This excerpt from Wings of Fire by Dr. A.P.J. Abdul Kalam beautifully captures his early life in Rameswaram. It portrays a deeply personal and heartwarming account of his childhood, emphasizing the values of simplicity, integrity, and communal harmony that shaped his worldview.

Key themes that emerge include:

1. Family and Upbringing: Dr. Kalam grew up in a modest yet spiritually rich household. His parents, particularly his father's wisdom and his mother's kindness, played a significant role in his moral development. The family's generosity and the sense of emotional and material security left a lasting impact on him.

2. Early Experiences and Lessons: The influence of his environment, marked by communal coexistence, is evident in his friendships with Hindu boys and the family’s participation in both Hindu and Islamic traditions. These experiences helped him transcend religious boundaries and instilled in him a deep respect for diversity.

3. Challenges and Resilience: Incidents like his teacher's attempt to enforce social discrimination illustrate the rigid caste and religious divisions of the time. However, figures like Lakshmana Sastry and Sivasubramania Iyer, who stood up against such discrimination, shaped Kalam’s ideals of equality and human dignity.

4. Mentorship and Vision: His science teacher, Sivasubramania Iyer, played a pivotal role in fostering his intellectual curiosity and ambition, urging him to aspire beyond the constraints of his small-town upbringing.

5. Cultural and Historical Context: The narrative also provides glimpses of the socio-political climate of the time, including the impact of World War II and the impending independence of India. This backdrop of change and optimism further fueled Kalam’s desire to contribute to his country’s future.

This extract reflects the foundation of Dr. Kalam's personal philosophy: hard work, humility, and a commitment to the betterment of society, values that would guide him throughout his life and career.

Critical Analysis

The excerpt from Wings of Fire provides a rich narrative of Dr. A.P.J. Abdul Kalam’s early life, offering a glimpse into the formative experiences that shaped his character, values, and worldview. In analyzing this piece critically, several key elements stand out:

1. Theme of Humble Beginnings

Dr. Kalam’s story begins with his birth into a middle-class Tamil family in Rameswaram, where material wealth was scarce but emotional and spiritual wealth was abundant. This focus on simplicity and humility underlines one of the central themes of his autobiography: the idea that great achievements often emerge from modest beginnings. His father’s wisdom, despite his lack of formal education, and his mother’s generosity, are highlighted as pivotal influences on Kalam’s moral compass. This emphasis on a nurturing family environment suggests that strong values, more than material wealth, lay the foundation for success.

2. Religious and Cultural Harmony

A significant portion of the narrative revolves around Kalam’s interactions with his Hindu friends, Ramanadha Sastry, Aravindan, and Sivaprakasan, and his participation in religious ceremonies. This inclusion reflects not only the multicultural fabric of Indian society but also Kalam’s personal belief in communal harmony. The lack of religious differences in their childhood friendships illustrates the innocence of youth, unsullied by the prejudices that adults often impose on society. The event with the new teacher attempting to segregate Hindu and Muslim students introduces the theme of social inequality, but Lakshmana Sastry’s firm intervention exemplifies the transformative power of ethical leadership. This incident also lays the groundwork for Kalam’s lifelong rejection of social discrimination.

3. The Role of Mentors

Throughout the narrative, the importance of mentorship stands out. Sivasubramania Iyer, Kalam’s science teacher, not only nurtures his academic potential but also challenges societal norms by inviting him, a Muslim boy, to his home despite opposition from his orthodox wife. This act of defiance against ingrained social barriers serves as a metaphor for the intellectual and social liberation that education can provide. The teacher’s efforts to help Kalam rise to the level of the "highly educated people of the big cities" foreshadows Kalam’s eventual role as a leader and visionary. This theme of mentorship suggests that great minds are often shaped by those who see potential beyond societal constraints.

4. Social Critique

The narrative subtly critiques the rigid social structures of Rameswaram, especially the caste and religious divisions that dictated many aspects of daily life. The incident with the teacher who segregated students based on religion highlights the pervasive influence of caste and religious identity even in educational settings. However, the strong response from Lakshmana Sastry, a Hindu priest, points to a more progressive vision for Indian society—one that transcends religious and caste barriers in favor of unity and equality. Similarly, the transformation of Sivasubramania Iyer’s wife, who eventually serves Kalam food with her own hands, symbolizes the slow but possible breakdown of social prejudices.

5. Historical and National Context

The backdrop of World War II and the Indian independence movement lends a larger historical context to Kalam’s personal story. The war indirectly affects his life by providing him with opportunities to earn money, while the impending independence fills the country with optimism. His father’s use of Khalil Gibran’s wisdom, urging his mother to let Kalam pursue education outside Rameswaram, symbolizes the larger process of letting go—of individuals and of a nation—so they can grow and achieve greatness. This parallels India’s own journey towards self-reliance, echoing Gandhiji’s proclamation that “Indians will build their own India.”

