The Headmaster’s School



Radial Diagram







"They were digging into the sand , running up the ladder , swimming , sliding down slopes all so happy"

This series of action verbs shows the children are lively and free compared to the children within Krishna’s school who are forced to stay seated. Additionally the list format makes it appear hat there are countless activities to do showing that the children are not bound by the routine and constraints found in other schools


“filled with glittering alphabets”


This shows the displays within the Headmasters school. It Shows freedom as the children aloud to display there own work while contrasting to the lack of freedom in Krishna’s school. The word “glittering” is also a word full of wonder making the simple display appear as if it was viewed through a Childs eyes. Also the fact it is actually the alphabets further combines teaching with fun.


“the whole place smelt of mother earth”

This sows that the school is very natural. This relates to one of the main themes in the novel of nature and its main symbol the river. Throughout the novel Krishna has continually sought harmony through nature. This ink shows that Krishna’s new source of harmony will be the Headmasters school and the children within it.


“the walls were all bamboos splinters filled with mud”

This not only emphasizes the natural motif of the school but also shows that a building and its inhabitants do not necessarily have to be rich to be meaningful. The Headmasters school does not have the same funds as Krishna’s school but has more meaning and can teach Krishna the peace and happiness he must learn


“There was no sign at the school to show that it was a Sunday”

This illustrates the fact that the Headmasters school is not bound by routine. The very routine and orderly school Krishna teaches at has no school on Sunday as a rule without exception while this school is not bound by these rules and is able to grow while both teaching and learning



Role in the Novel:

The Headmaster’s school teaches the value of being child-like. He learns this from both the Headmaster and the children and the relationship between pupil and teacher here contrasts greatly (in fact at times is the exact opposite of) Krishna’s school.