays, such as Arms and the Man, Man and Superman, and Pygmalion, are known for their wit, humour, and strong criticism of social problems.
Shaw was also a strong supporter of social reform and was associated with the Fabian Society. His writings reflect his views on education, class, and society. He was awarded the Nobel Prize in Literature in 1925 for his contribution to drama. George Bernard Shaw died on 2 November 1950, leaving behind a lasting influence on English literature.
Word Notes
Routine: A fixed pattern of work or activity followed regularly; often mechanical and lacking flexibility.
Crammer: A tutor who prepares students for examinations by focusing on likely questions and past papers.
Irksome: Tiresome or irritating; causing annoyance or boredom.
Penal servitude: Severe punishment involving forced labour; used metaphorically by Shaw to describe school life as oppressive.
Governess: A private female teacher employed to educate children at home.
Logarithms: Mathematical calculations related to powers and exponents.
Binomial theorem: A rule in algebra used to expand expressions raised to a power.
Defective: Imperfect or lacking essential qualities; incomplete.
Ignoramus: A person who lacks knowledge or awareness.
Savage: Someone regarded as uncultured or without refined knowledge.
Radical: Holding strong, unconventional, or reformist ideas.
Monotonous: Repetitive and dull, lacking variety or interest.
Examination: A formal test to assess knowledge or skill.
Up-to-date: Reflecting the latest knowledge, ideas, or developments.
Scholar: A highly educated person with deep learning.
Cramming: Intensive memorization of information, especially before exams.
Practical knowledge: Knowledge that is useful in real-life situations.
Uniformity: The condition of being the same for all, without variation.
Individuality: Personal uniqueness or distinct character.
Criticism: The act of analyzing and pointing out faults or weaknesses.
Memorization: The process of learning something by heart without necessarily understanding it.
Intellectual: Relating to thinking, reasoning, and understanding.
Conventional: Based on traditional practices or commonly accepted standards.
Unconventional: Not following established customs; different or innovative.
Examiners: People who set and evaluate examination papers.
Curriculum: The subjects and content taught in an educational system.
Reform: Improvement or change made to correct faults.
Rigid: Strict and inflexible; not open to change.
Perspective: A particular way of viewing or understanding something.
Experience: Knowledge or skill gained through practice or life events.
Fundamental: Basic and essential; forming the foundation.
Retention: The ability to remember or keep information over time.
Application: The practical use of knowledge in real situations.
Analysis: Detailed examination or study of something.
Observation: The act of carefully watching or noticing something.
Insight: Deep understanding of a subject or situation.
Evaluation: Judging the value or effectiveness of something.
Awareness: Knowledge or perception of a situation or fact.
Discipline: Training that develops self-control and order.
Adaptation: The ability to adjust to new conditions or changes.
Summary
“Life and Learning” by George Bernard Shaw is a thought-provoking essay in which the author critically examines the traditional system of education and presents his unconventional views on learning. Shaw begins by pointing out that the earliest stage of education is actually the most difficult, as children learn basic skills like reading, writing, and arithmetic with great effort, even though they later forget how they acquired them. This observation highlights the mysterious and unconscious nature of early learning.
Shaw strongly criticizes the rigid and mechanical routine followed in schools. He argues that such a uniform system, designed to suit everyone, ends up suiting no one because each
individual has different abilities, interests, and capacities. To illustrate this idea, he gives the example of German boots that were once made without distinguishing between right and left, suggesting that a one-size-fits-all approach is ineffective. Through this comparison, Shaw exposes the limitations of standardized education.
Another major criticism in the essay is directed at the examination system. Shaw believes that examinations do not truly test knowledge or understanding but rather reward memorization and guesswork. He introduces the concept of a “crammer,” a person who prepares students by studying past question papers and predicting likely questions. This, according to Shaw, reduces education to a mechanical process aimed only at passing exams. He further warns that giving modern or updated answers in examinations can be risky, as examiners often cling to outdated ideas and may not accept new perspectives.
Shaw also points out that much of what is taught in schools is impractical and does not prepare students for real life. After completing their education, students often realize that they lack essential life skills. He criticizes textbooks for being poorly written and unengaging, which further reduces the effectiveness of education. Moreover, he challenges the idea of a perfectly knowledgeable scholar, asserting that no one can know everything, and true education lies in continuous learning.
Despite his criticism of formal schooling, Shaw presents a positive view of life as a continuous process of education. He believes that real learning does not end with school but continues throughout life, as individuals gain knowledge through experience, observation, and reflection. His tone, though humorous at times, carries a serious message about the need to reform the education system.
In conclusion, the essay is both critical and insightful, exposing the flaws of conventional education while advocating for a more practical, flexible, and lifelong approach to learning.
Shaw encourages readers to value understanding over memorization and to recognize that true education extends beyond the classroom into everyday life.
Comprehension: Textual Question & Answers
Ⅰ. State whether the following sentences are True or False.
1. The hardest part of schooling, according to Shaw, is the early part.
Ans: True.
2. School life is always irksome.
Ans: True.
3. There was a time when German boots were not divided into rights and lefts.
Ans: True.
