PLAY
3. Refund
by Fritz Karinthy
CHARACTERS
THE
PRINCIPAL
THE
SERVANT
WASSERKOPF
THE
MATHEMATICS MASTER
THE
PHYSICS MASTER
THE
STAFF
THE
GEOGRAPHY MASTER
THE
HISTORY MASTER
SUMMARY
The
one-act play "Refund" revolves around the absurd and humorous
situation of Wasserkopf, a forty-year-old man who demands a refund of his
tuition fees from the school where he studied. Claiming he learned nothing
useful, Wasserkopf believes this idea will benefit him, given his joblessness
and financial struggles. However, the school is shocked by his request and
calls for an urgent staff meeting to tackle the situation.
The
teachers devise a plan to outsmart Wasserkopf, as they suspect he intends to
fail the exam and claim the refund. They decide to prove all his answers right,
regardless of how bizarre they may be. Each teacher takes turns asking
questions, and Wasserkopf responds with absurd answers.
Despite
his answers being clearly wrong, the teachers employ creative interpretations
and even invoke famous scientific theories to validate them. For instance, when
asked about the duration of the Thirty Years' War, Wasserkopf responds with
"seven meters," and the Mathematics Master humorously attributes this
to Einstein's Theory of Relativity.
As
the examination progresses, Wasserkopf insults the teachers, calling them names
like "numskull" and "ass." However, the teachers maintain
their composure, focusing on proving him an excellent student.
The
Mathematics Master cunningly presents Wasserkopf with one easy and one
difficult question. Wasserkopf's response to the easy question is incorrect,
and the teacher appears angry, stating that he has failed the examination and
deserves a refund. Wasserkopf falls into the trap, revealing the exact amount
of tuition fees he paid.
The
final twist occurs when the teachers reveal that Wasserkopf has passed with
distinction in every subject, successfully turning the tables on him. The
Principal proudly declares that Wasserkopf is entitled to the graduation
certificate they previously awarded him.
As
the play concludes, the school's servant seizes Wasserkopf, rushing him away,
while the teachers handle the situation with wit and wisdom.
"Refund"
masterfully blends humor, irony, and absurdity to create a delightful comedic
experience. The play satirizes the education system and human folly while
showcasing the teachers' resourcefulness in dealing with an unusual
predicament. Through clever twists and hilarious exchanges, the play leaves the
audience amused and reflective about the quirky nature of human interactions
and the unexpected ways life unfolds.
Understanding the text
Answer the following questions.
a. Why does Wasserkopf demand a refund of his tuition fees from
the school?
Wasserkopf's
plight in "Refund" is one of frustration and desperation. At forty
years old, he finds himself jobless and unable to secure suitable employment.
He perceives his lack of success as a direct consequence of his education,
feeling like a failure due to his schooling. Wasserkopf's numerous job
rejections reinforce his belief that he hasn't gained any valuable skills from
his time in school. This sense of worthlessness propels him to demand a refund
of his tuition fees from the school, seeing it as a way to regain some financial
stability. His old classmate, Leadrer, supports this idea, adding to
Wasserkopf's conviction that the education system has failed him and left him
unfit for any meaningful job. The play humorously delves into the absurdity of
his demand and how it leads to unexpected consequences. Wasserkopf's struggle
highlights the broader issue of unemployment and the frustration faced by those
who feel ill-equipped to navigate the job market, ultimately making
"Refund" a satirical exploration of the complexities of education,
employment, and human nature.
b. Why does Wasserkopf consider himself good for nothing?
Wasserkopf's
deep sense of inadequacy and self-doubt is evident in his repeated failures to
secure employment. The constant rejection he faces in his job search has left
him feeling utterly defeated and bankrupt, not only financially but also
emotionally. These failures have created a pervasive belief within him that he
is worthless and devoid of any useful skills or qualities. This negative
self-perception reinforces his self-identity as someone who is good for
nothing, further exacerbating his feelings of uselessness. Wasserkopf's
portrayal in the play "Refund" highlights the emotional toll that
long-term unemployment and rejection can have on an individual, shedding light
on the human struggle to find purpose and meaning in the face of setbacks and
challenges.
c. What did the teachers decide to do when Wasserkopf asked for
a refund?
