CBSE EXAM 2024-25

LAST MINUTE REVISION

REVISED EDITION

ENGLISH (CORE-301)
CLASS XII

PREPAID By:
BALRAM THAKUR
PGT (ENGLISH)
ROYAL OAK
INTERNATIONAL SCHOOL
GURUGRAM, HARYANA
(9971620445)

Name of the Student:-__________________________

Name of the School:-___________________________

 INDEX
Sr. No. Topic Page Number
1. Blue Print 1
2. Time Management 2

(CREATIVE WRITING)
3. Unseen Passage 3
4. Notice Writing 11
5. Invitation Writing 19
6. Letter to Editor 34
7. Job Application 40
8. Report Writing 42
9. Article Writing 49

(FLAMINGO – PROSE)
10. The Last Lesson 62
11. Lost Spring 72
12. Deep Water 82
13. The Rattrap 93
14. Indigo 101
15. Poet and Pancakes 111
16. The Interview 122
17. Going Places 128

(FLAMINGO – POETRY)
18. Poetic Devices 136
19. My Mother at Sixty six 139
20. Keeping Quite 146
21. A Thing of Beauty 154
22. A Road Side Stand 160
23. Aunt Jennifer’s Tigers 167

(VISTAS – PROSE)
24. The Third Level 175
25. The Tiger King 182
26. Journey to the End of the World 189
27. The Enemy 196
28. On the Face of It 205
29. Memories of Childhood 213
 ENGLISH CORE (Code No. 301)
SYLLABUS CLASS – XII (2024 - 25)
BLUE PRINT

SECTION- A (READING SKILLS: 22 MARKS)

1. One unseen passage to assess comprehension, interpretation, analysis and inference. Vocabulary
assessment will also be assessed via inference. The passage may be factual, descriptive or literary.
12 Marks

2. One unseen case-based factual passage with verbal/visual inputs like statistical data, charts etc. to
assess comprehension, interpretation, analysis, inference and evaluation. 10 Marks

Note: The combined word limit for both the passages will be 700-750 words. Multiple Choice Questions /
Objective Type Questions and Short Answer type Questions (to be answered in 40-50 words) will be
asked.

SECTION- B (CREATIVE WRITING SKILLS: 18 MARKS)

3. Notice up to 50 words. One out of the two given questions to be answered. 4 Marks
(Format: 1 Content: 2 Accuracy of Spelling and Grammar: 1)

4. Formal/Informal Invitation and Reply up to 50 words. One out of the two given questions to be
answered. 4 Marks
(Format: 1 Content: 2 Accuracy of Spelling and Grammar: 1)

5. Letters based on verbal/visual input, to be answered in approximately 120-150 words. Letter types
include application for a job with bio data or resume. Letters to the editor (giving suggestions or opinion
on issues of public interest). One out of the two given questions to be answered. 5 Marks
(Format: 1 Organisation of Ideas: 1 Content: 2 Accuracy of Spelling and Grammar: 1)

6. Article/ Report Writing, descriptive and analytical in nature, based on verbal inputs, to be answered in
120-150 words. One out of the two given questions to be. 5 Marks
(Format: 1 Organisation of Ideas: 1 Content: 2 Accuracy of Spelling and Grammar: 1)

SECTION- D (LITERATURE: 40 MARKS)

7. One Poetry extract out of two from the book FLAMINGO to assess comprehension, interpretation,
analysis and appreciation. (6x1=6 Marks)

8. One Prose extract out of two from the book VISTAS to assess comprehension, interpretation,
analysis and appreciation. (4x1=4 Marks)

9. One prose extract out of two from the book FLAMINGO to assess comprehension, interpretation
and analysis. (6x1=6Marks)

10. Short answer type question (from Prose and Poetry from the book FLAMINGO), to be answered
in 40-50 words. Questions should elicit inferential responses through critical thinking. Five questions
out of the six given are to be answered. (5x2=10 Marks)

11. Any two out of three short answer type question, from Prose VISTAS, to be answered in 40- 50
words. Questions should elicit inferential responses through critical thinking. (2x2=4 Marks)

12. Any one out of two long answer type question, from Prose/Poetry (FLAMINGO), to be answered in
120-150 words. Questions can be based on incident / theme / passage / extract / event as reference
points to assess extrapolation beyond and across the text. The question will elicit analytical and
evaluative response from student. (1x5=5 Marks)

13. Any one out of two long answer type question, based on the chapters from the book VISTAS, to
be answered in 120-150 words to assess global comprehension and extrapolation beyond the text.
Questions to provide evaluative and analytical responses using incidents, events, themes as reference
points. (1x5=5 Marks)

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 TIPS FOR PREPARING FOR EXAMS
TIME MANAGEMENT
SECTION A : READING SKILLS (50 Minutes)

1. Comprehension 12 Marks 25 Minutes

2. Comprehension 10 Marks 25 Minutes

SECTION B : CREATIVE WRITING SKILLS (45 Minutes)

3. Very short Answer questions (Notice) 4 Marks 5 Minutes

4. Very short Answer questions (Invitation) 4 Marks 5 Minutes
5. Letter Writing (Job Application / Editor) 5 Marks 15 Minutes
6. Article / Report 5 Marks 20 Minutes

SECTION C : LITERATURE (75 Minutes)

7. Very Short Answer Questions (MCQ) (Poetry) 6 Marks 5 Minutes

8. Very Short Answer Questions (MCQ) (Prose) 4 Marks 5 Minutes
9. Very Short Answer Questions (MCQ) (Prose) 6 Marks 5 Minutes
10. Short Answer Questions (Five) 10Marks 30 Minutes
11. Short Answer Questions (Two) 4 Marks 10 Minutes
12. Long Answer Questions from text book (Two) 5 Marks 10 Minutes
13. Long Answer Questions from text book (Two) 5 Marks 10 Minutes

Revision of Spelling, Grammar, Accuracy, etc. (10 Minutes)

Note : Utilize 15 minutes given for reading Section – A (Reading Skills)

“Wish You All The Best”

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 READING COMPREHENSION (PASSAGES)

1. Read the passage given below and answer the questions that follow. 12 Marks
The Discovery of Penicillin
1. The Scottish bacteriologist Dr Alexander Fleming (1881-1955) is credited with the discovery
of penicillin in London in 1928. He had been working at St Mary’s Hospital on the bacteriology
of septic wounds. As a medic during World War I, he had witnessed the deaths of many
wounded soldiers from infection and he had observed that the use of harsh antiseptics, rather
than healing the body, actually harmed the blood corpuscles that destroy bacteria.
2. In his search for effective antimicrobial agents, Fleming was cultivating staphylococcus
bacteria in Petri dishes containing agar. Before going on holiday in the summer of 1928, he
piled up the agar plates to make room for someone else to use his workbench in his absence
and left the windows open. When he returned to work two weeks later, Fleming noticed mould
growing on those culture plates that had not been fully immersed in sterilising agent. This was
not an unusual phenomenon, except in this case the particular mould seemed to have killed
the staphylococcus aureus immediately surrounding it. He realised that this mould had
potential.
3. Fleming consulted a mycologist called C J La Touche, who occupied a laboratory downstairs
containing many mould specimens (possibly the source of the original contamination), and
they concluded it was the Penicillium genus of ascomycetous fungi. Fleming continued to
experiment with the mould on other pathogenic bacteria, finding that it successfully killed a
large number of them. Importantly, it was also non-toxic, so here was a bacteria-destroying
agent that could be used as an antiseptic in wounds without damaging the human body.
However, he was unsuccessful in his attempts to isolate the active antibacterial element, which
he called penicillin. In 1929, he wrote a paper on his findings, published in the British Journal
of Experimental Pathology, but it failed to kindle any interest at the time.
4. In 1938, Dr Howard Florey, a professor of pathology at Oxford University, came across
Fleming’s paper. In collaboration with his colleague Dr Ernst Chain, and other skilled chemists,
he worked on producing a usable drug. They experimented on mice infected with
streptococcus. Those untreated died, while those injected with penicillin survived. It was time
to test the drug on humans but they could not produce enough – it took 2,000 litres of mould
culture fluid to acquire enough penicillin to treat a single patient. Their first case in 1940, an
Oxford police officer who was near death as a result of infection by both staphylococci and
streptococci, rallied after five days of treatment but, when the supply of penicillin ran out, he
eventually died.
5. The standardization and large-scale production of the penicillin drug during World War II
and its availability for treating wounded soldiers undoubtedly saved many lives. Penicillin
proved to be very effective in the treatment of pneumococcal pneumonia – the death rate in
World War II was 1% compared to 18% in World War I. It has since proved its worth in the
treatment of many life-threatening infections such as tuberculosis, meningitis, diphtheria and
several sexually-transmitted diseases.
6. Fleming has always been acknowledged as the discoverer of penicillin. However, the
development of a commercial penicillin drug was due to the skill of chemical scientists Florey,
Chain and others who overcame the difficulties of converting it into a usable form.

