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EnglishClass 10The Inauguration

The Inauguration | Class 10 English Notes

By ConceptScroll Team · Published on 17 July 2026 · 5 min read

The Inauguration – this guide gives you a concise, exam-ready overview of The Inauguration from Class 10 English, written by ConceptScroll editors and reviewed against the latest NCERT textbook.

Military Loyalty and Symbolism at the Inauguration

This section describes the military display and symbolic acts during Mandela's inauguration. A formation of South African jets, helicopters, and troop carriers flew over the Union Buildings in perfect formation, demonstrating not only military precision but also the armed forces' loyalty to the newly elected democratic government. The highest generals, adorned with medals from the past, saluted Mandela, symbolizing a dramatic shift from their previous role as enforcers of apartheid to supporters of democracy. The jets left smoke trails in the colors of the new South African flag—black, red, green, blue, and gold—signifying unity and new beginnings. The playing of two national anthems, 'Nkosi Sikelel' iAfrika' (sung by whites) and 'Die Stem' (sung by blacks), symbolized reconciliation and the blending of South Africa's divided past. Mandela was deeply moved by these moments, overwhelmed with a sense of history marking the end of racial domination and the birth of a society recognizing equal rights for all.

📊 Diagram: No diagrams; vivid description of the air show and flag colors.

🧪 Activity: Oral comprehension questions on military loyalty and anthem symbolism.

🔗 Connection: Leads to Mandela's reflections on the history of racial domination and the sacrifices made.

Frequently asked questions

Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item. Identify the words which signal the contrast. This has been done for you in the first item. 1. For decades the Union Buildings had been the seat of white supremacy, and now ... 2. Only moments before, the highest generals of the South African defence force and police ... saluted me and pledged their loyalty. ... not so many years before they would not have saluted _______________ 3. Although that day neither group knew the lyrics of the anthem ..., they would soon _______________ 4. My country is rich in the minerals and gems that lie beneath its soil, _______________ 5. The Air Show was not only a display of pinpoint precision and military force, but _______________ 6. It was this desire for the freedom of my people ... that transformed _______________ into a bold one, that drove _______________ to become a criminal, that turned _______________ into a man without a home.

1. For decades the Union Buildings had been the seat of white supremacy, and now it belongs to all who live in South Africa.

2. Only moments before, the highest generals of the South African defence force and police saluted me and pledged their loyalty. Not so many years before they would not have saluted a black man.

3. Although that day neither group knew the lyrics of the anthem, they would soon learn them and sing them with pride.

4. My country is rich in the minerals and gems that lie be

Do you think there is colour prejudice in our own country? Discuss this with your friend and write a paragraph of about 100 to 150 words about this. You have the option of making your paragraph a humorous one. (Read the short verse given below.) When you were born you were pink When you grew up you became white When you are in the sun you are red When you are sick you are yellow When you are angry you are purple When you are shocked you are grey And you have the cheek to call me 'coloured'.

This is a subjective question aimed at encouraging students to reflect on the issue of colour prejudice in their own country. A good answer would discuss examples of colour prejudice, its effects on society, and personal opinions on how to overcome it. The humorous poem highlights the irony of calling someone 'coloured' when human skin changes colour in different situations. Students may write a paragraph expressing their views, possibly including personal experiences or observations.

Read the poem silently once, and say which stanzas speak about the tiger in the zoo, and which ones speak about the tiger in the jungle.

The poem 'A Tiger in the Zoo' has four stanzas.

  • Stanzas 1, 4, and 5 describe the tiger in the zoo:

1st stanza: 'He stalks in his vivid stripes / The few steps of his cage...' 4th stanza: 'But he's locked in a concrete cell...' 5th stanza: 'He hears the last voice at night...'

  • Stanzas 2 and 3 describe the tiger in the jungle:

2nd stanza: 'He should be lurking in shadow...' 3rd stanza: 'He should be snarling around houses...'

Thus, the poem contrasts the confined life of the tiger

1. Read the poem again, and work in pairs or groups to do the following tasks. (i) Find the words that describe the movements and actions of the tiger in the cage and in the wild. Arrange them in two columns. (ii) Find the words that describe the two places, and arrange them in two columns. Now try to share ideas about how the poet uses words and images to contrast the two situations.

(i) Words describing movements and actions:

  • Tiger in the cage: stalks, quiet, quiet rage, locked, stalking, ignoring visitors
  • Tiger in the wild: lurking, sliding, snarling, baring, terrorising

(ii) Words describing the two places:

  • Cage: few steps, cage, concrete cell, bars, behind bars
  • Wild: shadow, long grass, water hole, jungle's edge, village, stars

The poet uses contrasting words and images to highlight the difference between the confined, restricted life of the tiger in the zoo an

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