Half A Day – Naguib Mahfouz – Class 9

Notes

• The narrator walks alongside his father, holding his hand.
• He wears new clothes, including black shoes, a green school uniform, and a red tarboosh.
• He feels mixed emotions—excitement about his attire but anxiety about starting school.
• His mother watches from the window as he occasionally looks back, seeking her help.
• They pass a scenic street with gardens, fields, and various plants.
• The narrator questions the need for school, fearing separation from home.
• His father reassures him that school shapes children into useful people.
• The narrator finds the imposing school building intimidating.
• Upon arrival at the gate, he sees a large courtyard filled with children.
• His father encourages him to smile and be a good example before gently pushing him forward.
• Feeling lost, he sees unfamiliar faces and hears curious glances directed at him.
• A boy approaches, asks who brought him, and states that his own father is dead.
• The school gate shuts with a loud creak, causing some children to cry.
• A woman appears with men who begin organizing the children into ranks.
• She assures them that school is like a second home with caretakers and enjoyable learning.
• The narrator slowly accepts his reality, forming friendships and admiration for girls.
• He is surprised by the variety of activities, including games, music, and geography lessons.
• He experiences his first introduction to numbers and eats school meals.
• He realizes school is not only fun but also demanding, with challenges and rivalries.
• The lady sometimes smiles but also scolds and administers physical punishment.
• The bell rings, signaling the end of the school day.
• Students rush toward the gate, bidding farewell to friends.
• Expecting to find his father, the narrator is disappointed when he does not see him.
• He waits for his father but eventually decides to walk home alone.
• A familiar middle-aged man greets him warmly, shaking his hand.
• The man expresses how life has not been great, then departs.
• The narrator is shocked to see the street transformed—gardens are gone, replaced by crowded buildings and chaos.
• He sees a circus parade, trucks carrying security troops, and fights breaking out.
• He feels overwhelmed by the drastic change and wonders how all of it happened in a single day.
• Struggling to cross a busy street, a young man helps him across, addressing him as “Grandpa.”

Let’s Rewind

My First Day at School

I still remember my first day at school—the nervous excitement, the unfamiliar faces, and the smell of fresh notebooks. Dressed in a neatly ironed uniform, I clutched my mother’s hand tightly as we walked toward the school gate. The building looked enormous, almost intimidating, as if it held a world I was not yet ready to enter.

As we stepped inside, my mother knelt down and whispered reassuring words. “You’ll make friends, you’ll learn new things, and I’ll be waiting when school ends.” Even though her words were meant to comfort me, I felt a lump in my throat. I didn’t want to let go.

The moment she left, I stood frozen, watching other children chatting and laughing. Some were excited, while others, like me, hesitated. A kind teacher approached and led me to my seat. I sat stiffly, my eyes darting around, trying to make sense of my surroundings.

The day unfolded with introductions, playful activities, and colorful alphabet charts on the walls. Slowly, my nervousness faded, replaced by curiosity. A boy next to me asked my name, and with that simple question, the fear in my chest softened. We shared crayons, giggled during lunch, and by the end of the day, I had made a new friend.

When the final bell rang, I rushed toward the gate, scanning the crowd until I spotted my mother. The moment I saw her, I ran into her arms, relieved and excited to tell her about my day.

Looking back, that first day marked the beginning of a journey—a world beyond home, where learning, friendships, and adventures awaited.

Conversation

• Woman: “Dry your tears and face life joyfully. You are safe here, and you will find happiness in school.”
• Boy (hesitant, wiping his tears): “But I don’t know anyone. I don’t want to be here. My home feels far away.”
• Woman (smiling kindly): “It’s natural to feel scared when you step into something new. But look around—soon, these boys and girls will become your friends.”
• Boy (glancing nervously at the children): “What if they don’t like me? What if I don’t belong here?”
• Woman (gently placing a hand on his shoulder): “You do belong here. You will play, learn, and grow. One day, you will look back and realize this was the beginning of something wonderful.”
• Boy (softly, starting to calm down): “Will my father come back for me?”
• Woman: “Of course, just as every day will end, he will be there waiting. But first, let today begin.”