Based on your understanding of the passage, answer the questions given below.
i. What prompted Dr Alexander Fleming to search for antimicrobial agents? 2

ii. The mould growing on the culture plates in Fleming’s lab ____________ . 1
a. had the potential to kill the staphylococcus bacteria
b. had the potential to cultivate staphylococcus bacteria
c. had no influence on any bacteria
d. had nothing to do with pencilin

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iii. Identify the option similar in meaning of the word ‘non-toxic’ given in paragraph
– 3. 1
a. adulteration b. pollution c. detoxification d. non-poisonous

iv. State two characteristics of the mould which Fleming observed. (40 words) 2

V. Complete the following statement with a relevant idea from paragraph – 3. 1

That hard work sometimes results in a setback is evident from the fact that___________ .

vi. Those untreated died, while those injected with penicillin survived refers to
_______ . 1
a. soldiers who fought in World War I b. Oxford police officer and people like him
c. Mice d. Chemists

vii. Why was it a mammoth task to produce penicillin drug initially? 1

viii. Which instance in the passage makes it evident that shortage of penicillin
resulted in fatality? 1

ix. How has pencillin proved its worth in the field of medicine? (40 words) 2

2. Read the passage given below and answer the questions that follow. 12 Marks
1. Ammon means “fragrant spice plant” in Arabic and Hebraic and in Italian, canella means
“little tube”. These are a few of the many terms given to the popular spice known as
cinnamon. Dating back as far as 2800 B.C., Chinese writings describe cinnamon as an
important part of the culture, so much so that over the years this spice was traded right up
there with silver. Nowadays we find it in sweetened cereals, baked goods and sprinkled on
various foods such as yoghurt. Yet, many do not consider its wealth of healing capabilities
including the potential as a weight loss remedy.
2. Cinnamon is derived from the inner bark of the cinnamon tree grown and harvested mostly
in Sri Lanka but also found in Brazil, Indonesia, Vietnam, China and Burma. After a cinnamon
tree grows for about six to eight years it is cut down leaving a stump to allow it to grow again
making it a very sustainable practice. It is then stripped from the bark, dried and packaged as
sticks for export.
3. Several studies have been published regarding the weight loss properties of cinnamon which
include its unique ability to be used for type 2 diabetes which is a disease often resulting from
obesity. When eaten, the spice seems to slow down glucose absorption within the intestines
while stimulating insulin production. This normalizes blood glucose levels which in turn can
indirectly decrease weight gain.
4. “The results of study demonstrate that intake of 1, 3 or 6 g of cinnamon per day reduces
serum glucose, triglyceride, LDL cholesterol and total cholesterol in people with type 2 diabetes
and suggest that the inclusion of cinnamon in the diet of people with type 2 diabetes will
reduce risk factors associated with diabetes and cardiovascular diseases”.
5. A study from the Department of Family and Consumer Sciences, called “Effect of ground
cinnamon on after-meal blood glucose level in normal-weight and obese adults” found that
cinnamon may be effective in moderating post-meal glucose level in normal weight and obese
adults.
6. Columbia University nutritionist Tara Ostrowe comments to Reader’s Digest on the benefits
of this spice: ”Cinnamon really is the new skinny food …Scientists already credit cinnamon with
helping lower blood sugar concentration and improving insulin sensitivity. When less sugar is
stored as fat, this translates into more help for your body when it comes to weight loss”.
7. Talk to your doctor about adding cinnamon daily into your healthy diet and exercise
program. Add it to your tea, oatmeal, fruit, toast or anything else you can think of, as a small
amount will go a long way and potentially assist in your weight loss mission.

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Based on your understanding of the passage, answer the questions given below.
i. Cinnamon is called _______ in Hebraic. 1
a. little tube b. canella c. Ammon d. a fragrant spice plant

ii. In ‘Yet, many do not consider its wealth of healing capabilities ‘the writer refers to
the word ‘wealth’ to __________ . 1
a. the payment in silver b. the cost of cinnamon
c. health of people d. the healing power of cinnamon

iii. An expression opposite in meaning to ‘sustainable’ is ___________ . 1

a. short lived b. which can be continued for long
c. interesting d. insupportable

iv. What benefits of cinnamon do you consider will improve people with diabetes?
Discuss in about 40 words. 2

v. How does cinnamon help fitness conscious people? 1

vi. How is cinnamon got? What is amazing about the growth of a cinnamon tree? (40
words) 2

vii. How do Chinese associate cinnamon with culture? 1

viii. Cinnamon is essential for a healthy diet. Support this statement with ideas from
the passage. 2

ix. How does cinnamon attract youngsters? 1

3. Read the passage given below and answer the questions that follow. 12 Marks
Amelia was an amateur astronomer who spent her nights gazing at the stars through her
trusty telescope. The night sky was her sanctuary, a place of endless wonder where she often
found solace and inspiration. Tonight, she was particularly excited because a rare celestial
event was about to occur—a meteor shower that happened only once every decade. She had
read about it in her cherished astronomy books and marked her calendar for this special night.
As she peered through her telescope, a streak of light illuminated the darkness. The meteor
shower had begun. Amelia marveled at the beauty of nature's fireworks display as meteors
streaked across the heavens, leaving shimmering trails of stardust in their wake. Each meteor
felt like a cosmic brushstroke on a vast canvas. She felt a deep connection to the cosmos, a
sense of being part of something much larger than herself.
Amelia's passion for astronomy had grown over the years. She had joined a local astronomy
club, attended stargazing parties, and even given talks at schools about the wonders of the
universe. The night sky had become a canvas where she painted her dreams and shared her
knowledge with others. It was not just a hobby; it was her life's purpose.
The meteor shower reached its peak, and the sky was alive with celestial activity. Amelia's
telescope captured the breathtaking scene, and she couldn't help but feel a sense of
fulfillment. She had pursued her passion, often against the skepticism of others, and it had
rewarded her with a front-row seat to one of the universe's grand spectacles.
As the meteor shower waned and the last streak of light vanished into the darkness, Amelia
felt a bittersweet mix of emotions. The event she had eagerly anticipated was over, but the
memories and the sense of awe it had instilled in her would stay with her forever. In those
fleeting moments, she had felt closer to the cosmos than ever before, and she knew that her
journey under the stars would continue, for there was always something new to discover in the
boundless expanse of the universe.
Amelia's story became an inspiration to many, proving that pursuing one's passion, no matter
how niche or unconventional, could lead to a lifetime of wonder and fulfillment. The night sky,
which had once been her personal sanctuary, had become a beacon for others to explore the

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mysteries of the universe. She welcomed newcomers to the astronomy club and shared her
knowledge, igniting their curiosity about the cosmos.
The meteor shower of that night had not only painted the sky with streaks of light but had also
illuminated the path of countless dreamers who, like Amelia, sought to uncover the secrets of
the night sky. It was a reminder that the universe had much more to offer to those who were
willing to look up and wonder.

Based on your understanding of the passage, answer the questions given below.
i. Select the option that best characterizes Amelia's emotions and motivations as she
gazes at the meteor shower. 1
a. Fear and trepidation b. Awe and fulfillment
c. Disinterest and boredom d. Frustration and disappointment

ii. What is the significance of the night sky for Amelia? 1

a. It is a place of fear and danger. b. It is a canvas for her dreams.
c. It is a source of boredom. d. It is a place to escape from her problems.

iii. Share evidence from the text, in about 40 words, to support the view that the
writer's writing style is descriptive and evocative. 2

iv. Complete the sentence appropriately with a characteristic or its description.

Based on the information given in the excerpt. 1
Amelia's passion for astronomy can be described as ____________.

v. Select the option that is similar in meaning to "The night sky was her sanctuary."1
a. The night sky was her prison. b. The night sky was her home.
c. The night sky was her workplace. d. The night sky was her enemy.

vi. Explain, in about 40 words, how the passage conveys a sense of Amelia's deep
connection to the cosmos. 2

vii. In the line, "As she peered through her telescope, a streak of light illuminated
the darkness," what atmosphere or mood is created by the phrase "illuminated the
darkness"? 1

viii. How does the following, impact the reader?. Answer in 40 words. 2
"The meteor shower had begun. Amelia marveled at the beauty of nature's fireworks display as
meteors streaked across the heavens, leaving shimmering trails of stardust in their wake

ix. Read the five headlines 1 to 5 , given below: 1

1. "Astronomy Enthusiast Witnesses Rare Meteor Shower"
2. "Amelia's Lifelong Journey Under the Stars"
3. "Local Astronomy Club Welcomes New Members"
4. "The Night Sky: A Source of Fear or Wonder?"
5. "Meteor Shower Event Draws Crowds from Near and Far"
Identify the option that displays the headline/s that corresponds with occurrences in the
passage.
a. Only 1 b. 1 and 2 c. Only 3 d. 1 and 5

4. Read the passage given below and answer the questions that follow. 10 Marks
1. In recent years, the realm of communication has undergone a profound transformation,
shaped by the relentless march of technology. The advent of social media platforms,
messaging apps, and digital connectivity has not only redefined how individuals interact but
has also blurred the lines between personal and professional communication. To better
understand the shifting landscape of communication preferences, a comprehensive survey was
conducted among a diverse group of adults aged 25-40. The survey aimed to explore their

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choices and recorded the percentage variation for 10 key factors that influence these
preferences.
2. Among those who favor face-to-face communication, a deep-seated yearning for genuine,
in-person connections emerged as the primary motivation (55%.. The ability to interpret and
respond to non-verbal cues was a close second, with 48% of respondents valuing this aspect.
Furthermore, those who favored face-to-face communication extolled the intimate and
profound nature of conversations (42%., which often led to meaningful and lasting
connections. Many cited the opportunity to establish trust more effectively (36%. as a defining
characteristic of this mode of interaction.
3. In contrast, digital communication enthusiasts cited convenience and speed as their primary
reasons for favoring this medium (58%.. The ability to keep a record of conversations for
future reference was another key factor (50%.. The prospect of reaching a broader audience
through digital means resonated with 44% of respondents. Moreover, digital communication
provided the unique ability to multitask, enabling individuals to engage in multiple
conversations concurrently (32%..
4. Interestingly, both groups shared common ground when it came to privacy and security
concerns. A
substantial 45% of face-to-face communicators and 42% of digital communicators were
equally focused on ensuring that their communications remained private and secure. Similarly,
both groups held dear the freedom to express themselves openly (38% for face-to-face
communicators and 35% for digital communicators..
5. Nonetheless, significant disparities existed between the two groups. Face-to-face
communicators prioritized the formation of personal connections and relationships (40%. to a
greater extent than their digital counterparts (25%.. In contrast, digital communicators valued
efficiency and the ability to get things done (30%., which outweighed similar considerations
among face-to-face communicators (18%..
6. The survey findings reveal a complex tapestry of communication preferences. They suggest
that both faceto- face and digital communication have distinct advantages that cater to
different preferences and priorities, reflecting the multifaceted nature of human interaction in
today's interconnected world.