6. Personal Growth and Values

One of the most striking aspects of this excerpt is the focus on personal growth. Kalam’s journey from a curious, small-town boy to an individual with dreams of contributing to his nation’s future is mirrored in his relationship with his mentors and his growing awareness of the world around him. He attributes his success to the values he inherited from his parents—honesty, self-discipline, kindness, and faith. These values, along with the wisdom imparted by figures like Sivasubramania Iyer and Lakshmana Sastry, became the moral pillars of his life, guiding him through his later roles as a scientist, leader, and president of India.

7. Writing Style and Tone

Kalam’s writing is straightforward and unembellished, reflecting the simplicity of his upbringing and personality. The tone is reflective and nostalgic, but also optimistic, as he recounts his childhood experiences with a sense of gratitude. The language used is accessible, making his story relatable to a wide audience, particularly young readers who may see parallels between his journey and their own aspirations. However, the simplicity of the language also belies the deeper social and philosophical issues that the narrative touches upon, making the text layered and thought-provoking.

Conclusion

In conclusion, this excerpt from Wings of Fire offers more than just a recollection of Dr. Kalam’s childhood—it serves as a commentary on the broader issues of social inequality, religious tolerance, and the transformative power of education and mentorship. Dr. Kalam’s early experiences in Rameswaram shaped his ideals of humility, inclusivity, and the pursuit of knowledge, all of which would later define his contributions to India. The narrative’s simplicity does not detract from its depth; instead, it invites readers to reflect on the fundamental values that underpin true success and personal fulfillment.

Characters

The excerpt from Wings of Fire introduces several key characters, each of whom played an important role in shaping Dr. A.P.J. Abdul Kalam’s childhood and worldview. These characters are drawn from both his family and the broader community in Rameswaram, reflecting the values of simplicity, communal harmony, and resilience. Here is a closer look at the main characters mentioned in the story:

1. Jainulabdeen (Kalam’s Father)

Jainulabdeen, Kalam’s father, was a man of wisdom, honesty, and simplicity despite lacking formal education and wealth. His spiritual insight and ethical values deeply influenced Kalam. He lived a life of austerity, avoiding unnecessary luxuries, but provided for his family’s needs in terms of food, medicine, and clothing. His self-discipline and strong moral compass were qualities that Kalam admired and inherited. Jainulabdeen also imparted lessons of self-reliance and freedom to Kalam, particularly when he encouraged his son to leave Rameswaram to pursue education, quoting Khalil Gibran’s philosophy about parenting.

2. Ashiamma (Kalam’s Mother)

Ashiamma, Kalam’s mother, is remembered for her kindness, generosity, and nurturing nature. She regularly fed many more outsiders than the family members, exemplifying her hospitality and charitable spirit. Kalam recalls her as a figure of goodness and compassion, values that he and his siblings inherited. Ashiamma, along with her mother, used to tell Kalam and the other children stories from the Ramayana and the life of the Prophet, illustrating the religious and cultural integration that defined his childhood. Her deep care for her children was balanced by the wisdom she demonstrated in eventually accepting Kalam’s departure to pursue his education.

3. Samsuddin (Kalam’s Cousin)

Samsuddin, Kalam’s cousin, was a newspaper distributor in Rameswaram. He played a key role in providing Kalam with his first job, giving him the responsibility of helping catch newspaper bundles from moving trains after the train halt at Rameswaram station was suspended due to World War II. Samsuddin’s influence on Kalam was significant as this job earned Kalam his first wages, instilling in him a sense of pride and independence. Samsuddin's involvement in Kalam’s early life highlights the importance of family support in shaping one’s early experiences.

4. Jallaluddin (Kalam’s Brother-in-Law)

Jallaluddin was Kalam’s brother-in-law and a major source of information and stories about the outside world, particularly regarding the ongoing Second World War. He would tell Kalam stories about the war, which Kalam would later follow in the newspaper Dinamani. Jallaluddin’s storytelling sparked Kalam’s curiosity about world events, introducing him to a broader perspective beyond his immediate surroundings. This curiosity would eventually contribute to his scientific aspirations and his interest in global issues.

5. Ramanadha Sastry (Kalam’s Childhood Friend)

Ramanadha Sastry, one of Kalam’s closest friends, was the son of Pakshi Lakshmana Sastry, the high priest of the Rameswaram temple. Despite coming from a traditional Hindu Brahmin family, his friendship with Kalam, a Muslim boy, exemplified the communal harmony that characterized their childhood. The two friends sat together in class, and when a new teacher attempted to segregate them based on religion, Ramanadha Sastry was deeply upset, even shedding tears over the injustice. Later in life, Ramanadha Sastry took over the priesthood from his father, continuing the family tradition.

