Introduction:
Welcome to your ultimate Class IX English study guide! In this post, we’re diving into The Fun They Had, a fun yet insightful NCERT chapter. This post complements our 10-minute video overview so you can grasp the story, themes, and lessons quickly.

Video Overview:
In just 10 minutes, you’ll understand the main plot, key characters, and important takeaways — perfect for exam prep or a quick revision.

https://youtu.be/JUmcSGWTGqU

Extra Resources:

• Briefing Doc: A concise PDF with all key points.

Date: October 26, 2157 (as per Margie’s diary entry, May 17, 2157, the story’s setting)

Subject: Review of educational themes and technological advancements depicted in “The Fun They Had.”

Purpose: This briefing document summarises the key ideas, themes, and factual observations from Isaac Asimov’s story, “The Fun They Had,” providing insights into a futuristic education system and its contrasts with historical methods.

1. Introduction to the Future of Education (Circa 2157 AD):

The story is set in a future where the traditional concepts of physical books, schools, and human teachers have been replaced by advanced technology. Children learn through “computers,” “virtual classrooms,” and “moving e-text.” The primary mode of instruction involves a “Robotic teacher.”

2. The Discovery of a “Real Book” and its Significance:

On “17 May 2157,” a thirteen-year-old boy named Tommy discovers a “real book” – an artifact from “hundreds and hundreds of years ago.” This discovery is central to the narrative, as it highlights the stark differences between past and future learning methods.

• Physical Characteristics: The book is described as “very old” with “yellow and crinkly” pages. This contrasts sharply with the digital “telebooks” prevalent in 2157.
• Static Text: Margie and Tommy find it “awfully funny to read words that stood still instead of moving the way they were supposed to — on a screen, you know.” This underscores their unfamiliarity with printed matter.
• Perceived Wastefulness: Tommy views the physical book as a “waste” because, once read, “you just throw it away, I guess.” He compares it to their “television screen” which “must have had a million books on it and it’s good for plenty more. I wouldn’t throw it away.” This highlights the value placed on reusable digital content over disposable physical media.

3. The Future Classroom: Home-Based and Mechanised:

The primary mode of education in 2157 is individualised, home-based learning delivered by a “mechanical teacher.”

• Location: Margie’s “schoolroom” is located “right next to her bedroom.” This eliminates the need for a separate physical school building and social interaction.
• Mechanical Teacher: This device is “large and black and ugly, with a big screen on which all the lessons were shown and the questions were asked.” It operates autonomously, delivering “test after test” and calculating “marks in no time.”
• Homework Submission: Students submit homework and test papers into a “slot” after writing them in a “punch code” learned at age six.
• Personalised Learning (with flaws): The mechanical teacher is “adjusted to fit the mind of each boy and girl it teaches.” However, these adjustments are not always perfect, as demonstrated by Margie’s geography sector being “geared a little too quick.” County Inspectors are responsible for maintenance and recalibration.
• Fixed Schedule: The mechanical teacher is “always on at the same time every day except Saturday and Sunday,” reflecting a belief that “little girls learned better if they learned at regular hours.”

4. Margie’s Dislike for the Future Schooling System:

Margie expresses a strong disdain for her mechanical teacher and the current schooling system.

• “I hate school.” Margie’s sentiment is clear, especially after recurring issues with the geography sector.
• Frustration with Assignments: She dislikes the “slot where she had to put homework and test papers” and the requirement to write in “punch code.”
• Disappointment with Repairs: Margie hopes the County Inspector “wouldn’t know how to put it together again” when her teacher malfunctions, indicating a desire to be rid of it.

5. Contrasting “Old” Schools with Future Learning:

The central conflict and interest in the story arise from the children’s exploration of what “old kind of school that they had hundreds and hundreds of years ago” was like.