Based on your understanding of the passage, answer the questions given below.
i. Infer two possible ways that the survey, mentioned in paragraph (1 could be
beneficial. 1

ii. Which communication choice point of the survey would influence technology
companies to enhance their messaging apps with features like read receipts and
message archiving? 1
a. Ability to maintain a record of conversations
b. Desire for genuine, in-person connections
c. Privacy and security concerns
d. Building personal connections and relationships

iii. What do the top choices in the survey, for face-to-face and digital communication,
suggest about communication preferences among adults aged 25-40? 2

iv. Identify the face-to-face communicator from the following three individuals. 1
a. Sarah - I prefer texting because I can respond while I'm at work or on the go.
b. John - I enjoy meeting people in person, understanding their body language and
expressions.
c. Emily - I use video calls for important conversations; it feels more personal.

v. Which of the following is an example of an advantage of digital communication

mentioned in paragraph - 2? 1
a. Ability to express oneself freely b. Ability to multitask and manage multiple conversations
c. Reading non-verbal cues d. Building personal connections and relationships

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vi. How might the differences in communication priorities between face-to-face and
digital communicators impact the way companies develop new communication tools
and platforms? 2

vii. The similarities in the percentage of both face-to-face and digital communicators
interested in maintaining privacy and security in their communications may be due to
________. 1

viii. The title, "The Changing Landscape of Communication Preferences Among Adults
Aged 25-40," is appropriate for this passage. State TRUE or FALSE: 1

5. Read the passage given below and answer the questions that follow. 10 Marks
1. A large majority of the elderly in India does not get long-term and palliative care, revealed a
study conducted for the United Nations. The survey of more than 10,000 respondents across
Northern, Southern, Western, Eastern and Central India during May-June 2018, showed that
62.1% of the elderly did not get such care. More than half of these people, 52.4%, said they
primarily need traditional family support, says a study by Age well Research and Advocacy
Centre.
2. Older people in India often face problems such as disability, restricted mobility, loneliness,
poverty and lack of awareness on accessing old-term care. With a fast growing population of
older people, the ever increasing gap between generations and the fast and demanding
lifestyle of young people, for a majority of older people, life is still a struggle for independence.
3. “According to 64% of elderly respondents, loneliness, marginalisation and isolation are the
most critical issues faced by bedridden, elderly patients as they cannot visit, meet or interact
with their relatives, friends and neighbours,” said Himanshu Rath, founder of Age well
Foundation.
4. The elderly have to compromise and make adjustments in their lifestyle according to the
wishes of the younger members of their families to ensure they are cared for, the study
revealed. It highlighted that
67.6% of the elderly being taken care of their family members have to look after the children
of the families. They have to perform tasks such as babysitting in return for proper care and
support.
5. “Around 73.7% said they have to take care of the house and other properties of their
younger family members to ensure long-term and palliative care in old age”, the study report
said. “Over 75% of respondents have to limit their personal social interactions as their family
members direct them to do so, otherwise their family members can avoid providing their basic
needs of food and medicines.”Most elderly respondents (68.5%) said breaking up of the joint
family system is one of the biggest factors for the challenges they face in getting long-term
palliative care.
6. Healthcare equipment such as wheelchairs, relief material such as adult diapers and care-
giving service should be provided on a regular basis to destitute older people, who are
bedridden and suffering from acute mobility issues, the report said.
“Though providing long-term and palliative care to older persons comes in the purview of
family responsibilities in India, it is observed that older persons, who are financially
independent, have a high net worth or hold property entitlements, are treated comparatively
well by their family members” said Rath.
7. “Managing home care for the elderly is a massive challenge as multiple service providers-
nursing agencies, physiotherapists and medical suppliers-are small scale and unorganised and,
therefore, provide incomplete care,” he said. “In India, health insurance coverage is essentially
limited to hospitalisation. The concept of geriatric care has remained a neglected area of
medicine so far in the country.”

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Based on your understanding of the passage, answer the questions given below.
i. List two essential requirements for older people suffering from mobility issues. 2

ii. Select the option that displays the reason behind financially independent elderly
being better off. 1
a. They are seen as one to be revered.
b. They are treated with much more care and respect.
c. They have money to meet their financial needs.
d. They have medical expenses.

iii. According to the passage, what do you think is the primary need of all the elderly
people in India? 1

iv. According to the study, long-term and palliative care comes under the purview of
_____. 1
a. government responsibilities b. liabilities c. social responsibilities

v. Select the option that displays the most likely reason for stating that older people
who live with family are no better. 1
It is so because _____________________ .
a. they have additional burden of responsibility
b. they have no one who loves or cares for them
c. they also suffer from loneliness
d. All of the above

vi. State a point to challenge the given statement. 2

Joint Family System along with the need for private space has brought challenges to the long
term elderly care.

vii. Complete the given sentence with an appropriate inference from the last
paragraph of the passage. 1
The concluding paragraph of the passage makes a clear case for _____.

viii. State whether the given statement is TRUE or FALSE. 1

In order to get proper case and support, the old people have to adjust their lifestyle as per the
wishes of their children.

6. Read the passage given below and answer the questions that follow. 10 Marks
1. Competition, deregulation, and intervention are all crucial to South Africa’s Road to a true
broadband infrastructure. As of this year, SA had some 67,000 ADSL subscribers. This
represents about 0.4% of the worldwide total, and supports the statement that SA remains,
and will remain, way behind the rest of the world for a long time to come.
2. Broadband penetration in households varies globally, with Korea being the world leader with
a penetration of 68%, the USA having 28%, and the UK 16%. SA shamefully has a broadband
household penetration of 0.3%. The question posed here is why South Africa is so far behind...
The answer lies not, in the unavailability of the technology, but simply in the pricing. Many
people think that Telkom’s ADSL solution is one-step closer to a true broadband solution in this
country. However, many industry specialists disagree.
3. “Telkom’s ADSL offerings are great; however, they just cost too much, and are not viable
solutions for many home users,” says Dave Gale, business development manager at Storm.
“South Africa’s broadband costs may be the butt of global jokes, but to local users, especially
individuals, schools, small businesses and current ADSL users, the affordability factor just
makes one’s blood boil,” says Michelle Branco; product-marketing manager at Internet
Solutions.
4. According to Elia Tsouros, an executive at UUNET, the broadband penetration in SA is
abysmal compared to that of other countries. One contributing factor is Telkom’s pricing
structure, and, the fact that SA is so large, and has such a distributed population. The
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ramifications are vast - a slowing down of broadband uptake; a barrier for educational
institutions; limitation for learners to gain access to the Internet; poor response times for
researchers; limited business and marketing opportunities and the list goes on. The absence of
a wholesale facilities leasing regime for ADSL in South Africa makes it difficult for ISPs to get a
significant portion of the ADSL revenue. ISPs are not entitled to ADSL line rentals at wholesale
prices, and thus subscribers have to rent the line directly from the incumbent, Telkom. This
then further negates the opportunity for ISPs to bundle value-added offerings, such as video
and voice services with the ADSL line. Coupled with the high cost of line rentals is that of
international bandwidth.
Telkom international bandwidth charges on the SAT-3 cable are very high, and it is common
knowledge that even though both Telkom and British Telecom’s purchase their bandwidth from
the same supplier; Telkom marks up its costs by 80%, and British Telecoms by only 20%.
5. Roman Hogh, product development manager at M-Web Business, says that Icasa should
have the power to audit how much Telkom charges for the cable.

Based on your understanding of the passage, answer the questions given below.
i. Suggests two possible reasons in about 40 words behind the statement, ‘SA
remains, and will remain, way behind the rest of the world for a long time to come.’ 2

ii. Which hindrances contribute to the broadband infra of SA? 2

a. Huge population b. Competition, interference and irregularity
c. Unaffordability of telecom d. Lack of video services

iii. Justify the statement, ‘a barrier for educational institutions : What does the
speaker want to convey? 1

iv. Select the correct statement. 1

a. Small businesses and the common users can afford broadband width easily.
b. In the absence of getting revenue, ISP’s have to pay the rent directly for the Telkom.
c. Telkom and the British Telecom purchase the bandwidth from the same supplier.

v. Which of the following country has become the second most powerful country in
terms of computation? 1
a. India b. Korea c. USA d South Africa

vi. Based on the understanding of the above extract, suggest any similarity or
dissimilarity between Telkom and British Telecom. Answer in about 40 words. 2

vii. Complete the sentence appropriately. 1

As the population of SA is so large, the perception of broadband has become _____ when we
compare to rest of the countries.

viii. State TRUE or FALSE. 1

The title, ‘What caused the decline of South Africa, is appropriate for this passage.

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 NOTICE
There are four kinds of notice writing.
 Notice: For programe, tour and camp.
 Appeal: A request to reconsider a decision or judgment (for help).
 Circular: To give information or instructions.
 Lost and Found: Something lost or something found.

POINTS TO BE FOLLOWED WHILE WRITING NOTICES:

 Adhere to the specified word limit of 50 words.
 Name and place of the school, organization or office issuing the notice should be
mentioned at the top. (in capital letter)
 Write the word NOTICE. (in capital letter)
 Write the date of issuing the notice.
 Give an appropriate heading / title. (in capital letter)
 Clearly mention the target group (for whom the notice is to be displayed).
 Purpose of the notice.
 Mention all the relevant details (day, date, venue, time).
 Mention whom to contact for extra information.
 Name and designation of the person issuing the notice.
 Put the notice in a box.

Format of a notice: A notice is always written in a box.

NAME OF THE INSTITUTION/ORGANIZATION/OFFICE, PLACE

NOTICE
13th January, 2025

SUITABLE HEADING

Content: Target group-for whom the notice is. Date, time, venue and all important details and
any extra information needed. (Body of the Notice 50 words) Answer the questions -For whom,
what, when, where, why, how, by whom + additional information.
Name
Designation

LOST AND FOUND

XYZ PUBLIC SCHOOL

NOTICE
th
9 January, 2024

LOST! LOST! LOST! / LOST AND FOUND

Name of the thing, physical features, name of the place, day, date, time, year etc.
COSTLY THING :- handsome reward
LIGHT THING :- treat
If found please inform: name, address Phone No.

11
1. You are Rachit / Rachna, the Incharge of cultural club of New Public School, Delhi.
Draft a notice for your school notice board inviting the students to participate in the
inter house dance competition which is going to be organised in your school.

NEW PUBLIC SCHOOL, DELHI

NOTICE
th
13 October, 2024

INTER HOUSE DANCE COMPETITION

All the students of our school are hereby informed that an “Inter House Dance Competition” is
going to be organized. The details are given below.