Character Traits

1. Physical Appearance

1. The narrator is a young boy at the beginning of the story.
2. He wears new clothes, including a green school uniform.
3. His black shoes show that he is prepared for his first day at school.
4. His red tarboosh (a traditional cap) adds to his formal appearance.
5. He holds his father’s hand tightly, showing his dependence on him.
6. The story does not describe his face, making him a universal character.
7. By the end of the story, he has unknowingly grown older.
8. A young man calls him “Grandpa,” indicating that he has aged significantly.
9. He does not realize the passage of time until others treat him as elderly.
10. His change in appearance reflects the story’s theme of life’s swift transitions.

2. Personality Traits & Role in the Story

1. The narrator is innocent and nervous at the beginning.
2. He is attached to his family, especially his father and mother.
3. He is curious, observing details of his surroundings carefully.
4. He is sensitive, reacting strongly to unfamiliar experiences.
5. He gradually adapts to school, forming friendships and learning.
6. He experiences self-growth, realizing life is full of challenges.
7. He symbolizes human transition, moving from childhood to adulthood.
8. His emotions reflect the passage of time throughout the story.
9. By the end, he feels displaced, unable to recognize his world.
10. His role is to show how quickly life moves forward, often unnoticed.

3. Analysis of Expressions/Remarks by the Author & Other Characters

1. “Go in by yourself.” — His father encourages independence, pushing him toward school.
2. “School’s not a punishment.” — His father reassures him that education is valuable.
3. “This is your new home.” — The woman tries to make school feel welcoming.
4. “Put a smile on your face.” — His father encourages confidence and bravery.
5. “My father’s dead.” — A boy’s remark shocks the narrator, showing different life experiences.
6. “Dry your tears and face life joyfully.” — The woman tells the children to embrace school.
7. “Be bold, today you truly begin life.” — His father signifies an important transition.
8. “Grandpa, let me take you across.” — This moment shocks the narrator, showing time has passed.
9. The narrator realizes his world has completely changed.
10. His confusion at the end symbolizes how quickly time moves without us noticing.

4. Realization

1. The narrator understands that time has passed faster than he imagined.
2. He realizes that his world is completely different from what it was in the morning.
3. The peaceful gardens have disappeared, replaced by crowded streets.
4. His once-familiar surroundings now feel alien and overwhelming.
5. He recognizes that he has unknowingly grown older.
6. The young man calling him “Grandpa” makes him realize his aging.
7. He feels lost, struggling to find his way back home.
8. The sudden changes around him reflect life’s unpredictability.
9. He understands that childhood and adulthood pass quickly.

Character Sketches

Narrator

Character Traits

At the beginning of the story, the narrator is innocent and nervous. He does not want to leave home and feels afraid of school. He is dependent on his parents, especially his father, who reassures him. As he enters school, he feels lost and uncomfortable. He does not know anyone and struggles to adjust. Over time, he becomes curious, making friends and enjoying activities. He also shows sensitivity, reacting emotionally to new experiences.

Character Development

The narrator starts the story as a fearful child. He does not want to go to school and hesitates at the gate. However, as the day passes, he slowly accepts his surroundings. He learns, plays, and makes friends, realizing that school is not as bad as he feared. By the end, he faces confusion when he sees how much the world has changed. He realizes that time has moved forward, even though he did not notice it. This shows how people grow and change without realizing it.

My Opinion

The narrator is a relatable character because everyone experiences fear when facing new situations. His journey from childhood to adulthood is shown in a unique way. The story reminds us that time passes quickly, and changes happen whether we are ready or not. The narrator’s emotions feel real, making his experience easy to understand.

Conclusion

The narrator’s journey in Half a Day represents the cycle of life. His transformation from a hesitant child to someone who unknowingly steps into adulthood shows how quickly time moves. His confusion at the end teaches us that change happens even when we are not paying attention. The story uses his perspective to show that life is always moving forward.