6. Aravindan (Kalam’s Childhood Friend)

Aravindan was another of Kalam’s close friends from an orthodox Hindu Brahmin family. While their religious backgrounds differed, this never affected their childhood bond. Later in life, Aravindan went into the business of arranging transport for visiting pilgrims, a profession that reflects his connection to the spiritual and cultural heritage of Rameswaram. His role in the story represents the seamless blending of professional and religious identities that characterized life in Kalam’s hometown.

7. Sivaprakasan (Kalam’s Childhood Friend)

Sivaprakasan, another of Kalam’s childhood friends, came from a similar orthodox Brahmin family as Aravindan and Ramanadha Sastry. As children, the three boys and Kalam never felt any differences between them despite their varied religious backgrounds. Sivaprakasan later became a catering contractor for the Southern Railways. His presence in Kalam’s life underscores the theme of communal unity and friendship that transcended religious and social divisions in their childhood.

8. Lakshmana Sastry (Ramanadha Sastry’s Father)

Lakshmana Sastry, the high priest of the Rameswaram temple and Ramanadha Sastry’s father, is portrayed as a figure of moral authority and wisdom. When the new teacher at Kalam’s school attempted to enforce religious segregation by making Kalam sit at the back of the class, Lakshmana Sastry firmly rebuked the teacher for spreading communal intolerance. His strong sense of justice and conviction not only corrected the teacher’s behavior but also left a lasting impression on Kalam, who saw in him a model of ethical leadership. Lakshmana Sastry’s role in the story emphasizes the importance of standing up for communal harmony and social equality.

9. Sivasubramania Iyer (Kalam’s Science Teacher)

Sivasubramania Iyer, Kalam’s science teacher, was an orthodox Brahmin but also a progressive thinker. He encouraged Kalam to dream big and work hard to be on par with the educated people in big cities. He defied societal norms by inviting Kalam, a Muslim boy, to his home for a meal, despite his conservative wife’s opposition. Iyer’s determination to break social barriers and his commitment to Kalam’s growth played a crucial role in shaping Kalam’s ambition and sense of equality. His actions symbolized the idea that education and personal growth should transcend caste, religion, and social divisions.

10. Sivasubramania Iyer’s Wife

Sivasubramania Iyer’s wife initially opposed her husband’s decision to invite Kalam to their home for a meal, as she did not want a Muslim boy to eat in her ritually pure kitchen. Her reluctance reflects the entrenched social and religious divisions of the time. However, her eventual transformation—where she serves Kalam with her own hands during his next visit—symbolizes the possibility of overcoming such prejudices. Her change of heart demonstrates the power of persistence and moral conviction in challenging and eventually changing societal norms.

Conclusion

Each of these characters played a pivotal role in Kalam’s early life, contributing to the development of his values, beliefs, and aspirations. From his parents’ wisdom and kindness to the mentorship of figures like Sivasubramania Iyer and the communal harmony represented by his friends, these individuals shaped Kalam’s understanding of the world. The characters are representative of a diverse, multi-religious India, where personal bonds and ethical leadership can transcend societal divisions, and where mentorship and encouragement can empower individuals to achieve great things.

Understanding the Text

I. Answer these questions in one or two sentences each.

1. Where was Abdul Kalam's house?

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

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

4. How did Abdul Kalam earn his first wages?

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

Answers

1. Where was Abdul Kalam's house?

Abdul Kalam's house was on Mosque Street in Rameswaram, a small island town in the erstwhile Madras State.

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

Dinamani is likely the name of a newspaper, as Kalam mentions reading headlines about World War II in it.

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

Abdul Kalam's school friends were Ramanadha Sastry, Aravindan, and Sivaprakasan. Ramanadha Sastry became the high priest of the Rameswaram temple, Aravindan organized transport for pilgrims, and 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 distribute newspapers in Rameswaram.

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

Yes, before earning wages from newspaper distribution, Abdul Kalam had earned money by collecting and selling tamarind seeds during the Second World War.

……………………………………………………………

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?

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

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?

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

Answers

1. How does the author describe:

(i) His father: Abdul Kalam describes his father, Jainulabdeen, as a man of great wisdom, simplicity, and generosity, despite having little formal education or wealth. He was austere but ensured the family’s necessities were met.

(ii) His mother: Kalam describes his mother, Ashiamma, as kind and nurturing, with deep faith in goodness. She was incredibly generous, feeding many outsiders every day in addition to her family.