Day : Monday
Date : 25th November, 2024
Time : 10:00 am
Venue : Our School auditorium

The winners will be selected for zonal level. Interested students may send in their names to
the undersigned for participation latest by 20th October, 2024.
Rachit / Rachna
(Incharge)
Cultural Club

2. You are Raju/Rajni the secretary of the English club of ABC Sr. Sec. School. You
plan to organize an educational tour to Manali during the autumn vacation. Mention
the schedule of the tour and expenses to be included. Write a notice in about 50
words inviting the names of the students who are interested to join in the tour.

ABC SR. SEC. SCHOOL

NOTICE
15th April, 2024

TOUR TO MANALI

The English club of our school has decided to organize an educational “Tour to Manali” for one
week during autumn vacation. The touring team will leave Delhi on 24th December, 2024 and
will return back on 31st December, 2024. Those students who are interested to join the tour
should contact the undersigned till 15th October, 2024. Also deposit Rs. 10000/- (rupees ten
thousand each) and a consent letter of your parents.
Raju/Rajni
(Secretary)
English Club

12
3. An inter-school debate competition is to be held in St. Stephens School,
Visakhapatnam on Zonal Level. As Aakash, Head Boy of the school, draft a notice to
be put up on the notice board inviting entries. Provide all necessary information in
about 50 words.

ST. STEPHENS SCHOOL, VISAKHAPATNAM

NOTICE
th
15 April, 2024

INTER SCHOOL DEBATE COMPETITION

The school has decided to organize an “Inter-School Debate Competition” on Zonal level on
20th May, 2024 in our own school. The topic of the debate is Women Empowerment. Those
students who are interested to participate in this debate competition should give their names
to the undersigned before 1st May, 2024. The three best performs will be given the prize by
school management committee.
Aakash
Head Boy

4. You are Samita/Sunil, the Secretary of AVM Housing Society. You are going to
organize a blood donation camp in your society. Write a notice in not more than 50
words, urging the members of your society to come in large numbers for this noble
cause. Invent all the necessary details.

AVM HOUSING SOCIETY

NOTICE
15th April, 2024

BLOOD DONATION CAMP

Our society is organizing a blood donation camp in the society’s community center on 20 th
April, 2024, from 11 AM to 5 PM. The blood donation camp will be conducted under medical
expert guidance. All necessary arrangement has been made for all the blood donors like drinks,
fruits and refreshment. Residents of the society are requested to participate in this noble cause
and invite their friends and relatives.
Sunil/ Samita
Secretary

5. An inter-class drama competition is to be held in St. Stephens School,

Visakhapatnam. As Aakash, Head Boy of the school, draft a notice to be put up on the
notice board inviting entries. Provide all necessary information in about 50 words.
ABC SR. SEC. SCHOOL, NAJAFGARH
NOTICE
15th April, 2024

MUSICAL EVENING

The cultural society of our school has decided to organize a colourful “Musical and Dance
Programe.” in the school assembly hall on July 15, 2024 at 5:30 p. m.. The chief guest will be
the education director. Those students who are interested to join/ participate in the programe
should contact the undersigned July 5, 202024. Also write the names of the music and dance.
XYZ
(Secretary)
Cultural Society

13
6. You are Dhruv / Devika, the editor of your school magazine ‘Prabhat’. Your school
is going to publish its annual magazine in the month of October. Write a short notice
inviting contributions such as poems, articles, joke and views on any social issues.
XYZ PUBLIC SCHOOL
NOTICE
15th April, 2024

CONTRIBUTION TO SCHOOL MAGAZINE

The school has decided to publish its annual magazine ‘Parbhat’ in the 2 nd week of August.
Contribution such as poem, articles, jokes and view on any social issues are invited from the
students neatly written or typed in one side of the plain papers. Those students who are
interested to participate in it should contact the undersigned before July 10, 2024. Also deposit
one passport size photo.
Dhruv / Devika
Editor

7. You are Kavita, the sports instructor of XYZ Public school. The Cricket Team of
your school is going to play a Zonal Cricket Tournament against RMS Sr. Secondary
school. Write a short notice informing the students to enjoy the match and cheer up
the morale of their own school players.

XYZ PUBLIC SCHOOL

NOTICE
15th April, 2024

ZONAL CRICKET FINAL

All the students of our school are hereby informed that the Cricket Team of our school is going
to play against RMS Cricket Team zonal cricket final at Najafgarh stadium on July 15, 2024 at
10 a.m.. All of you are requested to enjoy the match and encourage the moral of our own
players.
Kavita
(Sports Instructor)

8. In response to an appeal to the worthy Prime Minister of India the Students’ Union
of your school has decided to raise fund for the Flood victims of Assam. Write a
notice in about 50 words requesting all the students and school staff to donate
generously for the noble cause.
ABC SR. SEC. SCHOOL

NOTICE/ APPEAL

15th April, 2024

CONTRIBUTION FOR FLOOD VICTIMS

In response to appeal to the worthy P.M. of India, the students’ union of our school has
decided to raise funds for the flood victims of Assam. They have become homeless wanderers.
Contribute generously for the noble cause. Contribution should reach to the undersigned
before July 10, 2024.
XYZ
(Secretary)

14
9. In aid of the cancer patient of the country the Students’ Union of your school has
decided to arrange a musical evening in your school. Being the secretary of the
Students’ Union write a short notice informing the students and school staff about it.

A B C SR. SEC. SCHOOL

NOTICE/ APPEAL
15th April, 2024

CHARITY SHOW

In aid of the cancer patients of our country, our school students’ union has decided to organize
a Charity show in school assembly hall on July 20, 2024. AmitabJi has been invited to perform
in this show. All the students and school staff are requested to purchase the tickets and make
the show successful. Tickets available @Rs. 500/- each at the school counter no. 6
XYZ
(Secretary)

10. You are Roshan, the secretary of Residents Welfare Society, Dwarka. Write a
notice to inform the residents of your society about an upcoming Communication
Development Program which is going to be organized in your society for Government
school going children. Include details such as the objectives of the program, date,
time, venue, and how residents can register or participate.
RESIDENTS WELFARE SOCIETY, DWARKA

CIRCULAR
15th April, 2024
COMMUNICATON SKILL DEVELOPMENT PROGRAMME
All the parents of resident’s welfare society are hereby informed that the society has organised
six weeks communication skill development programe in the community hall from May 10,
2024 for Government school going children age 6 to 9. The well reputed communicationist Mr.
Gupta will teach the students. The total fee for six weeks will be only Rs. 1000/- (rupees one
thousand only). All of you are requested to register your wards name till May 5, 2024 so that
the necessary arrangements will be done properly. Class time 8:00 a.m. to 11:00 a.m.
Roshan
(Secretary)

11. Write a notice informing all the members of your Residents' Welfare Society
about an emergency meeting scheduled to discuss the growing issues of water
scarcity and theft. Mention the date, time, venue, and the agenda of the meeting. Ask
all members to attend the meeting to ensure its success.
RESIDENTS WELFARE SOCIETY

CIRCULAR
15th April, 2024

ATTENTION PLEASE!

All the members of resident’s welfare society are hereby informed that the society has called
an emergency meeting in the community hall on April 10, 2024 at 8 p.m. The agenda of the
meeting is to discuss the growing problem of water and theft. All of you are requested to
attend meeting and make it successful.
XYZ
(Secretary)

15
12. You Pardeep / Pushpa, the student of Class – XII B. You have lost an Advance
Chemistry book, some-where in the school premises. Write a short notice on the
school notice board.
XYZ PUBLIC SCHOOL

NOTICE
th
9 January, 2025

LOST! LOST! LOST!

A library book, Advanced Chemistry for class 12th, written by KP Singh. Its cover is blue, a slip
attached on the second page, bearing school library stamp. It is lost some-where in the school
premises on Monday 7th January, 2025. Grand treat in the school canteen. If found please
deposit it to the principal.
Pardeep / Pushpa
XII ‘B’

QUESTION BANK

1. You are Seema/Sudhir, the Cultural Secretary of your school. Write a notice for your school
notice board in 50 words inviting students to participate in an inter-school poster making
contest.

2. You are Kamal/Komal. Your school has decided to organise a cultural programme to raise
funds for the victims of Orissa super cyclone. As the Cultural Secretary, write a notice in about
50 words giving details to your schoolmates.

3. You are Navin/Namita, Head Boy/Girl of your school. You have organised a talk on career
guidance by Dr. Arun Bajaj, the eminent counsellor SAHYOG. Write a notice in about 50 words
inviting students of XI and XII to attend the lecture.

4. Mother Teresa Public School, Kolkata is organising a debate on 15 February, 2023 at 11

a.m. The topic is ‘Environmental degradation is a global concern’. Two students can participate
from each school. As social secretary of your school put up a notice inviting names of students
who wish to participate in the debate.

5. You are Shakti/Shalini working as the Students’ Representative on the Management

Committee of your school. The committee is going to meet next week to chalk out an academic
programme for the next year. To ensure that the committee really prepares a need-based
programme for the students you have decided to invite the students’ suggestions on this
subject. Write a notice in this regard in not more than 50 words

6. Your school is organising a two-day Integration Camp at Sawan Public School, Mehrauli
involving special children. There will be art work, music, song and dance competitions. As
Cultural Incharge, draft a notice inviting names of participants from classes XI-XII.

7. NIE is organising an Inter School Debate at the PSBB Sr. Sec. School, Chennai on 14
February, 2023 at 10 a.m. The topic is ‘Caring and Sharing—a global concern’. Two students
can participate from each school. Being the NIE coordinator of your school, put up a notice
inviting names of debaters for participation.

8. As the Head Boy/Head Girl of your school you are organising a Career Counselling Session
for XI and XII Std. students of your school. Write a notice giving details of it to be displayed on
your school notice board. (Word limit: 50 words)

16
9. You are the Secretary of your School Literary Association. Write a notice for your school
notice board, giving details of the inauguration of the Literary Association activities. You are
ABC of Queen Victoria Senior Secondary School, Nagpur. (Word limit: 50 words).