In
a comical turn of events in the play "Refund," the teachers decide to
honor Wasserkopf's request for a re-examination and conspire to pass him in all
subjects, despite the absurdity of his answers. Realizing that Wasserkopf
intends to fail the exam and claim a refund of his tuition fees, the teachers
band together and form a united front during his examination. They collaborate
to outsmart Wasserkopf and prove all his answers right, regardless of their
accuracy. This decision showcases the teachers' ingenuity and their willingness
to play along with Wasserkopf's antics to maintain the reputation of the
school. Their camaraderie and joint effort to assist one another during the
examination create a humorous and lighthearted atmosphere. The teachers'
collective decision to support Wasserkopf's absurd claims adds a layer of irony
to the play, reflecting the lengths to which they are willing to go to preserve
the school's image while humorously handling the situation.
d. Why did Wasserkopf give ridiculous answers? Why did the
teachers accept these answers?
In
"Refund," Wasserkopf deliberately provided absurd and incorrect
answers during the examination to ensure he failed and could claim a refund of
his tuition fees. His motive was to escape the burden of his education costs
since he considered himself unfit for any meaningful job and had faced multiple
rejections in his job search. In a humorous twist, the teachers, aware of his
intention, chose to accept and validate Wasserkopf's ridiculous answers. They
were determined to pass him in all subjects to maintain the school's reputation
and avoid the embarrassment of having a former student demand a refund. Their
decision to support Wasserkopf's far-fetched claims adds a touch of irony,
showcasing their cleverness in navigating the situation while preserving the
school's image. The play humorously explores the lengths to which individuals
may go to protect their interests and reputation, ultimately creating a
delightful and amusing narrative.
e. How does the Mathematics Master describe Wasserkopf’s
character?
In
"Refund," Wasserkopf is depicted as a sly and crafty individual with
a cunning plan to deliberately fail his examination and demand a refund of his
tuition fee. The Mathematics Master describes him as a bad-tempered man with a
disagreeable speaking style, which only adds to the irritation he causes among
the teachers. Wasserkopf's unique personality and demeanor further contribute
to the comedic element of the play, as he freely uses abusive language to
express his frustration and disdain towards the teachers. His clever
manipulation and bold approach to demanding a refund challenge the authority of
the school, leading to an entertaining clash of wits between him and the
teachers. Wasserkopf's character brings a touch of mischief and
unpredictability to the story, creating an engaging and humorous narrative that
explores the absurdity of human behavior and the complexities of human
interactions.
f. How did the teachers outwit Wasserkopf?
In
the play "Refund," the teachers' cleverness and quick thinking outwit
Wasserkopf's attempts to fail his oral exam. Wasserkopf provided absurd and
incorrect answers in the hope of getting a refund for his tuition fees.
However, the teachers, knowing his intentions, chose to validate his answers
for various comical reasons, leaving Wasserkopf surprised and confused to find
his answers accepted as correct. Despite his efforts, Wasserkopf's plan
backfires, and he ends up passing in every subject. His request for a refund is
denied, as the teachers successfully maintain the school's reputation and
protect it from embarrassment. In the end, Wasserkopf's antics lead to his
expulsion from school, showcasing the consequences of his misguided actions.
The play humorously explores the clash between Wasserkopf's cunning plan and
the teachers' wit, resulting in an amusing and entertaining narrative.
g. What is the final judgment on Waserkopf’s demand of refund?
In
the play "Refund," the final judgment on Wasserkopf's refund demand
is a rejection of his request. The outcome is a victory for the teachers, as
they successfully outwit Wasserkopf by accepting his absurd answers as correct.
All teachers, except one, come to a unanimous agreement to support Wasserkopf's
answers in order to maintain the school's reputation and avoid refunding his
tuition fees. In a humorous turn of events, the school's principal declares
Wasserkopf to have passed with distinction in all subjects, presenting him with
a graduation certificate and congratulations on his supposed academic
achievement. The play concludes with Wasserkopf's expulsion from the school,
showcasing the comedic consequences of his failed plan and the teachers'
cleverness in handling the situation. The final judgment highlights the
absurdity and irony that permeate the play, leaving the audience amused and
entertained by the teachers' unconventional approach to preserve their school's
reputation.
Reference to the context
a. Read the extract from the play given below and answer the
questions that follow:
“It’s possible I’ve changed. What
the hell…! Your class records will show I’ve got a right to come here.”
i.
Who is the speaker? Who is he speaking to?
Wasserkopf
is the speaker. He's speaking to the principal of his former school.
ii.
Why is the speaker say these words?
The
speaker says these words because he is dissatisfied with his educational
records from his previous school, which he obtained eighteen years ago.
iii.
Where is the speaker at this moment?
The
speaker is in the Principal's office at this moment.
b. Read the extract dialogue given below and answer the
questions that follow:
“THE STAFF: (bowing, heartily) How do you do?
WASSERKOPF: Who the hell are you? Sit down, you
loafers! (He grins, waiting to be thrown out)
THE PRINCIPAL: How dare you –”
i.