Questions with Long Answers

1. Why was the narrator excited and anxious about his clothes?

The narrator was excited because he was wearing brand-new clothes—a black pair of shoes, a green school uniform, and a red tarboosh. Normally, new clothes were worn on special occasions, but this time was different. He was anxious because this was his first day of school. Instead of celebrating at home, he was being sent into an unfamiliar place. School felt like a punishment, separating him from his parents and the comfort of home. His excitement about his clothes was mixed with fear about the day ahead. He did not know what to expect, and the sight of the school building made him uneasy. The moment was full of mixed emotions—happiness for new clothes but nervousness about school.

2. How did the narrator’s mother react to him going to school?

His mother did not stop him, but she stood at the window watching him leave. She remained silent, but her presence affected the narrator deeply. As he walked with his father, he kept turning back to look at her, hoping she would call him back home. This showed his reluctance to go to school and his strong attachment to his home and mother. Her quiet gaze felt comforting yet distant, as if she understood his fears but knew he had to go. She did not speak or intervene, allowing him to step into his new world. Her reaction made the narrator feel emotional, torn between the security of home and the unknown experience waiting for him at school.

3. What question did the narrator ask his father on the way to school?

The narrator openly asked his father, “Why school?” He did not understand why he had to go when he had done nothing wrong. His words showed that he saw school as a punishment rather than something necessary for his growth. He did not want to leave his familiar home environment and felt scared about the changes ahead. His father, however, reassured him that school was important. Despite his father’s comforting words, the narrator still felt unconvinced. He believed that staying at home was better and struggled with the idea of being pushed into a new setting. His question revealed his resistance to change and his deep attachment to the comfort of his home and family.

4. How did the father respond to the narrator’s question?

Instead of being strict or dismissive, the father laughed and explained that school was not a punishment. He told his son that school was like a factory where children are shaped into useful people. He reminded the narrator that growing up was a natural part of life and that education was essential. The father wanted to ease his son’s worries and make him see that school was not a negative thing. He tried to make school sound like a place of growth, where children learn and become independent. His response was meant to reassure the narrator, but it did not fully convince him. The narrator still viewed school as something unpleasant, a place that took him away from home.

5. How did the narrator feel when he saw the school building?

The narrator felt uneasy and intimidated when he saw the school building. It looked large, high-walled, and serious—almost like a fortress. This was very different from his warm and familiar home. The sight of the school made him feel like he was entering an unknown world that was not welcoming. He could not understand why leaving home for this big, stern-looking place was necessary. The thought of being inside its walls all day did not bring him any comfort. Instead of feeling excited about learning, he felt nervous and unsure. The school’s appearance reinforced his fears, making him feel isolated and reluctant to step inside. He did not believe that school would bring him any happiness.

6. What happened when the narrator and his father reached the school gate?

When they arrived, the narrator saw a large courtyard full of children. He looked around but did not recognize anyone, which made him feel even more nervous. His father encouraged him to go inside with a smile and be a good example for others. However, the narrator hesitated and clung to his father’s hand, unwilling to let go. His father gently pushed him forward and told him to be brave. He reassured his son that this was the beginning of his life and that he would be waiting for him when school ended. Although his father’s words were meant to comfort him, the narrator still felt anxious. He was not ready to leave the familiarity of his father’s presence.

7. How did the narrator feel when he stepped inside the school?

The moment he entered, the narrator felt lost and disconnected. He did not know anyone, and no one knew him. He felt like a stranger in an unfamiliar place. There were children everywhere, but he had no friends among them. The environment seemed completely different from his home, which made him feel even more uneasy. He realized that school was a place where he had to learn to fit in, but he did not know how. Instead of feeling excited, he felt isolated and unsure of himself. The unfamiliar surroundings made him feel like he had entered a world where he did not belong.

8. What was the first interaction the narrator had with another student?

As he stood there, a boy approached him and asked, “Who brought you?” The narrator hesitated but quietly responded, “My father.” The boy then said something unexpected—“My father’s dead.” The narrator did not know how to react. He was unsure whether to feel sad, awkward, or confused. The simplicity of the boy’s statement made it more shocking. He had not expected such a conversation on his first day of school. The boy’s words revealed that every child had different experiences, and not everyone had their parents waiting for them. This moment showed the narrator that school was full of different stories and realities, making him feel even more uncertain.

