In Mrs Tilscher's Class

Question 1

You could travel up the Blue Nile

Answer 1

“You” - This is a direct address to the reader showing childhood is a shared experance

“could tracel up the blue nile” - Mrs. T has transported her pupils through her lessons

“Blue” - The use of the senses: sight, tough and sound

Question 2

with your finger, tracing the route

Answer 2

“your finger, tracing” - The use of the senses: sight, tough and sound

Question 3

while Mrs Tilscher chanted the scenery.

Answer 3

“chanted” - The use of the senses: sight, tough and sound

Question 4

Tana. Ethiopia. Khartoum. Aswan.

Answer 4

The minor sentances show us sence of wonder and adventure created by these places

Question 5

That for an hour, then a skittle of milk

Answer 5

“skittle of milk” - Milk links with the matornal and innocents

Question 6

and the chalky Pyramids rubbed into dust.

Answer 6

“chalky Pyramids rubbed into dust.” - The neverending possibilities of what is on the bored. “Dust” is the first suggestion of time passing of something ending, being lost

Question 7

A window opened with a long pole.

Answer 7

The first idea of the outside world is introduced

Question 8

The laugh of a bell swung by a running child.

Answer 8

“The laugh of a bell” - This is called a transferred epifet - shows happiness

“swung by a running child.” - Shows energy and carefree

Question 9

This was better than home. Enthralling books.

Answer 9

This was indespatable (no arguing within it) short sentences. School was sencary and adventure, home is unadspiring

Question 10

The classroom glowed like a sweet shop.

Answer 10

The similie shows delight and temptation, and sparks the imagination

Question 11

Sugar paper. Coloured shapes. Brady and Hindly

Answer 11

“Sugar paper. Couloured shapes.” - The simple items transport the children to a magical world

“Brady and Hindley” - Although they had children as their victems, they’re okaced amid the wonder of the class classroom making them less significant

Question 12

faded, like the faint, uneasy smudge of a mistake.

Answer 12

“like the faint, uneasy smudge of a mistake.” - The classroom is a safe place as even these ideas cannot penietrate, however you cant erase evil from the world completly

Question 13

Mrs Tilscher loved you. Some mornings, you found

Answer 13

“Mrs Tilscher loved you.” - he second person inclludes the reader who feels the nurturing impact of Mrs. T

Question 14

she’d left a good gold star by your name.

Answer 14

“she’d left a good gold star” - Its magical, it appears over night

Question 15

The scent of a pencil slowly, carefully, shaved.

Answer 15

“a pencil slowly, carefully, shaved.” - Its senceory (the senses) its like the slow act of sharpening a pencil, a memorie we all have

Question 16

A xylophone’s nonsense heard from another form.

Answer 16

“A xylophone’s nonsense” - It sounds fun, appealing

Question 17

Over the Easter term, the inky tadpoles changed

from commas into exclamation marks. Three frogs

Answer 17

“Easter” - Easter is the spring is a time of groth and new beggingings

“the inky tadpoles changed / from commas into exclamation marks.” - Tadpoles are to do with reproduction/development. The change from , to a ! (punctuation) reflects their groth in size and maturity

Question 18

hopped in the playground, freed by a dunce,

Answer 18

“dunce,” - These contrast with gold star and show pupils taking charge and causing havoc. Its childlike language

Question 19

followed by a line of kids, jumping and croaking

Answer 19

“jumping and croaking” - Its still fun, they’re just kids

- Their voices are braking

Question 20

away from the lunch queue. A rough boy

told you how you were born. You kicked him, but stared

Answer 20

“A rough boy” - These contrast with gold star and show pupils taking charge and causing havoc. Its childlike language

“A rough boy / told you how you were born” - She is given an understanding of sex, this takes place outside of the classroom, outside the saftey of Mrs T’s classroom, she is moving away from childhood

“You Kicked him,” - A violent, angry reaction

Question 21

at your parents, appalled, when you got back home.

Answer 21

“appalled” - In parenthesis showing the shock and horror that she feels
- Her familiar and safe world is disintrigrating

Question 22

That feverish July, the air tasted of electricity

Answer 22

“That feverish July” - This is a transferred epithet and it shows the agitated mood also its July, so summer annd her childhood are ending

“tasted of electricity” - Its changed, they’re not at ease, they’re on the cusp of something

Question 23

A tangible alarm made you always untidy, hot,

fractious under the heavy, sexy shy. You asked her

Answer 23

“A tangible alarm” - This is a physical warning that they feel

“always untidy, hot, / fractious” - This makes the begining of pubertity

“the heavy, sexy shy” - This is called pathetic fallary - it shows a storm is building. It suggests a burden, a sense of something bad about to happen (foreboding), sexuality, knollage, and emotion

Question 24

how you were born and Mrs Tilscher smiled

then turned away. Reports were handed out.

Answer 24

“Mrs Tilscher smiled, / then turned away” - The line brake shows that she is too old for Mrs. T now, Mrs. T belongs to her childhood

“Reports were handed out” - Its the end of the school year, the end of childhood

Question 25

You ran through the gaets, impatient to be grown,

Answer 25

“You ran through the gates” - This is a metaphor for the change between childhood and adulthood

Question 26

as the sky split open into a thunderstorm.

Answer 26

Pathetic fallacy (like a metaphor) shows the turmoil of adolesence. There is danger they are unprotected beyond Mrs. T’s classroom

Question 27

Structure

Answer 27

• Stanzas one and two are eight lines each
• Stanzas three and four are seven lines each

Showing the desabalsing nature (qualit) of adolesence