4. The scholar who knows everything exists.
Ans: False.
5. Shaw forgets everybody five minutes after they have been introduced to him.
Ans: False.
Note: The statement is false because George Bernard Shaw, does not claim that he forgets people immediately after meeting them.
Ⅱ. Answer these questions in one sentence.
1. What is Shaw’s interesting opinion on ‘routine’?
Ans: Shaw believes that routine is meant for everyone, yet in reality it does not truly suit anyone.
2. Why were English people going to live in Germany astonished?
Ans: They were surprised to find that German boots were not made separately for the right and left feet.
3. Why is da Vinci’s notebook considered ‘funny’?
Ans: It is called funny because it once suggested that the Earth moves around the sun, an idea not accepted at that time.
4. Why does Shaw call himself ‘an educated man’?
Ans: Shaw calls himself educated because he has spent many years earning his living through work that requires a high level of education.
5. Why didn’t the governess teach Shaw the table of logarithms and the binomial theorem?
Ans: She could not teach them because she herself did not understand these topics.
Ⅲ. Answer these questions in two or three sentences.
1. Why does the author say that the hardest part of schooling is the early part?
Ans: The author considers the early stage of schooling the hardest because it involves learning basic skills like reading, writing, and arithmetic. These are difficult tasks, though people later forget how challenging they were. He also points out that learning becomes harder as we grow older.
2. How can a crammer find out what questions are going to be asked?
Ans: A crammer studies past examination papers to identify patterns in the questions. By observing repetition and trends, they can guess the likely questions. This helps students prepare more effectively.
3. Why does Shaw say that once the students are safely through their examinations, they will discover their education to be defective?
Ans: Shaw believes that after exams, students realize their education lacks practical value. They may not have learned essential life skills. This shows that their learning was incomplete.
4. Who is a savage or an ignoramus according to Shaw?
Ans: Shaw considers a person ignorant if they are unaware of great musicians and artists, even if they have academic achievements. True education, for him, includes knowledge of culture and art.
5. Why does Shaw think he has not grown up yet?
Ans: Shaw feels he has not fully grown up because he continues to learn new things. He sees life as an ongoing process of education. This constant curiosity keeps him mentally young.
Ⅳ. Answer these questions briefly in your own words.
1. Why does Shaw say that to do well in an examination, ‘you must go to a crammer’?
Ans: Shaw suggests that success in exams often depends on special preparation rather than true understanding. A crammer helps students focus on likely questions by studying past papers. This method increases the chances of scoring well.
2. ‘School to me was a sentence of penal servitude.’ Explain.
Ans: Shaw compares school to punishment because he found it dull and restrictive. He disliked the rigid system and uninteresting teaching methods. His creative mind could not enjoy such an environment.
3. How does Shaw argue that a routine, supposed to suit everybody, suits nobody?
Ans: Shaw argues that routine ignores individual differences among students. Each person has unique abilities and needs. A fixed system cannot satisfy everyone equally.
4. Explain why it is dangerous to give up-to-date answers in the examinations.
Ans: Shaw warns that examiners may not accept modern ideas. They often prefer traditional views and may reject new knowledge. As a result, giving updated answers can lead to lower
marks.
Ⅴ. Answer these questions in detail.
1. Shaw had a reputation for holding radical views and opinions, and ‘Life and Learning’ is an excellent example of it. Which views of Shaw do you agree with, and why?
Ans: I agree with many of the ideas expressed by George Bernard Shaw in this essay, as they appear thoughtful and realistic. His observation that early learning in childhood is both difficult and almost unconscious seems quite true, since most people cannot clearly remember how they first learned to read, write, or calculate. Shaw’s argument that basic skills such as reading and arithmetic remain useful throughout life, while much of the rest of schooling, shaped by dull and rigid routines, contributes little to real growth, is also convincing. I also find his idea that life itself functions as a larger school meaningful, as it constantly offers new experiences, lessons, and challenges. In addition, his criticism of conservative teachers who resist new ideas feels relevant, as does his remark that many textbooks are not written in an engaging or effective manner. Overall, his views encourage a more practical and thoughtful approach to education.
2. Suggest some steps to improve the quality of school education in your state/region.
Ans: The present system of school education often depends heavily on memorization, which does not lead to true understanding or meaningful knowledge. To improve the quality of
education in my region, several steps can be taken. First, teachers should receive regular training so that they can stay updated with modern teaching techniques and improved subject knowledge. Second, the curriculum needs to be redesigned to make it more practical, interesting, and connected to real-life situations instead of focusing mainly on rote learning. Encouraging creativity, critical thinking, and participation in extracurricular activities can also support the overall development of students. Furthermore, regular evaluation of teaching methods, taking feedback from students and parents, and maintaining a better balance between the number of students and teachers can significantly enhance the effectiveness of the education system. 0 0 0
Additional Questions and Answers
Ⅰ. Multiple Choice Questions (MCQs)
1. According to Shaw, which part of schooling is the hardest?
(a) Final stage
(b) Middle stage
(c) Early stage
(d) College stage
Ans: (c)