9. How did the school gate closing affect the children?

As the large gate shut behind them with a loud creak, many children began to cry. The sound of the gate closing was unsettling, as it symbolized that they had officially left their familiar world behind. The narrator watched as the overwhelming reality set in—there was no turning back. The separation from their parents made many children feel anxious and helpless. It was a defining moment that marked the beginning of their journey into school life, a world they were forced to accept. The narrator himself did not cry, but he deeply felt the weight of the transition. The closing of the gate was a moment of realization: he had entered a space he did not yet understand.

10. Who appeared after the gate was closed, and what did she say?

A woman arrived, accompanied by a group of men who began sorting the children into ranks. She spoke kindly to the children, assuring them that school was a second home. She explained that there were “mothers and fathers” here, meaning that teachers and staff would care for them. She encouraged them to embrace school with happiness, telling them that they would find joy and knowledge inside. Some children continued to cry, unable to accept her comforting words, while others slowly started to adjust. The narrator listened but still felt uncertain. The woman’s words were meant to ease their fears, but school still seemed unfamiliar and intimidating to him. The idea that school could be enjoyable was something he was not ready to believe.

11. How did the narrator’s feelings start to change?

At first, the narrator felt completely lost, unsure of what to do or how to fit in. However, as time passed, he started forming friendships. He became familiar with some of the boys and admired some of the girls. Slowly, his fears faded, and school no longer seemed entirely dreadful. He began to realize that school was not just about separation from home—it was also about meeting new people, sharing experiences, and learning. The friendships he made helped him feel connected, and he saw that he was not alone in this new environment. His perspective shifted, and he started to find comfort in being surrounded by others, even if he had been unsure at first.

12. What activities did the children do at school?

The children participated in many activities throughout the day. They played different games, such as swinging, vaulting, and ball games, which brought excitement and energy to the schoolyard. They gathered in the music room and sang their first song together, enjoying the rhythm of their voices. In the classroom, they were introduced to language and numbers, learning about words and basic counting. They saw a globe that rotated, showing various continents and countries, sparking their curiosity about the world. The children ate delicious food provided at school, rested for a short nap, and then continued with more learning and play. The narrator found that school was filled with a variety of experiences, each adding something new to his understanding of life.

13. Did the narrator find school entirely joyful?

No, while the narrator enjoyed certain aspects of school, he soon realized that it was not always joyful. He faced challenges like rivalries, which sometimes led to anger, jealousy, and even fighting. Although the woman in charge was often kind, she also scowled and scolded the children when they misbehaved. At times, she even resorted to physical punishment, which made the environment feel strict and demanding. The narrator understood that school was not just about playing and having fun; it required patience and effort. He saw that life at school could be unpredictable, with moments of happiness mixed with difficulties. This realization helped him understand that school was a place where both joy and discipline coexisted.

14. What happened when school ended?

When the bell rang to announce the end of the school day, the children rushed toward the gate. They were eager to return home after their first experience of school. The narrator said goodbye to his newly made friends and sweethearts and stepped outside, expecting to see his father waiting for him. He looked around but saw no sign of him. His father had promised to be there, but he was nowhere to be found. The narrator stood there, feeling uncertain and disappointed, wondering why his father had not kept his promise. At that moment, the excitement of leaving school turned into confusion and concern, making the experience unsettling.

15. How did the narrator react to his father’s absence?

Initially, the narrator waited outside the school, believing his father would arrive soon. He stood there, scanning the crowd, hoping to find the familiar figure of his father. However, as time passed and he remained alone, he realized his father was not coming. The disappointment slowly set in, and he felt abandoned. His father had reassured him in the morning that he would be waiting, but now that promise felt broken. Eventually, after waiting for a long time, the narrator made the decision to return home on his own. This marked a turning point—he was forced to navigate the world independently, without the comforting presence of his father by his side.