What is to be the response to ‘How do you do?’
The
typical response to the greeting "How do you do?" is to say "How
do you do?" back. This is a formal and polite way to acknowledge the
greeting and show courtesy to the person who initiated the conversation.
ii.
Is Wasserkopf’s response polite enough to the staff?
No,
Wasserkopf's response to the staff isn't polite enough. He uses derogatory
language against them.
iii.
How does Wasserkopf rebuke the staff?
Wasserkopf
rebukes the staff, calling them "loafers" and asking, "Who the
hell are you?"
iv.
What does the principal mean by ‘How dare you -’?
The
principal is referring to Wasserkopf's dare to make abusive remarks about
masters when he says, 'How dare you?'
c. Explain the following line of the play:
“Because
I didn’t get my money’s worth, that’s why!”
In
the play "Refund," Wasserkopf, the main character, uses the line
"How do you do?" as a way to introduce himself and explain his
purpose for demanding a refund of his tuition fees from the school's principal.
He expresses his frustration and disappointment with his education, claiming
that he has not received any value or benefit from it in his life. Wasserkopf's
numerous job rejections further reinforce his belief that he is worthless and
unfit for any meaningful employment. This self-perception drives him to seek a
refund, seeing it as a way to reclaim some financial stability and possibly
find solace in the idea that his education had not been entirely in vain. The
line captures Wasserkopf's sense of disillusionment and dissatisfaction with
his life and sets the stage for the comedic and absurd events that unfold in
the play.
d. What is the theme of the play?
The
theme of the play "Refund" is centered around absurdity and humor. It
satirizes human behavior and societal norms, particularly in the context of
education and employment. Wasserkopf's demand for a refund of his tuition fees
highlights his frustration and dissatisfaction with his life, leading to
comical attempts to fail his exam. The teachers' clever response, passing him
with absurd justifications, adds to the theme of irony. The play delves into
the complexities of human interactions and the unexpected consequences of
misguided actions, presenting a lighthearted commentary on the quirks and
absurdities of life. Ultimately, "Refund" uses humor and wit to
entertain while offering a satirical exploration of human nature and the
pursuit of purpose and meaning.
e. Sketch the character of Wasserkopf.
In
"Refund," Wasserkopf is portrayed as a forty-year-old man filled with
greed and bitterness. His background from Hungary adds to his sense of
dissatisfaction and frustration with life. Wasserkopf's bad manners and rude
behavior have led to his dismissal from multiple jobs, emphasizing his lack of
respect for authority and social norms. His self-perception as someone
"good for nothing" fuels his audacious demand for a refund of his
tuition fees. His interactions with the principal and teachers are
characterized by immorality and disrespect, using derogatory terms like
"loafers," "numskull," "cannibal," "whisked
balloon," and "old stick in the mud."
Wasserkopf's
abrasive and confrontational attitude contributes to the comedic element of the
play, highlighting the absurdity of his behavior and interactions with others.
His characterization reflects the complexities of human nature, showcasing the
clash between societal expectations and individual attitudes. The play
humorously explores the consequences of Wasserkopf's unconventional approach to
life, leaving the audience entertained by the satirical portrayal of his
character.
Reference beyond the text
a. The play is a satire on the present day education system. Do
you think that our education system does not prepare students for life?
Discuss.
As
an AI language model, I don't have personal opinions, but I can provide
insights on the topic. The notion that the education system might not
adequately prepare students for life is a common subject of debate and
criticism in many societies.
Some
argue that modern education focuses too much on standardized testing and
academic performance, neglecting to teach practical life skills and real-world
application of knowledge. This could leave students ill-equipped to handle
challenges and situations they may encounter in their personal and professional
lives.
Moreover,
there are concerns that the education system might not adequately address
essential skills such as critical thinking, problem-solving, communication,
emotional intelligence, and financial literacy, which are crucial for
navigating the complexities of adulthood.
Additionally,
the rapidly changing job market and the increasing demand for skills beyond
traditional academic knowledge have raised questions about the relevance of the
education system in preparing students for the workforce.
However,
it's important to note that the education system is diverse and varies from
country to country, and even within regions. Many educators and institutions
are actively working to reform the education system to better align with the
needs of the 21st century. Efforts to incorporate practical life skills,
vocational training, and experiential learning are becoming more prevalent.
While
there may be shortcomings in some aspects of the education system, it is also
essential to recognize that education has made significant contributions to the
development and progress of societies. It equips individuals with a broad range
of knowledge and the ability to think critically, fostering intellectual growth
and personal development.