10. You are the Editor of your school magazine. Draft a notice for your school notice board
inviting articles, sketches, etc. from the students for your school magazine. Sign as XYZ of ABT
Senior Secondary School, Hyderabad. (Word limit: 50 words)

11. You are Amit/Amrita, Head Boy/Head Girl of your school (Zenith Public School). Write a
notice for your school notice board calling for entries from desirous students for Britannia Quiz
Contest—Preliminary round to be held at your school

12. You are Subodh/Smriti, Head Boy/Head Girl of your school. (Arya Public School, Ranchi).
Write a notice for your school notice board inviting students to participate in an inter-house
Science Quiz to be held at your school.

13. Commerce Association IBM School Faridabad is inviting Professor P.C. Seth to speak on
‘Tax Reforms-the Need of the Hour’. As the Secretary of the Commerce Association, write a
notice inviting the students to attend the lecture. Give details.

14. You are Sahil, Cultural Secretary of Tagore Model School, Cuttack. You have organised a
Charity Show in your school in aid of the drought affected villagers of Kalahandi. Write out a
notice to be displayed on the school notice board informing the students
; about the show and seeking their cooperation for the success of the charity show.

15. Your school is organising a fete to collect funds for charity. Only school students are
eligible to put up stalls. As Head Boy/Head Girl of the Meera International School, draft a
notice in not more than 50 words to be put up announcing sale of stalls giving all other
necessary details.

16. The Students’ Council of your school has organised an excursion to Kathmandu for the
students of classes XI and XII during summer vacation. As President of the Council, write a
notice in not more than 50 words telling the students about this excursion and inviting their
names for joining it.

17. The Students’ Council of your school has organised an excursion to Goa for the students of
classes XI and XII during summer vacation. As President of the Council, write a notice in not
more than 50 words telling the students about this excursion and inviting their names for
joining it.

18. You are the pupil leader of your school. Draft a notice for the notice board about an
excursion that your school is organising, giving all the necessary information in not more than
50 words, asking those desirous to join the excursion to give their names.

19. Write a notice to be circulated among the students of class XII informing them about a free
trip to the International Trade Fair at Pragati Maidan. Imagine you are Priya/ Pranav, School
Captain.

20. As Asha/Abhinav, School Pupil Leader, write a notice for the school notice board, informing
students about proposed picnic at Rose Gardens/Sukhana Lake, Chandigarh.

21. You are Kumar, Sports Secretary of ABC School, Chennai. Write a notice for the school
notice board informing the students that your school is playing a match against M.A.K. Senior
Secondary School in the T.N.C.A. Cricket finals. Invite them to come and watch the match to
cheer the team. (Word limit: 50 words)

17
22. You are Samuel John, the School Prefect. Your school has organised a trekking expedition
dining the autumn break. Draft a notice for the notice board giving all the necessary details in
not more than 50 words asking those keen to join to submit their names.

23. Under the “Each One Teach One” programme, your school has adopted a nearby
village/slum. As N.S.S. group leader, motivate student volunteers to participate in the
campaign. You are Vibha/Varun of Springdales School, Rohtak.

24. You are the Director, Physical Education of your school. Your school is playing against CPM
school, Meerut, in the Zonal Volleyball finals. Write a notice in about 50 words for your school
notice board inviting your school students to come and watch the tournament and cheer the
team.

25. You are the Sports Secretary of your school. Write a notice in 50 words for the school
notice board, asking the students interested in hockey to give their names for selection for
your school hockey team. (Eligibility—class VI to VIII students).

26. You are Vijay Saxena of XII C, DAV Sr. Sec. School, Chitra Gupta Road, New Delhi. You
have dropped your purse somewhere in the school premises. Write a notice for the students’
notice board requesting the finder to return it to you.

27. You are Ayushi of XII B. You have lost your bus-pass in the Activities Room during the
rehearsals of the school play. Write a notice for the notice board of your school giving
necessary details.

28. You are Puja, a student of XII class of Sarojini Model School, Hyderabad. You have lost
your project file in the School canteen dining recess/vacant period. Write a notice for the
school notice board giving details of the file and its contents.

29. You are Jyoti, a student of Sharada Academy, Jhansi. You have found a book lying in the
school premises. Write a notice for the school notice board inviting the rightful owner to furnish
necessary details to claim it back from you.

30. Avani, a student of class XII, has found a wallet in the school canteen. In addition to
cash, it contains some receipts/bills. Write a notice for the school notice board inviting the
rightful owner to claim it after giving details of the wallet and its contents.

31. You are Sanjeev/Shubha of XII B of Summer Fields School. You have found a purse
containing some important personal documents and some cash. Write a notice to be put up on
the school notice board.

32. St. Annes School, Maryland has completed 50 years of meritorious service to the society.
As President of the Students’ Council of your school, write a notice informing the Council’s
decision to celebrate the Golden Jubilee of the school. You are Sanjeev/Sanjana.

33. Your School Nutan Bharat Public School, Baroda has just completed 25 years of meritorious
services to society. As president of the Students’ Council, write a notice informing the students
about the Silver Jubilee Celebrations proposed by the Students’ Council and seeking their
suggestions/cooperation.

34. Your school has won All-Round-Best Trophy for its achievement in sports, academics,
cultural and welfare activities. The Students’ Council has decided to celebrate this occasion.
Write a notice informing the students about the proposed celebrations.

18
 INVITATION
An invitation is sent to near and dear ones on the occasions such as marriage, births
celebrations, etc. It is formally extended to general masses for public events or
functions.

INVITATIONS AND REPLIES

INVITATIONS
 FORMAL
 CARD FORM
 LETTER FORM
 INFORMAL
 LETTER FORM
REPLIES
 FORMAL
 CARD FORM
 LETTER FORM
 INFORMAL
 LETTER FORM

Note: A reply can either be accepted or declined. When declining an invitation,

always give a reason for declining.

FORMAL INVITATION (There are two types of formal invitations)

 Printed invitation card inviting guests to be present on a particular occasion.
Such invitations do not include the name of the addressee.
 Handwritten letter addressed to a VIP invited to preside over a social, cultural
and educational function. In such invitations the name of addressee (VIP)
appears prominently.

POINTS TO REMEMBER
 To be written in third person
 No abbreviation to be used
 Simple present tense is used
 Each entry to be mentioned in a separate line e.g.,
(a) The name of the person(s) who is/are inviting
(b) Formal expressions like 'request the pleasure of your company'
(c) Time and date of event
(d) Purpose and occasion of invitation.
 Name of the Chief Guest, programme may be given.
 For RSVP, address and telephone no. is given at which the invitee may contact for any
queries.

EXAMPLES OF STANDARD EXPRESSIONS

 cordially request the pleasure of your company
 request the pleasure of your company
 seek the pleasure of your company/ presence
 cordially request the honour of your presence
 solicit your gracious presence
 request your beign presence
 invite you to join
 cordially invite you to

19
 FORMAT OF FORMAL INVITATION / PRINTED CARD
Each of the following is written in a separate line
1. Name of host /hosts
2) Formal phrase of invitation/ standard expression
3. Purpose / Reason of invitation (wedding, birthday, inauguration, annual function)
4. Name of honouree (birthday person, groom, bride)
5. Day / date /time of function or event
6. Venue with complete address
7. Complimentary close
8. RSVP (Respond if it pleases you)
9. Address of host
10. Contact number

FORMAL INVITATION

1. You are Mrs. Savita and Mr. Rahul Sharma, living at B-36, Rajdhani Enclave, Vikas
Marg, New Delhi. Write a formal invitation for the marriage function of your daughter
in not more than 50 words.

Mrs. Savita Mr. Rahul Sharma

request the pleasure of your company
on the auspicious occasion of the

MARRIAGE
of
their daughter

KALPANA

with

SHRIDHAR
(S/o Mrs. Sushma and Kapil Sharma)
on
Friday, 17th December, 2024
at
Red Carpet, Party Lawn, Preet Vihar, Marg, Delhi-110031

PROGRAMME
Reception of Barat : 8:00 pm
Dinner : 9:00 pm
Wedding Ceremony : 11:00 pm
Doli : 5:00 am

RSVP With best compliments

Mr. Madan Sharma from
B-36, Rajdhani Enclave Vinod Sharma & All Relatives
Vikas Marg, Delhi
Ph. : 9971000000

2. You are Naman / Navya, living at House No. B-58, Dharam Colony, Gurugram. You
decided to hold a dinned party to congratulate your grandparents on their golden
wedding anniversary. Draft the invitation for him in not more than 50 words to all
family members to attend a grand dinner at home.

20
 Mr. Naman / Ms. Navya
request the pleasure of your being presence company
at the grand dinner
on the auspicious occasion of the

GOLDEN WEDDING ANNIVERSARY

of
his /her Grandparents
on
Friday, 25th December, 2024
at
his / her residence
House No. B-58, Dharam Colony, Gurugram

PROGRAMME
Cutting of cake : 8:00 pm
Dance : 8:30 pm
Dinner : 9:00 pm

RSVP
Mr. Naman / Ms. Navya
House No. B-58,
Dharam Colony, Gurugram
Ph. : 9971000000

3. Draft an invitation on behalf of Mr. & Mrs. Thakur of 22A, Gali No - 8, Roshan
Vihar, Tilak Nagar, New Delhi, which they may use to invite their friends and
relatives on the birth anniversary of their son Neelesh at their residence on 8th May,
2024.

Mrs. and Mr. Thakur

request the pleasure of your benign presence

on the auspicious occasion of the
BIRTHDAY CELEBRATION
of
their son

NEELESH THAKUR

on
Monday, 8th May, 2024
at
08: 30 p.m.
at
their residence
22A, Gali No - 8, Roshan Vihar
Tilak Nagar, New Delhi
RSVP
Mrs. and Mr. Thakur
22A, Gali No - 8, Roshan Vihar
Tilak Nagar, New Delhi
997000000

21
4. Your father, Mr. Raj Kumar Gupta, residing at K-18, Ramesh Nagar, Gurugram
wants to celebrate the success of your brother Rohith’s clearing the IIT- JEE
Entrance Examination and securing admission in IIT Powai, Mumbai. He wants you to
draft a formal invitation for him on his behalf. Draft an invitation in not more than 50
words.