16. Who did the narrator meet on his way home?

As he walked, he encountered a middle-aged man who greeted him warmly. The man recognized the narrator and shook his hand in a friendly manner. He mentioned that life had not been great for him but still praised the Almighty. The narrator politely agreed with him and returned the greeting, though he did not deeply engage in conversation. The interaction felt strange, as if the man saw him as someone much older. The narrator did not fully understand the significance of their exchange, but it left him feeling disconnected. This brief encounter hinted at a shift in perspective—the narrator was beginning to see the world differently than he had before.

17. What change did the narrator notice about the street?

He was shocked to see that the familiar street lined with gardens had vanished. The peaceful fields he had walked past in the morning were gone, replaced by towering buildings, crowded roads, and chaotic scenes. He saw countless vehicles moving through the street, blocking his path, and piles of refuse covering its sides. The quiet beauty of the morning had turned into a noisy, overwhelming mess. He could not understand how everything had changed so drastically in just one day. The transformation was unsettling, making him feel lost. The world he had known seemed to have disappeared, replaced by something he did not recognize.

18. What events added to the chaos of the street?

The narrator observed a circus parade passing by, with clowns and weightlifters walking at the front. Trucks carrying security troops moved through the area, giving the street a serious atmosphere. A fire engine blared its siren, trying to make its way through the congested road to reach a burning fire. Meanwhile, a heated argument broke out between a taxi driver and his passenger, making the environment feel even more chaotic. The passenger’s wife called for help, but no one paid attention. The combination of these events made the narrator feel overwhelmed. Everything around him felt unfamiliar, adding to his confusion and disbelief.

19. What did the narrator struggle with before reaching home?

He needed to cross Abu Khoda Street to reach his home, but the heavy traffic made it impossible. Vehicles kept moving, preventing him from walking across safely. He stood waiting for a long time, growing frustrated by the endless flow of cars. The loud noise of the fire engine’s siren made him even more irritated. He sarcastically thought that the fire could continue burning, as he had no control over it. The overwhelming sense of helplessness made him impatient. The once-familiar journey home now felt difficult, as if he were trapped in a place he no longer understood.

20. Who helped the narrator cross the street?

Just as the narrator was struggling, a young employee from the ironing shop noticed him. The boy approached him politely, stretched out his arm, and said, “Grandpa, let me take you across.” The narrator was startled by the words. He did not see himself as an old man, yet the boy addressed him as if he were much older. This moment deeply shocked him, making him question everything around him. In the span of a single day, he felt as if he had aged, lost his home, and entered a completely different world. The transformation was incomprehensible, leaving him in complete disbelief.

Textual Analysis

I proceeded alongside my father, clutching his right hand, running to keep up with his long strides. All my clothes were new: the black shoes, the green school uniform, and the red tarboosh. My delight in my new clothes, however, was mixed, for this was no feast day, but the day on which I was to be cast into school for the first time.

My mother stood at the window watching us, and I would turn toward her from time to time, appealing for help. We walked along a street lined with gardens; on both sides were extensive fields planted with crops, prickly pears, henna trees, and a few date palms.

“Why school?” I challenged my father openly. “I shall never do anything to annoy you.”

“I’m not punishing you, am I?” he said, laughing. “School’s not a punishment. It’s the factory that makes useful people out of children. Don’t you want to grow up?”

I was not convinced. I did not believe there was really any good to be had in tearing me away from the intimacy of my home and throwing me into this building. It looked like some huge, high-walled fortress, stern and grim.

When we arrived at the gate, we could see the courtyard, vast and crammed full of boys and girls. “Go in by yourself,” said my father, “and join them. Put a smile on your face and be a good example to others, won’t you?”

I hesitated and clung to his hand, but he gently pushed me from him. “Be bold,” he said. “Today you truly begin life. You will find me waiting for you when it’s time to leave.”

I took a few steps, then stopped and looked, but saw nothing. Then the faces of boys and girls came into view. I did not know a single one of them. None of them knew me. I felt I was a stranger who had lost his way. But glances of curiosity were directed toward me, and a boy approached and asked, “Who brought you?”