• Human Teachers: The most striking difference is the concept of a “man” as a teacher. Margie initially struggles to comprehend this: “A man? How could a man be a teacher?” She questions their intelligence (“A man isn’t smart enough”) and expresses discomfort with “a strange man in my house to teach me.”
• Communal Learning Environment: Tommy explains that “The teachers didn’t live in the house. They had a special building and all the kids went there.”
• Shared Curriculum: “And all the kids learned the same thing?” Margie asks, highlighting the contrast with her individualised learning. The old schools taught the same material to children of the same age, allowing them to “help one another with the homework and talk about it.”
• Social Interaction: Margie reflects nostalgically, imagining “All the kids from the whole neighborhood came, laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together at the end of the day.” She concludes, “Margie was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had.”

6. Key Themes and Ideas:

• Nostalgia for Human Connection: Despite the technological advancement, the story evokes a sense of longing for the social and communal aspects of traditional schooling. Margie’s final thoughts (“She was thinking about the fun they had”) underscore this.
• The Nature of Education: The story prompts a reflection on what constitutes effective and enjoyable learning – is it individualised, efficient, and machine-driven, or is it collaborative, social, and human-led?
• Technological Advancement vs. Human Experience: Asimov presents a future where technology has streamlined education, but in doing so, has perhaps inadvertently removed the “fun” and essential human elements of learning and growth.
• The Value of Physical Books: The “real book” serves as a powerful symbol of a bygone era and a tangible link to history and traditional methods of knowledge dissemination.
• Critique of Over-Individualisation: While personalised learning is often seen as an ideal, the story subtly suggests that extreme individualisation, devoid of social interaction, can lead to isolation and a diminished learning experience.

7. Conclusion:

“The Fun They Had” offers a thought-provoking perspective on the potential future of education. While technological progress may bring efficiency and tailored learning, it also raises questions about the loss of human interaction, the communal joy of shared experiences, and the fundamental elements that make learning engaging and “fun.” The story serves as a reminder to consider the holistic development of children, beyond mere academic scores, in any educational paradigm.

• FAQ Sheet: Answers to the most common questions students ask.

1. What is the central difference between schools in Margie’s time and the “old kind of school” Tommy describes?

The central difference lies in the mode of teaching and the social experience. In Margie’s time (2157), education is delivered by mechanical teachers via screens, typically in a child’s home. It’s a highly individualised and isolated experience. The “old kind of school,” from centuries ago, featured human teachers in a shared building where all children of the same age learned together, fostered social interaction, and provided a collective learning environment.

2. How do Margie and Tommy react to the discovery of a “real book,” and what does this reveal about their understanding of history?

Margie and Tommy react with a mix of curiosity and scorn. Margie is initially intrigued, but then finds it “awfully funny to read words that stood still instead of moving.” Tommy, with his superior knowledge of telebooks, sees the physical book as a “waste” because it can’t be endlessly reused like a digital screen. Their reactions highlight how distant the concept of printed books and traditional schools is from their futuristic reality, making historical artefacts like physical books seem inefficient or strange.

3. What are Margie’s primary complaints about her mechanical teacher and her current schooling system?

Margie’s primary complaints are her dislike for the mechanical teacher, especially the geography sector which was “geared a little too quick” causing her to perform poorly in tests. She also detests the slot where she has to insert homework and test papers written in punch code. Furthermore, she finds the isolation of learning in her home, with the teacher always on at the same time, to be tiresome and lacking the “fun” of communal learning.

4. How is technology integrated into education in Margie’s future, and what are its perceived benefits and drawbacks?

In Margie’s future, technology is the cornerstone of education, featuring “mechanical teachers,” “telebooks” on screens, and “virtual classrooms.” The perceived benefits include the ability to store “a million books” on a single screen, and teachers being “adjusted to fit the mind of each boy and girl.” However, the drawbacks are evident in Margie’s experience: the impersonal nature of mechanical teachers, the lack of social interaction, the rigid schedule, and the potential for technical malfunctions (like Tommy’s history sector blanking out).

5. Why is Margie initially sceptical about the idea of a human teacher, and how does Tommy attempt to explain it?

Margie is initially sceptical because the concept of a “man” being a teacher is completely alien to her. She questions, “How could a man be a teacher?” and believes “A man isn’t smart enough.” Tommy attempts to explain by stating that the man “just told the boys and girls things and gave them homework and asked them questions.” He further clarifies that teachers didn’t live in the house but taught in a “special building” where all kids of the same age learned together.