Mrs. & Mr. Raj Kumar Gupta

Seek your auspicious presence

at the Grand Celebration Party
of their son Rohit’s successfully passing the
IIT-JEE ENTRANCE EXAMINATION
on
Saturday, 1st October, 2024
at
8.00 p.m.
at

UTSAV BANQUET HALL

MG Road, Rana ji Nagar, Gurugram

RSVP With Best Compliments

Mr. Raj Kumar Gupta from
K-18, Ramesh Nagar Friends and Relatives
Gurugram
9971000000

5. Draft a formal invitation to be sent to your friends and relatives on the occasion of
the inaugural ceremony of your new showroom. Draft an invitation in not more than
50 words.

M/s Sharma Brothers

request your benign presence

at the inaugural ceremony
of their new showroom

BEAUTEX
(readymade garments)

on
Sunday, 25th July, 2024
at
11:00 am
at
Shop No. 26, Janakpuri, New Delhi.
RSVP
Sharma Brothers
9971000000

6. You are an administrative officer of Laxmi Public School, Model Town, Delhi. The
School is holding its Annual Function at 5:30 pm on 24th December, 2024. The
Education Minister has consented to be the Chief Guest. Design an invitation card to
be sent to the parents and other invitees. (Word Limit 50).
22
 The Principal, Staff and Students of
Laxmi Public School, Model Town, Delhi

request the pleasure of your company

on

ANNUAL DAY CELEBRATION

on
Sunday, 24th December, 2024
at
5.30 p.m.
in
the school auditorium

Honourable Education Minister has very kindly consented to be the

Chief Guest.
RSVP
Administrative Officer
9971620xxx
Special Instructions:
This card admits only two.
You are requested to be seated by 4.30 p.m.

Note : ENTRY FREE

7. On April 30, your school is conducting its annual sports day. You want Mr. MS
Dhoni, a noted Cricket Player to be the chief guest and give away the prizes to the
winners of the school competitions. Write a formal invitation in about 50 words
requesting him to grace the occasion. You are Rahul, Sports Secretory, Royal Oak
International School, Gurugram, Haryana.

Royal Oak International School, Gurugram, Haryana

takes immense pleasure in inviting

Renowned Cricket Player

Mr. MS Dhoni

to grace the occasion of

ANNUAL SPORTS DAY

on
Friday, April 30, 2024

from
6:00 p.m. to 8:00 p.m.
at
school Campus

Looking forward to a positive response from your end.

RSVP
Rahul
(Sports Secretary)

23
8. Modern Public School, Delhi is organising an Inter School Music Competition. You
have decided to invite famous musician, A R Rahman as the judge and guest of
honour. Draft a formal invitation for him in 50 words. You are Neeraj / Neetu,
Cultural Secretary.

The Principal, Staff and Students of

Modern Public School
Cordially invite

A R Rahman

as
the guest of honour and judge
for
INTER SCHOOL MUSIC COMPETITION
on
April 30, 2024

from
6:00 p.m. to 8:00 p.m.
at
school campus
We hope you shall accept our humble request and grace the occasion.

RSVP
Neeraj / Neetu
(Cultural Secretary)

9. The Ballooning Club of India, New Delhi, invites its members on the inaugural
ceremony of international Balloon Mela – 2024 at Pragati Maidan, New Delhi. Draft a
formal invitation card giving necessary details.

The Ballooning Club of India, New Delhi

request the pleasure of your company
on
the inaugural ceremony of

INDIAN INTERNATIONAL BALLOON MELA – 2024

on
Sunday, 25th July, 2024
at
11:00 am
at
Pragati Maidan, New Delhi

Mr. Sourav Ganguali the Chairman of BCCI has kindly consented

to be the Chief Guest.

RSVP
(Secretary)
9971000000

10. You are Kamal / Komal the Principal of Sushil Public School, Model Town, Delhi.
Draft a formal invitation to be sent to the grandparents of the students on the
occasion of The Grand Parents Day. Invent other details yourself.

24
 The Principal, Staff and Students of
Sushil Public School, Model Town, Delhi

request the pleasure of your company

on

THE GRAND PARENTS DAY

on
Sunday, 26th July, 2024
at
5.30 p.m.
in
the school auditorium

Honourable Education Minister has very kindly consented

to be the Chief Guest.

RSVP
(Principal)
9971000000
Special Instructions:
This card admits only two.
You are requested to be seated by 4.30 p.m.

Note : ENTRY FREE

11. Sunrise Global School, Agra is going to organize a one-act play competition in the
school auditorium. You have decided to invite noted stage artist, Nalini to grace the
occasion. Draft a formal invitation for her in about 50 words. You are Karuna/Karan,
Cultural Secretary.

The Principal, Staff and Students

of
Sunrise Public School
take pleasure in inviting
noted stage artist

MS. NALINI

to grace the one-act play competition

in
the School Auditorium
on
Tuesday, 1st July, 2024
from
8:30 am to 11:00 am

Awaiting a favourable response from your end.

RSVP
Karuna / Karan
Cultural Secretary
9971000000

25
 FORMAL INVITATION (LETTER FORMAT)
An invitation written formally in the letter format has the following characteristics:
 Meant for an individual (a formal letter of invitation)
 Include the name of the invitee
 These are to be written on run‐on lines. The sentence is not broken into different
words/phrases.
 Other details are similar to the mass‐scale invitations.

1. You are the principal of Kamala Nehru School, Bangalore. Write an invitation to be
sent Mr. K. J. Singh, District Commissioner of Police, Police Lines, Bangalore, as a
chief guest and will give away the prizes on the occasion of the Annual Day of your
school. Do not exceed 50 words.

Kamala Nehru School

Bangalore

17th December, 2024

Mr. K. J. Singh
District Commissioner of Police
Police Lines
Bangalore

Subject: Invitation ‘Annual Day Function’

Sir

It gives us immense pleasure to inform you that we are celebrating our school’s Annual Day
function on 4th January, 2025 at 5.30 p.m. in the Activity Hall of the school. We shall consider
it a great honour if you could grace the occasion and preside over the function as the Chief
Guest and give away the prizes.
Yours faithfully
Principal

2. You are the Secretary of the Ritz Students’ Association, St. Peters School, Nainital.
The 20th Alumni Meet will be held on Sunday, the 28th January, 2025 at 8: 00 pm at
Plaza Hotel. Write invitation letter to all the old students of the school to attend the
meet.
Ritz Students’ Association
St. Peters School
Nainital

10th December, 2024

Dear Alumna/Alumnus,

The 20th Alumni Meet of St. Peters School, Nainital will be held on Sunday, 28th January, 2025
at 8 p.m. at ‘The Plaza Hotel’. Old students, along with their spouses will be our guests of
honour. Kindly assemble at 8.00 p.m. in the banquet hall for a get-together, dance and dinner
party.
Please confirm your seats by sending ₹ 700 to the undersigned.
Meenakshi
(Secretary)

26
 INFORMAL INVITATIONS
Main Characteristics:
Informal invitations follow the pattern of ordinary personal letters. These letters are written to
relatives, friends and acquaintances.
 These letters are first/second person presentations.
 Personal feelings and emotions find an expression.
 The writer’s address is given in the usual place.
 The salutation is usually ‘Dear’ + ‘Name’.
 The date of writing is given, but the year is generally omitted.
 The style and tone are relaxed and informal.
 Different tenses are used as the sense demands.
 The complimentary close is ‘Yours sincerely’.

1. Rohit has got success in CBSE-PMT and got admission in Shivaji Medical College,
Nagpur. He wants to celebrate it with his friend. Write an informal invitation giving
details of venue, time and date. Do not exceed 50 words.

33/427
Priya Vihar
New Delhi

15th December, 2024

Dear Varun

You will be glad to know that I have secured 50th rank in the CBSE-PMT competition. I have got
admission in a prestigious institution ‘Shivaji Medical College, Nagpur’. I want to share a few
happy moments of my life with you at a dinner in the Hotel Kanishka at 9.00 p.m. on 25th
December, 2025. Please join the celebrations and merry-making.
Yours sincerely
Rohit

2. You are Bani. The wedding of your elder sister Bhanu is going to be held on the
15th January, 2025 at Hotel Lake View, Udaipur. Write out an informal invitation to
your friend Veena requesting her to attend the function.

4357
Vasant Kunj
Raj Nagar

10th December, 2024

Dear Veena

You will be pleased to know that the wedding of my elder sister Bhanu is going to be held on
the 15th January, 2025 at Hotel Lake View, Udaipur. The whole family will move there in the
morning. I invite you to join us at lunch in the hotel on the 15th January, 2025. The wedding
ceremony will take place at 8: 00 pm in the evening. I hope you will join us on the auspicious
occasion.
Yours sincerely
Bani

3. You are Ankit Verma. Your friend from Canada is staying in the hostel. Invite him
to join Diwali celebrations with you at your residence.

27
315/2
Raja Gardens
New Delhi

25th October, 2024

Dear Konishk

You know that Diwali, the festival of lights, is approaching. It gives me great pleasure to invite
you for Diwali celebrations at my residence. We shall have great fun. Do join us for ‘Laxmi
Puja’ and Diwali celebrations.
Yours sincerely
Ankit Verma

WRITING REPLIES
(FORMAL AND INFORMAL)
OR
RESPONDING TO INVITATIONS
A formal reply is usually very short. It is brief and to the point. The quality of a good reply is
that it must always be pleasant. Even while declining the invitation or expressing inability to
attend one must be polite and courteous. Formal replies demand a formal tone and treatment.
There is no room for unnecessary details or superfluous matter in them.
An informal reply or private letter may, however, express personal feelings or desires in an
intimate style and informal tone.

Main characteristics:
Formal Replies
 Acknowledge the invitation.
 Express thanks in third person.
 When accepting, confirm date and time
 If declining, give reason, convey your best wishes
 Not to be signed at the end
 Give date and address at top left hand
 Do not exceed the word limit (usually 50 words).

REPLY TO FORMAL AND INFORMAL INVITATION

REPLIES ACCEPTANCE / REFUSAL

Formal Acceptance:
1. You are Mr. Harsh Malhotra of 25, Rama Vihar, Gurugram. Draft a formal reply to
Mrs. & Mr. Chawla accepting the invitation to attend the birthday party of their son.
Invent other details yourself.