“My father,” I whispered.

“My father’s dead,” he said quite simply.

I did not know what to say. The gate was closed, letting out a pitiable screech. Some of the children burst into tears. The bell rang. A lady came along, followed by a group of men. The men began sorting us into ranks.

“This is your new home,” said the woman. “Here too there are mothers and fathers. Here there is everything that is enjoyable and beneficial to knowledge and life. Dry your tears and face life joyfully, won’t you?”

We submitted to the facts, and this submission brought a sort of contentment. Living beings are drawn to other living beings, and from the first moment my heart made friends with such boys as were to be my friends, and fell in love with such girls as I was to be in love with. Then it seemed to me my misgivings had had no basis.

I had never imagined school would have this rich variety. We played all sorts of games: swings, the vaulting horse, ball games… . In the music room we chanted our first song. We also had our first introduction to language. We saw a globe of the Earth, which revolved and showed the various continents and countries. We started learning the numbers. We ate delicious food, took a little nap, and woke up to go on with friendship and love, play and learning.

As our path revealed itself to us, however, we did not find it as totally sweet and unclouded. Dust-laden winds and unexpected accidents could happen suddenly, so we had to be watchful, and very patient. It was not all a matter of playing and fooling around. Rivalries could bring about pain and hatred or give rise to fighting. And while the woman would sometimes smile, she would often scowl and scold. Even more frequently, she would resort to physical punishment.

The bell rang announcing the passing of the day and the end of work. The throngs of children rushed toward the gate, which was opened again. I bade farewell to friends and sweethearts and passed through the gate. I peered around but found no trace of my father, who had promised to be there.

I stepped aside to wait. When I had waited for a long time without avail, I decided to return home on my own. After I had taken a few steps, a middle-aged man passed by, and I realised at once that I knew him. He came toward me, smiling, and shook me by the hand, saying, “It’s a long time since we last met, how are you?”

With a nod of my head, I agreed with him and in turn asked, “And you, how are you?”

“As you can see, not all that good, the Almighty be praised!”

Again he shook me by the hand and went off. I proceeded a few steps, then came to a startled halt. Good Lord! Where was the street lined with gardens? Where had it disappeared to? When did all these vehicles invade it? And when did all these hordes of humanity come to live upon its surface? How did these hills of refuse come to cover its sides? And where were the fields that bordered it?

High buildings had taken over, the street surged with children, and disturbing noises shook the air. Then there was a band announcing the opening of a circus, with clowns and weightlifters walking in front. A line of trucks carrying central security troops crawled majestically by.

The siren of a fire engine shrieked, and it was not clear how the vehicle would cleave its way to reach the blazing fire. A battle raged between a taxi driver and his passenger, while the passenger’s wife called out for help and no one answered. Good God! I was in a daze. My head spun. I almost went crazy. How could all this have happened in half a day, between early morning and sunset? I would find the answer at home with my father.

But where was my home? I could see only tall buildings and hordes of people.

I hastened on to the crossroads between the gardens and Abu Khoda. I had to cross Abu Khoda to reach my house, but the stream of cars would not let up. The fire engine’s siren was shrieking at full pitch as it moved at a snail’s pace, and I said to myself, “Let the fire take its pleasure in what it consumes.”

Extremely irritated, I wondered when I would be able to cross. I stood there a long time, until the young lad employed at the ironing shop on the corner came up to me.

He stretched out his arm and said gallantly, “Grandpa, let me take you across.”

About the author

Naguib Mahfouz was born in Old Cairo, Egypt in 1911. After receiving his bachelor’s degree in Philosophy from Cairo University in 1934, Mahfouz joined the Egyptian Civil Service. He is regarded as one of the most important writers in Arabic literature. He was the first Egyptian and the first Arab writer to win the Nobel Prize in Literature. He published 35 novels, around 350 short stories and 26 screenplays. His most famous works include The Cairo Trilogy and Children of Gebelawi. Many of Mahfouz’s works have been made into films. He died on 30 August 2006.