6. What does the County Inspector’s visit reveal about the maintenance and customisation of mechanical teachers?

The County Inspector’s visit reveals that mechanical teachers are complex machines that require maintenance and customisation. He is equipped with tools to “take the teacher apart” and diagnose issues, like the geography sector being “geared a little too quick.” This indicates that these teachers are designed to be adjustable to a student’s individual learning pace, highlighting a personalised aspect of their educational technology, even if it sometimes malfunctions.

7. What aspects of the “old schools” appeal most to Margie, and what does this suggest about human nature?

The aspects of “old schools” that appeal most to Margie are the social interaction and communal learning experience. She imagines “All the kids from the whole neighborhood came, laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together at the end of the day.” The idea of learning the “same things” and being able to “help one another with the homework and talk about it” deeply resonates with her. This suggests that despite technological advancements, the human need for connection, collaboration, and shared experience in learning remains fundamental.

8. How does the story contrast the efficiency of futuristic education with the emotional and social benefits of traditional schooling?

The story contrasts the efficiency of futuristic education, where mechanical teachers provide tailored lessons and instant marking, with the emotional and social benefits of traditional schooling. While Margie’s system is precise and individualised, it lacks the warmth, camaraderie, and shared joy that she imagines the children in old schools experienced. The efficiency of personalised learning through technology comes at the cost of social development and the “fun” of a collective educational journey.

• Timeline: Step-by-step sequence of events to remember the story easily.

Future Setting (Unspecified Date, Pre-2157):

• Schools and books as we know them no longer exist.
• Children learn through computers, virtual classrooms, and moving e-texts.
• Robotic teachers are the primary educators.
• Learning involves sitting alone with a mechanical teacher, completing tests, and submitting homework in punch code.
• Each mechanical teacher is adjusted to fit the mind of an individual student.

Approx. 100-200 years before May 17, 2157:

• Tommy’s mechanical teacher experienced a complete “blank out” in its history sector and was taken away for nearly a month for repairs.

May 17, 2157:

• Margie, an eleven-year-old girl, writes in her diary that Tommy, a thirteen-year-old boy, found a “real book.”
• Tommy found the old, crinkly, yellow-paged book in his attic.
• Margie and Tommy read the book, observing that the words stand still on the page, unlike the moving e-texts they are used to.
• They discuss the inefficiency of paper books, which are discarded after being read, compared to their telebooks with millions of stored books.
• Margie expresses her hatred for school, especially due to her mechanical teacher giving her constant geography tests, leading to poor performance.
• Margie’s mother, Mrs. Jones, sends for the County Inspector to examine Margie’s mechanical teacher.
• The County Inspector arrives, a “round little man with a red face,” carrying a box of tools. He smiles at Margie and gives her an apple before disassembling her mechanical teacher.
• Margie secretly hopes he won’t be able to reassemble it.
• After about an hour, the County Inspector successfully reassembles the “large and black and ugly” mechanical teacher with its big screen.
• The County Inspector informs Mrs. Jones that the geography sector of Margie’s teacher was “geared a little too quick” and that he has slowed it down to an “average ten-year level.” He also states that Margie’s overall progress is “quite satisfactory.”
• Margie is disappointed that her teacher wasn’t taken away for a longer period.
• Margie and Tommy continue discussing the old book, which is about school.
• Tommy explains that the book describes an “old kind of school” from “hundreds and hundreds of years ago,” where teachers were people (men) and all students went to a special building to learn together.
• Margie initially disputes the idea of a man being smart enough to be a teacher and expresses discomfort with a “strange man” teaching in her house.
• Tommy clarifies that old teachers didn’t live in the house; they taught in a separate building where all kids of the same age learned the same things.
• Margie’s mother, Mrs. Jones, calls Margie for her own school lesson. It is implied she also calls Tommy for his.
• Margie asks Tommy if she can read the book with him later, to which he replies “May be” nonchalantly as he leaves with the book.
• Margie enters her schoolroom, which is next to her bedroom. Her mechanical teacher is on, waiting for her.
• The mechanical teacher’s screen displays: “Today’s arithmetic lesson is on the addition of proper fractions. Please insert yesterday’s homework in the proper slot.”
• Margie, sighing, inserts her homework.
• Margie reflects on the old schools: children from the neighbourhood laughing and shouting, sitting together, helping each other with homework, and having human teachers.
• The mechanical teacher continues its lesson on fractions while Margie daydreams about the “fun they had” in the old days.