(iii) Himself: Kalam describes himself as a short, undistinguished-looking boy, born to tall and handsome parents. He felt his childhood was secure, both materially and emotionally.

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

From his father, Kalam inherited honesty and self-discipline, and from his mother, he inherited faith in goodness and a deep sense of kindness, which shaped his moral values and character.

III. Discuss these questions in class with your teacher and then write down your 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 (for example, by the way they dressed)?

(ii) Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam's house; of who his friends were; and of what used to take place in the pond near his house.)

(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?

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

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

    (ii) What did his father say to this?

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

Thinking about Language

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

erupt, surge, trace, undistinguished, casualty

Look these words up in a dictionary which gives examples of how they are used. Now answer the following questions.

1. What are the things that can erupt? Use examples to explain the various meanings of erupt. Now do the same for the word surge. What things can surge?

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

3. Can you find the word undistinguished in your dictionary? (If not, look up the word distinguished and say what undistinguished must mean.)

Answers

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 (for example, by the way they dressed)?

The author mentions two primary social groups: Muslims and Hindu Brahmins. These groups were easily identifiable by their attire and religious symbols. For example, Kalam wore a cap that marked him as a Muslim, while his friend Ramanadha Sastry wore a sacred thread as a symbol of being a Brahmin.

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

Despite the rigid social segregation, these groups shared friendships and experiences. Kalam had close friends from orthodox Brahmin families, and religious differences didn’t affect their relationships. Additionally, the bedtime stories told at Kalam's house included both stories from the Ramayana and the life of the Prophet, illustrating the blending of religious narratives. Similarly, events like the Shri Sita Rama Kalyanam ceremony, where Kalam’s family arranged boats for carrying idols, reflected a shared cultural experience.

(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?

The teacher who segregated Kalam and Ramanadha Sastry based on religion was someone who was highly aware of the differences between groups. On the other hand, people like Lakshmana Sastry, who opposed this segregation, and Sivasubramania Iyer, who invited Kalam to his home despite social taboos, actively worked to bridge these differences.

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

The first incident is when the new teacher made Kalam sit at the back of the class because of his religion, creating a division between him and his friend. This situation was resolved when Lakshmana Sastry reprimanded the teacher, emphasizing equality and communal harmony. The second incident involved Sivasubramania Iyer inviting Kalam to his home for a meal, despite his wife’s initial reluctance. This situation was resolved when Iyer’s wife eventually served Kalam with her own hands, showing that attitudes can change through persistence and exposure to new perspectives.

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

Abdul Kalam wanted to leave Rameswaram to pursue further education at the district headquarters in Ramanathapuram. He recognized that staying in his small town would limit his educational and professional growth.

(ii) What did his father say to this?

Kalam’s father, Jainulabdeen, supported his decision and encouraged him to leave in order to grow. He compared Kalam’s situation to a seagull flying across the sun, emphasizing the need for independence and self-reliance. He also quoted Khalil Gibran, telling Kalam’s mother that their children were not truly their own, but belonged to life’s greater purpose.

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

Jainulabdeen’s words reflect his understanding that children must eventually forge their own paths, even if it means leaving the safety of their home. His comparison to a seagull suggests that growth often requires stepping out of one’s comfort zone. He spoke these words to reassure his wife and to show Kalam that leaving was a natural part of his development. His philosophical view of parenting indicates his deep wisdom and acceptance of change.

Thinking about Language

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

1. Erupt: "A sudden demand for tamarind seeds erupted in the market."

2. Surge: "I can still feel the surge of pride in earning my own money for the first time."

3. Trace: "I would later attempt to trace in the headlines in Dinamani."

4. Undistinguished: "I was a short boy with rather undistinguished looks, born to tall and handsome parents."

5. Casualty: "The first casualty came in the form of the suspension of the train halt at Rameswaram station."

1. What are the things that can erupt? Use examples to explain the various meanings of erupt. Now do the same for the word surge. What things can surge?

• Erupt: Volcanos can erupt, releasing lava and ash; conflicts can erupt suddenly, leading to violence; emotions can erupt, as in anger or joy.

• Surge: Waves can surge during a storm; emotions, like pride or anger, can surge within a person; electricity can surge through a wire.

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

• Trace: It can mean to follow or discover something by investigation (e.g., "trace the origin of an idea") or to draw a line (e.g., "trace a pattern"). The meaning closest to the text is "to follow or track something," as Kalam was trying to trace the events of World War II in the newspaper.

3. Can you find the word undistinguished in your dictionary? (If not, look up the word distinguished and say what undistinguished must mean.)

• Undistinguished: It means lacking any special qualities or features. Since distinguished means to stand out or be notable, undistinguished means ordinary or unremarkable.