Learning to be a Lady is the extract from the script of a musical film, My Fair Lady adapted from G. B. Shaw’s play, Pygmalion.
Summary of Learning to be a Lady
In Learning to be a Lady, “Pygmalion” delves into the socio-economic barriers and the transformative power of education. Professor Higgins takes on the challenge of refining Eliza’s speech and mannerisms to prove his theory that a person’s language and behavior determine their social status. The play showcases Eliza’s resilience in learning the intricacies of language despite facing Higgins’ rigorous and at times degrading teaching methods.
The struggles Eliza endures during her transformation highlight the disparity between social classes and the challenges of upward mobility. It also reflects on the complexities of identity, as Eliza navigates between her past as a working-class girl and her newfound refined persona.
The ending signifies Eliza’s success in mastering the refined language, demonstrating the potential for social mobility through education and the transformational power of linguistic and behavioral refinement. The play sparks discussions about societal expectations, class distinctions, and the complexities of personal transformation.
Theme of Learning to be a Lady
“Pygmalion” is about how speech and manners affect social status. It shows a poor girl, Eliza, being taught by Professor Higgins to speak and act like a higher-class lady. The play talks about how education and learning can change someone’s life, even their social position. It’s like a story about how important it is to learn and how speaking well can make a big difference in how people see you in society. It also shows that anyone, no matter where they start, can grow and change with education and effort.
Message from Learning to be a Lady
“Pygmalion” tells us that how we speak and act can change how people see us in society. It’s like saying, ‘Don’t judge a book by its cover.’ The play shows that learning and education can make a big difference in our lives. It tells us that where we start doesn’t decide where we end up. It’s about how anyone, no matter where they come from, can improve and change. The play’s message is all about the importance of learning, working hard, and how it can help us grow and make a better life for ourselves.
A. Tick the most appropriate options. Learning to be a Lady
1. Professor Higgins was trying to teach Eliza
a. to sing. b. to speak clearly.
c. to speak honestly. d. a new language.
2. Professor Higgins felt Eliza’s speech
a. offended the Lord’s ears. b. was easy to understand.
c. offended the servants. d. needed to be understood.
3. Professor Higgins said ‘this is going to be ghastly. He was referring to
a. teaching Eliza. b. having to listen to Eliza drop her ‘H’s.
c. getting Pickering to help him teach Eliza. d. listening to Eliza’s prayers at bedtime.
4. The servants were worried because
a. Eliza was tired. b. Professor Higgins was working very hard.
c. Professor Higgins didn’t like Eliza. d. Eliza was working very hard.
5. When Higgins said ‘She’s got it’; he meant she had
a. found the marbles. b. the correct diction.
c. learnt the correct words. d. got the marbles.
Answer
1. Professor Higgins was trying to teach Eliza – b. to speak clearly.
2. Professor Higgins felt Eliza’s speech – a. offended the Lord’s ears.
3. Professor Higgins said ‘this is going to be ghastly. He was referring to – b. having to listen to Eliza drop her ‘H’s.
4. The servants were worried because – b. Professor Higgins was working very hard.
5. When Higgins said ‘She’s got it’; he meant she had – b. the correct diction.
B. Answer these questions from Learning to be a Lady
1. Why did Higgins place a candle in front of Eliza?
2. How were the marbles meant to help Eliza?
3. Why did Higgins spend so much time trying to teach Eliza?
4. “I swallowed one.”
a. Who said these words and to whom?
b. What had been swallowed?
c. How did the listener respond?
5. “I have plenty more.”
a. Who was the speaker?
b. Who was he speaking to?
c. What did he have more of?
d. Why did they need more of this thing?
Answer
1. Higgins placed a candle in front of Eliza to aid her in understanding when she mispronounced words. If she dropped her ‘H’s, the flame wouldn’t flicker, indicating her mistake.
2. The marbles were used to improve Eliza’s diction. By placing marbles in her mouth, Higgins aimed to make her enunciate words more clearly by speaking around the marbles.
3. Higgins spent so much time teaching Eliza to prove his theory that speech and manners determine one’s social status. His aim was to transform her from a working-class girl into a refined lady.
4. a. Eliza said “I swallowed one,” to Professor Higgins.
b. She had swallowed one of the marbles used in her speech exercises.
c. Higgins reassured her, saying, “Oh, don’t worry. I have plenty more.”
5. a. Higgins was the speaker.
b. He was speaking to Eliza.
c. He had more marbles.
d. They needed more marbles for Eliza to continue her speech exercises, as she had accidentally swallowed one.
C. Think and write answers from Learning to be a Lady
1. What kind of a person was Higgins? Give two reasons for your answer.
2. Do you think Eliza felt that she needed to improve her diction? Support your answer with an example from the play.
3. What do you think helped Eliza to speak correctly at the end?
4. How interested was Pickering in the whole process? How can you tell?
Answer Learning to be a Lady
1. Higgins was a strict and determined teacher. He was patient but often critical. He believed strongly in the power of speech and manners to define social status, and he spent a lot of time trying to transform Eliza into a refined lady, showing his commitment to his work.
2. Eliza felt the need to improve her speech, mainly because of Higgins’ influence. For instance, when she struggled to pronounce ‘cup of tea,’ despite her hunger, her focus remained on getting the words right, showing her determination to learn.
3. Eliza’s perseverance, coupled with Higgins’ relentless teaching methods, helped her speak correctly in the end. The repetition of phrases and rigorous exercises, like using marbles to enunciate, contributed to her eventual success.
4. Pickering was quite interested in the process. He showed concern for Eliza’s progress and even suggested a simpler poem for her to practice, indicating his involvement in her learning. He questioned Higgins about the difficulty of the material, displaying his consideration for Eliza’s learning comfort.