Cast of Characters

• Margie: An eleven-year-old girl who lives in the year 2157. She initially hates school, particularly her mechanical teacher, due to her struggles in geography. She is fascinated and curious about the “real book” Tommy finds, learning about the old-fashioned schools and human teachers with a mix of disbelief and growing intrigue. She uses a punch code for homework and tests.
• Tommy: A thirteen-year-old boy, Margie’s friend or neighbour, who finds a “real book” in his attic. He is more knowledgeable than Margie about the concept of old schools and human teachers, explaining it to her with a superior attitude. He has seen more “telebooks” than Margie.
• Mrs. Jones (Margie’s Mother): A concerned parent who notices Margie’s declining performance in geography and promptly calls the County Inspector to fix her mechanical teacher. She believes in regular study hours for little girls.
• The County Inspector: A “round little man with a red face” and a box of tools, responsible for repairing mechanical teachers. He is kind to Margie, giving her an apple, and is efficient in his work, diagnosing and fixing the mechanical teacher’s geography sector. He assures Mrs. Jones that Margie’s overall progress is satisfactory.
• Margie’s Grandfather: Mentioned by Margie as having once said that his grandfather told him about a time when all stories were printed on paper.
• Margie’s Grandfather’s Grandfather: Lived during a time when all stories were printed on paper and when children attended “old schools” with human teachers in a special building.
• Mechanical Teacher (Margie’s): A large, black, and ugly screen-based teaching machine that provides lessons, asks questions, and calculates marks instantly. It has a slot for homework and test papers. It can be “geared” to different age levels.
• Mechanical Teacher (Tommy’s): Similar to Margie’s, but its history sector once “blanked out completely,” leading to it being taken away for repairs for nearly a month.

• Study Guide: Complete toolkit including summaries, notes, and revision tips.

This study guide will help you review your understanding of Isaac Asimov’s short story, “The Fun They Had.”

Quiz: Short Answer Questions

Answer each question in 2-3 sentences.

1. What significant event does Margie record in her diary on May 17, 2157? What makes this discovery so unusual for her?
2. How do Tommy and Margie react to the physical characteristics of the “real book” they find? What aspects do they find peculiar?
3. Why does Tommy consider the printed book a “waste”? How does his perspective contrast with the functionality of telebooks?
4. Describe Margie’s initial feelings towards school. What specific recent experience intensified her dislike for it?
5. What was the purpose of the County Inspector’s visit to Margie’s house? What adjustments did he make to her mechanical teacher?
6. How does Tommy explain to Margie the fundamental difference between their schools and the “old kind of school”?
7. What is Margie’s immediate reaction to the idea of a “man” being a teacher? Why does she find this concept difficult to accept?
8. According to Margie’s mother, what is a crucial characteristic of a good teacher? How does this belief clash with the description of old schools?
9. Describe Margie’s schoolroom and her daily routine with the mechanical teacher. What is notable about its location and schedule?
10. At the end of the story, what specific aspects of the “old schools” does Margie ponder and idealize? What is the core emotion she associates with them?