Ultimately,
the ongoing debate surrounding the education system highlights the importance
of continuous improvement and adaptation to meet the changing needs of students
and society. A comprehensive and well-rounded education should aim to strike a balance
between academic knowledge and practical life skills to prepare students for
the challenges and opportunities they will face in their lives.
b. Our education system focuses on memorisation rather than
creative thinking. Do you think the knowledge imparted by education may not
have practical relevance in one’s day-to-day life? Who do you blame for this?
The
claim that education systems often prioritize memorization over creative
thinking is a common criticism, and there is some truth to it. Traditional
education systems have, at times, relied heavily on rote memorization and
standardized testing, which may not foster critical and creative thinking
skills in students. This approach might lead to a disconnect between the
knowledge imparted in education and its practical relevance in day-to-day life.
The
blame for this issue can be shared among various stakeholders:
a.
Educational Institutions: Some argue that schools and universities, driven by
the pressure of standardized testing and academic performance metrics, may
prioritize memorization and regurgitation of information over fostering
critical thinking and problem-solving skills.
b.
Teachers: Teachers play a crucial role in shaping students' learning
experiences. If they focus solely on delivering content without encouraging
questioning, exploration, and creative expression, students may not develop the
ability to apply their knowledge practically.
c.
Curriculum Design: The content and structure of the curriculum can
significantly impact how knowledge is imparted. If the curriculum lacks
real-world applications and fails to connect theoretical knowledge to practical
situations, students may struggle to see the relevance of their education in
their daily lives.
d.
Parental and Societal Expectations: Societal pressure to achieve high grades
and conform to traditional notions of success can also contribute to a focus on
memorization. Students may feel compelled to prioritize memorization to excel
academically, sometimes at the expense of developing creative thinking skills.
Addressing
this issue requires a collective effort to reform educational practices and
prioritize critical and creative thinking. Incorporating problem-based
learning, project-based assessments, and experiential learning opportunities
can help bridge the gap between theoretical knowledge and its practical
application.
Educational
institutions, teachers, policymakers, and society as a whole must collaborate
to ensure that education equips students with relevant knowledge and the
ability to think critically and creatively. By nurturing these skills,
education can better prepare individuals to face the challenges and
complexities of modern life effectively.
c. Most of the students want to learn just for examination
rather than knowledge. Do you think that certificate will help them in their
future career?
Many
students prioritize learning solely for examinations rather than seeking
genuine knowledge. The pressure to perform well in exams and attain high grades
often drives them to focus on memorization and short-term preparation. The
desire to pass exams and obtain certificates may overshadow the deeper
understanding and critical thinking necessary for true learning. As a result,
students may resort to rote learning and quick-fix strategies, missing out on
the opportunity to develop a deep and meaningful grasp of the subjects they
study. This exam-oriented approach may hinder their ability to apply knowledge
effectively in real-world situations.
Students'
focus on obtaining certificates and passing exams may lead them astray from
acquiring genuine knowledge and skills. The current approach to education
emphasizes short-term exam preparation, often neglecting the development of
critical thinking and deep understanding. Indeed, in many educational systems,
there can be a significant emphasis on exam-oriented learning. Students may
resort to memorization and rote learning to achieve higher grades, without
necessarily grasping the underlying concepts and real-world applications of the
subjects they study. This "quick-fix" approach to passing exams may
result in a lack of authentic knowledge and critical thinking skills that are
essential for future success.
Certificates
and qualifications may serve as a valuable credential in certain career paths
and open doors for opportunities. However, the opinion questions whether the
pursuit of certificates at the expense of true knowledge and talent is the
right approach. In some cases, students may prioritize obtaining certificates
through questionable means, such as cheating or plagiarism, rather than through
genuine learning and effort.
To
address this issue, there is a need for educational reforms that shift the
focus from exam-centric learning to a more holistic approach. Emphasizing project-based
learning, critical thinking, problem-solving, and practical applications of
knowledge can help students develop a deeper understanding of the subjects they
study. Encouraging a growth mindset, where mistakes and failures are seen as
opportunities for learning, can also foster a love for learning and a pursuit
of genuine knowledge.
Additionally,
educators and policymakers should consider alternative forms of assessment that
go beyond traditional exams. Performance assessments, portfolio evaluations,
and real-world projects can provide a more comprehensive understanding of a
student's abilities and potential.
Ultimately,
a balanced approach that values both certificates and genuine knowledge is
essential for students' future success. By fostering a passion for learning and
nurturing critical thinking skills, students can be better prepared to tackle
real-world challenges and excel in their chosen fields, making the most of
their education and certificates.
Best of Luck
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