25, Rama Vihar

Gurugram

25th January, 2024

Dear Mr. Chawla

Mrs. and Mr. Harsh Malhotra thank Mrs. and Mr. Chawla for inviting them on the occasion of
15th Birthday of their son, Master Santosh Chawla on Monday, 30 th January, 2025, at Om
Sweets, Sec. 23, Gurugram at 8 p.m., which they are delighted to accept. It's their great
pleasure to attend the ceremony. They wish the young boy many happy returns of the day.
Best Wishes
Harsh Malhotra

28
2. You are Vikram Gaur of House No 15, Jhankar Colony, Agra. Draft a formal reply
accepting an invitation to be present on the occasion of the wedding of Ankush S/o
Mr. & Mrs. Shankar of 24, Green Park Road, Kanpur.

House No 15
Jhankar Colony
Agra

10th December, 2024

Dear Mr. Shankar

Mr. and Mrs. Vikram Gaur thank Mr. And Mrs. Shankar for inviting them on the occasion of the
wedding of their son Ankush at 24, Green Park Road, Kanpur on 15 th January, 2025 and assure
them that they will be present on the occasion to wish the newlyweds a very happy married
life. They will reach Kanpur by the Agra Mail which leaves Agra at 8.00 a.m.
Best Wishes
Vikram Gaur

3. You are Mr. Ajay Kumar of 7 Park Avenue, Delhi. Draft a formal reply accepting an
invitation to attend a house warming party hosted by your colleague Mrs. and Mr.
Satish Sharma at 56, South Delhi Apartment Delhi.

7, Park Avenue
Delhi

9th December, 2024

Dear Mr. Satish Sharma

Mrs. and Mr. Ajay Gupta thanks Mrs. and Mr. Satish Sharma for their kind invitation on the
house warming party at 56, South Delhi Apartment, Delhi, on 17th January, 2023 at 11 a.m.,
which they are delighted to accept. It's their great pleasure to attend the ceremony.
Best Wishes
Ajay Gupta

4. You have received an invitation to be the judge for a Cultural Literary Competition
in St. Mary’s School. Send a reply in not more than 50 words, confirming your
acceptance. You are Joe/Joyce.

St. Mary’s School,

Anna Nagar
Chennai

15thSeptember, 2024

Sir/Madam

I would like to express my gratitude for being invited to be the judge for a Cultural Literary
Competition to be conducted in your school. I confirm my acceptance and will make sure I
am present on the scheduled date and time.
Yours sincerely
Joe/Joyce

29
5. You are Akshya / Aakriti. You have been invited to participate in a seminar on
‘Fundamental Rights of Children’, organised by the Lions Club of your distinct.
Respond to the invitation by writing a letter to the Secretary of the club.

25, Aram Bagh

Road Meerut

5th May, 2024

The Secretary Lions Club

Meerut

Subject: Acceptance of Invitation

Sir

Thanks for your invitation for a seminar on ‘Fundamental Rights of Children’, and your concern
for the under-privileged children. I would like to utilise this opportunity to share my
experiences with other like-minded enthusiasts and experts. I hereby confirm my participation
in the seminar.
Yours sincerely
Akshya / Aakriti

Formal Refusal:
1. You are Mr. Ajay Kumar of 7 Park Avenue, Delhi. Draft a formal reply of refusal
expressing inability to attend a house warming party hosted by your colleagueMrs.
and Mr. Satish Sharma at 56, South Delhi Apartment, Delhi.

7, Park Avenue
Delhi

9th January, 2025

Mrs. and Mr. Ajay Gupta thanks Mrs. and Mr. Satish Sharma for their kind invitation on the
house warming party at 56, South Delhi Apartment, Delhi, on 17th January, 2025 at 11 a.m.,
but regret their inability to accept the same due to urgent and unavoidable assignment abroad.
Best Wishes
Ajay Gupta

2. You are the principal of a reputed school and you are invited for the inauguration
of a painting exhibition near your school. Send a reply in not more than 50 words,
expressing your inability to attend the exhibition. You are Ashwini/ Ashwin.
MGM Palace
JK Colony
Mumbai
15th September, 2024

Dear Sir/Madam

I would like to thank you for inviting me for the inauguration of the painting exhibition. But,
I regret my inability to attend the inauguration due to a prior commitment. I have to attend
a meeting of principals conducted by the DPS on the same day the inauguration is
scheduled. Please accept my best wishes for the conduct of a successful event and excuse
me for not being a part of it.
Yours sincerely
Ashwini / Ashwin
Principal

30
3. You are Vaibhav / Vaishali. You are invited to attend the wedding function of your
friend’s sister during the Christmas holidays. Respond to the invitation, regretting
your inability to attend it. (50 words)

101, Safdarjung Colony

New Delhi

4th January, 2025

Dear Sangita

Thank you for your cordial invitation on the occasion of your sister’s wedding. I, however,
regret that I will not able to be with you on the happy occasion, because we are leaving for
Mumbai for the Christmas holidays. Please excuse my absence. Do convey my best wishes
and regards to the couple.
Yours sincerely
Vaibhav / Vaishali

5. You are Akshya / Aakriti. You have been invited to participate in a seminar on
‘Fundamental Rights of Children’, organised by the Lions Club of your distinct.
Respond to the invitation by writing a letter to the Secretary of the club.

25, Aram Bagh

Road Meerut

5th May, 2024

The Secretary Lions Club

Meerut

Subject: Inability of Invitation

Sir

Thank you very much for inviting me to participate in a seminar on ‘Fundamental Rights of
Children’. I feel honoured and obliged. However, I shall not be able to accept your invitation
due to some previous commitments which keep me confined to my place on that day.
Thanking you once again for your kind invitation.
Yours sincerely
Akshay / Aakrit

Informal Replies
 Acknowledge the invitation in first person.
 Use second person for the sender of invitation.
 Mention acceptance/regret.
 Specify the reason in case of refusal.
 Use warm and simple language.
 Do not exceed the word limit (usually 50 words).

Informal Acceptance:
1. You are Manoj /Mini, living at 217 MIG Flats, Surya Vihar, New Delhi. You have
been invited to attend a birthday party of your closest friend. Respond to this
invitation.

31
217 MIG Flats
Surya Vihar
New Delhi

15th March, 2024

Dear Shuchi

I have received your invitation for your birthday party on 25th March, 2024 at 5 p.m. at Hotel
Janpath. I am extremely happy to know that all our old friends are likely to be there. I would
like to confirm my participation. Looking forward to the momentous occasion. With love.
Manoj/Mini

Informal Refusal:
1. You are Aakash/Varsha living at 205, Vasant Kunj, New Delhi. You have been
invited to attend the wedding of your friend’s sister during summer vacation.
Respond to the invitation, regretting your inability to attend it.

205, Vasant Kunj

New Delhi

4th January, 2025

Dear Neha

Thank you for your cordial invitation on the occasion of your sister’s wedding. I, however,
regret my inability to be with you on this happy occasion as we shall be leaving for Shimla for
summer holidays on 1st June, 2025. Please excuse my absence. Do convey my regards and
best wishes to the couple.
Yours sincerely
Varsha/Aakash

Question bank

1. As the Secretary of the Theatre Club of Birla High School, Kolkata, draft a formal invitation
in not more than 50 words, for the inauguration of the club in your school.

2. Your school is organizing the Annual Day next month in one of the prestigious auditoriums
of your city. Draft an invitation in not more than 50 words giving all essential details. Do not
forget to include necessary instructions against mobile phones and cameras.

3. You are Sajjan Raj, s/o Sh. Dharam Raj of Greater Kailash, New Delhi. Your father wants
you to draft a formal invitation to be sent on the occasion of your sister, Anita Raj’s marriage.
Prepare the invitation.

4. As the Sports Captain of Heritage School, Sanawar, write an invitation to be sent to the
students of your school on the occasion of the Annual Sports Day of the school. Do not exceed
50 words.

5. As the proprietor Trendz, a new showroom selling ready-made garments for children, at the
Community Centre, Jalvayu Towers, Jalandhar. Invite the local residents to the inauguration by
the President, Residents’ Welfare Association. Do not exceed 50 words.

6. Your brother has successfully completed his Chartered Accountancy Examinations. You wish
to celebrate the occasion by hosting a grand party. Write out the invitation giving details of the
date, time and venue. Do not exceed 50 words.

32
7. You are Madhu Mudgal. You have received an invitation from Mr. Vikram Thapa to the
birthday party of his daughter, Ira. You are unable to attend the party. Write your reply to the
invitation. Do not exceed 50 words.

8. You are Vivek Guha. You have received an invitation from Mr. Sunil Dhariwal for the
graduation party of his son, Akash. Write your reply to the invitation expressing delight at
receiving the invitation and informing the host that you will attend the party. Do not exceed 50
words.

9. The Sports Captain of Keshar Public School, Jodhpur, invited Sh. Mohamad Yunus Khan,
Minister of Youth Affairs and Sports, to be the Chief Guest on the occasion of the Annual Sports
Day of the school. On behalf of the minister, draft a reply to the invitation expressing your
inability to attend the function. Do not exceed 50 words.

10. The Head Girl of St John’s School, Jammu, invited Sh. Ramesh Kumar, Minister of Youth
Affairs and Sports, to be the Chief Guest on the occasion of the Annual Day Celebrations of the
school. On behalf of the Minister draft a reply accepting the invitation. Do not exceed 50
words.

11. Your friend’s brother has successfully completed his Chartered Accountancy Examinations.
She is hosting a grand party to celebrate the occasion. Write a reply accepting the invitation.
Do not exceed 50 words.

12. You have received an invitation to the wedding of Jivitesh (D/o Dr. Chetan Khanna) on 16
January, 2023. Design a reply accepting the invitation. Do not exceed 50 words.