Quiz Answer Key

1. Margie records in her diary that Tommy found a “real book.” This is unusual because in her time, books are typically on computer screens (telebooks), and she has never seen a physical, printed book before.
2. They find the pages “yellow and crinkly,” which is a novel experience for them. They also find it “awfully funny” to read words that “stood still” on the page, unlike the moving text they are accustomed to on their screens.
3. Tommy considers the printed book a “waste” because once read, it’s seemingly discarded, unlike telebooks which can store “a million books” on a single screen and be used indefinitely. His perspective is purely practical and digital.
4. Margie always hated school, but her dislike deepened because her mechanical teacher had been giving her “test after test in geography,” and she was performing progressively worse. This continuous struggle made her more resentful.
5. The County Inspector visited to repair Margie’s mechanical teacher after her poor performance in geography. He determined the geography sector was “geared a little too quick” and slowed it down to an “average ten-year level.”
6. Tommy explains that the “old kind of school” was in a “special building” where “all the kids went there” and were taught by human teachers. This contrasts sharply with their individualised home-based learning with mechanical teachers.
7. Margie’s immediate reaction is disbelief, asking, “How could a man be a teacher?” She initially believes a “man isn’t smart enough” to possess the vast knowledge required, comparing him unfavorably to her mechanical teacher.
8. Margie’s mother believes “a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught differently.” This individualized approach is a stark contrast to the old schools where “all the kids learned the same thing” if they were the same age.
9. Margie’s schoolroom is located right “next to her bedroom.” Her mechanical teacher is always on at the same time every day, except Saturday and Sunday, because her mother believes “little girls learned better if they learned at regular hours.”
10. Margie idealizes the communal aspects of old schools: kids from the neighborhood laughing and shouting in the schoolyard, sitting together, helping each other with homework, and discussing lessons. She associates these experiences with “the fun they had.”

Essay Format Questions

1. Compare and contrast the educational systems of Margie’s time with the “old schools” described in the book. Discuss the advantages and disadvantages of each system from the perspectives of the characters.
2. Analyze Margie’s evolving perception of school throughout the story. How does her initial hatred transform, and what does this reveal about her values and desires?
3. Discuss the theme of technological advancement versus human connection as depicted in “The Fun They Had.” How does Asimov use the discovery of the old book to highlight this contrast?
4. Examine the role of the mechanical teacher and the County Inspector in Margie’s learning experience. What do these characters represent in terms of future education and intervention?
5. “The Fun They Had” explores the idea of nostalgia for a past that the characters have never experienced. Discuss how this theme is developed through Margie’s reflections and the contrast between her reality and the descriptions of old schools.

Glossary of Key Terms

• Telebook: A book that exists on a television or computer screen, allowing for vast storage and dynamic text. In Margie’s time, these have replaced traditional printed books.
• Mechanical Teacher: A robotic, computer-based instructor that delivers lessons, asks questions, and grades homework on a large screen within a student’s home. It is tailored to individual student needs.
• County Inspector: A professional who repairs and adjusts mechanical teachers when they malfunction or when a student is not performing well. He has a “whole box of tools with dials and wires.”
• Attic: A space just below the roof of a house, typically used for storage. Tommy finds the “real book” in his attic.
• Crinkly: Describing something with many folds or lines, often due to age or wear. The pages of the old book are described as “yellow and crinkly.”
• Punch Code: A specific system of writing that Margie and other children are taught to use for their homework and test papers, which is then inserted into a slot for the mechanical teacher to calculate marks.
• Geography Sector: A specific module or component within the mechanical teacher’s programming that is responsible for teaching geography. It can be adjusted for speed and difficulty.
• Loftily: In a superior or arrogant manner. Tommy speaks “loftily” when explaining about the “centuries ago” type of school.
• Dispute: To disagree with something or challenge its truth. Margie is not “prepared to dispute” Tommy’s claim about his father’s intelligence.
• Nonchalantly: In a casual, unconcerned, or indifferent manner, showing little interest or enthusiasm. Tommy walks away “nonchalantly” after telling Margie she “may be” able to read the book with him later.
• Virtual Classroom: A concept from the “Before You Read” section, referring to a simulated online learning environment, suggesting a future where physical classrooms might not exist.
• Moving E-text: A concept from the “Before You Read” section and the story itself, referring to words that scroll or change on a digital screen, contrasting with the static text of a printed book.

Conclusion:
Combine the video overview with these resources for the ultimate Class IX English study session. Don’t forget to bookmark this post and explore happyviewers.com for more chapters and subjects!