2. What does Shaw compare routine with?
(a) A machine
(b) German boots
(c) A clock
(d) A book
Ans: (b)
3. Why were English people surprised in Germany?
(a) Food habits
(b) Language
(c) Boots not divided into right and left
(d) Weather
Ans: (c)
4. What is Shaw’s opinion about routine?
(a) It suits everyone
(b) It suits nobody
(c) It suits teachers only
(d) It suits children only
Ans: (b)
5. Who helps students prepare for exams effectively?
(a) Teacher
(b) Parent
(c) Crammer
(d) Friend
Ans: (c)
6. What does a crammer mainly use?
(a) Textbooks
(b) Old question papers
(c) Notes
(d) Stories
Ans: (b)
7. What does Shaw say about school life?
(a) Always enjoyable
(b) Always boring
(c) Always irksome
(d) Always exciting
Ans: (c)
8. What kind of answers are risky in exams?
(a) Old answers
(b) Short answers
(c) Up-to-date answers
(d) Wrong answers
Ans: (c)
9. What does Shaw criticize about textbooks?
(a) Too colourful
(b) Poorly written
(c) Too short
(d) Too expensive
Ans: (b)
10. What is the main aim of schooling according to Shaw?
(a) Passing exams
(b) Earning money
(c) Learning basics
(d) Becoming famous
Ans: (c)
11. What does Shaw say about scholars who know everything?
(a) They exist
(b) They are common
(c) They do not exist
(d) They are rare
Ans: (c)
12. What is Shaw’s profession?
(a) Scientist
(b) Teacher
(c) Writer
(d) Doctor
Ans: (c)
13. What is Shaw’s view on memory?
(a) Improves with age
(b) Weakens with age
(c) Remains same
(d) Is not important
Ans: (b)
14. What does Shaw say about learning in childhood?
(a) Easy and memorable
(b) Difficult but forgotten
(c) Useless
(d) Irrelevant
Ans: (b)
15. What is meant by ‘penal servitude’?
(a) Enjoyment
(b) Reward
(c) Punishment
(d) Freedom
Ans: (c)
16. What does Shaw say about exam success?
(a) Depends on luck
(b) Depends on cramming
(c) Depends on talent
(d) Depends on age
Ans: (b)
17. What is lacking in education according to Shaw?
(a) Books
(b) Buildings
(c) Practical knowledge
(d) Teachers
Ans: (c)
18. What kind of teachers does Shaw criticize?
(a) Young teachers
(b) Strict teachers
(c) Old-fashioned teachers
(d) Friendly teachers
Ans: (c)
19. What does Shaw compare life with?
(a) Game
(b) War
(c) School
(d) Story
Ans: (c)
20. What is Shaw’s attitude towards learning?
(a) Negative
(b) Indifferent
(c) Continuous
(d) Careless
Ans: (c)
21. What does Shaw say about examination system?
(a) Perfect
(b) Fair
(c) Faulty
(d) Useful
Ans: (c)
22. What do exams mainly test?
(a) Intelligence
(b) Memory
(c) Creativity
(d) Skill
Ans: (b)
23. What is Shaw’s tone in the essay?
(a) Serious
(b) Humorous and critical
(c) Sad
(d) Romantic
Ans: (b)
24. What is Shaw’s view on knowledge?
(a) Fixed
(b) Limited
(c) Ever-growing
(d) Useless
Ans: (c)
25. What does Shaw say about forgetting people?
(a) He forgets quickly
(b) He remembers forever
(c) He never forgets
(d) He avoids meeting
Ans: (a)
26. What does Shaw value most in education?
(a) Marks
(b) Discipline
(c) Understanding
(d) Competition
Ans: (c)
27. What does Shaw say about uniformity in education?
(a) Necessary
(b) Harmful
(c) Useful
(d) Easy
Ans: (b)
28. What does Shaw think about specialization?
(a) Important
(b) Useless
(c) Limited
(d) Confusing
Ans: (c)
29. What does Shaw emphasize in learning?
(a) Repetition
(b) Understanding
(c) Writing
(d) Reading
Ans: (b)
30. What does Shaw ultimately suggest about education?
(a) It should end early
(b) It should be lifelong
(c) It should be strict
(d) It should be limited
Ans: (b)
31. What does Shaw imply through the example of German boots?
(a) Germans are careless
(b) Uniform systems ignore individual differences
(c) Boots are uncomfortable
(d) Fashion is important
Ans: (b)
32. Why does Shaw consider examinations misleading?
(a) They are too easy
(b) They test real knowledge
(c) They reward memorization over understanding
(d) They are too short
Ans: (c)
33. What is Shaw’s deeper criticism of traditional education?
(a) It is expensive
(b) It discourages thinking and individuality
(c) It lacks books
(d) It has fewer teachers
Ans: (b)
34. Why is giving modern answers risky in exams, according to Shaw?
(a) Students forget them
(b) Teachers may not accept new ideas
(c) They are too long
(d) They are confusing
Ans: (b)
35. What does Shaw ultimately convey about learning and life?
(a) Learning ends with school
(b) Learning is unnecessary
(c) Learning is a lifelong process
(d) Learning depends on exams
Ans: (c) 0 0 0