13. You are Akshay/Varsha. You have been invited to attend the wedding of your friend’s sister
during summer vacation. Respond to the invitation, regretting your inability to attend it. (50
words)

14. You are Manoj/Mini. You have been invited to attend the birthday party of your closest
friend. Respond to this invitation. (50 words)

15. You are SK Raman of Mysore. Prepare a formal reply expressing inability to attend the
marriage of a colleague owing to a prior engagement. (Word Limit: 50 Words)

33
 LETTER WRITING (Formal)
LETTER TO THE EDITOR
Letter writing is an essential skill. It is still one of the most important and popular
means of communication.

Points to Remember:
 Grab the reader’s attention.
 Explain the matter in the first paragraph.
 Explain why the issue is important.
 Give evidence of your praise or criticism.
 State the writer’s opinion about what should be done.

Purpose of the letter:

 To express one’s opinion on a wide range of issues.
 To express and share one’s observations and views in a public forum.

Language of the letter:

 Formal language must be used.
 Repetition of ideas must be avoided.
 Sub paragraphs should be used in an organized way.
 Personal outlook must be included and biased language should be avoided.

Format of the letter:

1. Sender’s Address
 Sender’s address is preferred on the top left hand corner.

2. Date
 The date is preferred below the sender’s address and it should be alpha numeric.

3. Receiver’s Address
Receiver’s rank, Name of the firm/ department/ etc. is written on the left margin below the
date.

4. Subject
 The subject should be as per the question. The first letter of each word should be
capital.

5. Salutation
 We must write ‘Sir/ Madam’ as greeting

6. The Body / content

 First Para……………Introduction
 Second Para………….Causes/ Effects/ Problems…
 Suggestions/ Solution
 Third Para………… Concluding Para
 Complimentary Close…….Subscription
 Name

34
 SAMPLE FORMAT
C- 47
Rohini (Sender’s Address)
New Delhi

1st December, 2024 (Date)

The Editor (Receiver’s Rank)

The Times of India &
Karol Bagh Address
New Delhi

Subject: As Per the Question (To be underlined)

Sir/ Madam (Salutation)

Through the columns of your esteemed daily/ prestigious newspaper, I would like to draw the
attention of the concerned authorities /general public towards ____________________
____________ . (Introductory Para)

Causes/ effects/ Problems ___. (Main paragraph -2nd Para)

Suggestions/ Solutions _____________________________________________________ .

I hope that you will publish my letter in your esteemed daily and the concerned authorities will
take quick and speedy action. (3rd Para-concluding para)
Thanks
Yours truly/Yours sincerely/ Yours faithfully (Subscription)
XYZ

Beginning lines: Some samples.

Kindly allow me to use some space in your esteemed daily to draw the attention of the
concerned authorities toward ________________ .
OR
May I have the privilege of using a few lines of your esteemed newspaper regarding
________________ .
OR
Through the columns of your esteemed newspaper, I would like to draw the attention of the
concerned authorities towards ________________ .
OR
May I have the honour to use a little space of your esteemed newspaper to draw the kind
attention of the concerned authorities towards ________________ .

Ending Lines: Some samples.

Hope some effective measures will soon be adopted to improve the existing situation.
OR
Hope the concerned authorities will take notice and do something in this direction.
OR
I hope the concerned authorities and the general public will see the gravity of the matter and
some measures will be adopted to ___________

1. You are Keshav / Karuna, living at A- 32, MG Road, Bangalore. You are very much
concerned about the bad state of roads in the city. Write a letter to the editor of a
newspaper expressing your concern over the problems faced by the commuters and
giving suitable suggestions to solve the problem.

35
A-32
MG Road
Bangalore

15th November, 2024

The Editor
The Times of India
Indira Nagar
Bangalore

Subject: Bad State of Roads in Bangalore

Sir / Madam

Through the columns of your prestigious newspaper, I would like to draw the attention of the
concerned authorities towards the bad state of roads in Bangalore. I also want to throw light
on the problems and inconveniences faced by the people of Bangalore due to the deplorable
condition of roads in the city.

Bangalore is no more a pleasant city to live in now. Most of its roads are riddled with Potholes
and craters despite crores of rupees spent every year. The recent monsoons exposed all the
tall claims of authorities to provide trouble-free and convenient road drives on the roads of
Bangalore. Potholes and craters have added to the woes of thousands of commuters. The
students of the city are the worst sufferers. Bad state of roads in the city causes frequent
delays and traffic jams. Uneven surfaces, potholes and craters cause frequent road accidents.
Bad planning and compromises made in specifications result in substandard work. The absence
of shoulder-drains to carry rain water obviously damages the roads. More than anything else
the politician- contractor nexus has to be blamed for the pathetic condition of roads. The
situation is grave but not beyond redemption. It demands immediate attention and prompt and
effective measures. Only contractors of proven integrity and credentials should be shortlisted
for building roads. Proper planning or design and use of good material can help in keeping the
roads of the city in a good state.

I hope my letter will get due space in your esteemed newspaper and the concerned authorities
would take necessary and speedy action.
Thanks
Yours truly
Keshav/ Karuna

2. You are Muskan Shekhar, Living at 14 – K, Mahrashtra Complex, Gurugram, Write

a letter to the editor of The Hindustan Times, Gurugram, on this issue of the lack of a
playground in your area.
(Hint : Children have no place to play — area surrounded by towering buildings—as a result
they are watching more television, playing video games —no activity—leading to health
problems like obesity —would request the concerned authorities to seriously think on the
issue— perhaps building a central park would solve the problem)

14-K
Mahrashtra Complex
Gurugram

5th July, 2024

The Editor
The Hindustan Times
Gurugram
36
Subject: Lack of Playground in my area

Respected Sir/Ma’am

Through the columns of your esteemed newspaper, I would like to draw the attention of the
concerned authorities towards the lack of playground in my area.

In my area, children feel lack of a playground. Though, it is a developed area of town, it is

surrounded by tall building/towering buildings. As a result, children have stopped playing
outdoor games and are engrossed in playing video games, mobile games and watching TV.
This also has a negative impact on their health and communication between colony children is
very less. They aren't learning the basic values of childhood like sharing, caring etc.

Therefore, I request authorities to look into the matter on a serious node. The solution for this
from my opinion is to build/construct a central park.
Thank you
Yours faithfully
Muskan Shekhar

3. You are Saurabh, a resident of Defense Colony, Bagdogra, Siliguri. Your colony is
facing the severe problem of inadequate and contaminated water supply. You decide
to express your views and make the authorities aware of the situation by writing a
letter to the Editor of The Siliguri Times, Siliguri. Write your letter in about 100-120
words.
Defense Colony
Bagdogra
Siliguri

15th April, 2024

The Editor
The Siliguri Times
Siliguri

Subject: Inadequate and Contaminated Water Supply

Sir

Through the columns of your esteemed newspaper, I would like to draw the attention of the
civic authorities to the contaminated and inadequate supply of water in our locality.

It is unfortunate that the local civic authorities do not take care to provide the citizens with
even the basic amenities such as proper and adequate water supply. In our locality, water is
supplied only for three hours in the morning. For the rest of the day the taps remain dry. Also,
the supplied water is impure. It is unhygienic and inadequate. There have been cases of water
borne diseases. The water borne diseases may break out in the form of epidemic, if the
problem is not properly addressed to.

It is expected that instead of ignoring the issue, the concerned authorities will take immediate
steps to ensure supply of adequate and potable water in our locality so that we residents are
able to live a disease free and healthy life.
Thanks
Yours truly
Saurabh

37
 QUESTION BANK
1. In its bid to educate people about the harmful effects of cigarette smoking, the Govt., of
India has been taking serious steps to prevent it. A few years ago it ordered all cigarette
manufacturing units to insert a statutory warning on cigarette packs. Now it is considering
censorship of all national daily giving your own views.

2. Write a letter to the Editor, The New Indian Express drawing attention of the concerned
authorities to the misused and poorly maintained subways in Chennai. Give your suggestions.
You are Ram/Rani living at 10, Kamraj Street, Chennai.

3. You are Karthik/Krithika of Chennai. Of late, chain-snatching incidents are increasing in the
city. Write a letter to the Editor of The New Indian Express Drawing the attention of the
concerned authorities. Also give suggestions.

4. You are Anand/Anandi of Mumbai. You are upset to find that the only public garden of your
locality has been grabbed by the local self-styled ‘Netas’. Write a letter to the Editor of The
Hindu drawing the attention of the government to this unauthorised occupation. (’Word limit:
150 words)
5. You are Amrit/Amritha of Bangalore. You are disturbed at the non-availability of essential
commodities in the Fair Price Shops of your area. Write a letter to the Editor of The Hindu
drawing the attention of the authorities to the irregularities in the Fair Price Shops. (Word
limit: not more than 150 words)

6. You are Rohit/Rohini of Mahatma Gandhi Road, Bangalore. You feel depressed at the poor
performance of India at Olympics and feel that poor facilities and the discouraging attitude of
the government are the root cause. Write a letter to the Editor, The Times of India expressing
your views on how the standard of performances in sports can be improved in India. (Word
limit: not more than 150 words)

7. Write a letter to the Editor of The Times of India about the poor attention and the
negligence on the part of the medical staff in some of the government hospitals of Chennai.
Sign as Peter/Yana of No. 117, Vasant Vihar, New Delhi. (Word limit: not more than 150
words).

8. You are Ranjan/Rajani of 25, Civil Road, Patna, Bihar. You feel concerned at the gradual
decay of historical monuments in India in general and in Bihar in particular. Write a letter to
the Editor of The Times of India describing the decay and degeneration that the historical
monuments are facing in your state and also suggest some steps to maintain them properly.

9. You are Rakesh Gupta of Durga Colony, Hoshiarpur. There is a wine shop in the vicinity of
the famous Durga Temple. The drunkards and riff-raffs create ugly scenes near the holy place.
You have written to the local authorities to shift the shop to some other place, but to no avail.
Write a letter to the Editor, The Tribune, Chandigarh highlighting the nuisance caused by the
drunkards and suggesting ways to overcome the problem.

10. You are Supriya Pathak of Indira Nagar, Benaras. Write a letter to the Editor of The Times
of India, New Delhi about the misuse and poor maintenance of public parks in your city.

11. You are Ranjit Singh of 27, Surya Colony, Jaipur. You feel disturbed after reading the news
of starvation deaths in villages of Rajasthan. Write a letter to the Editor of The Jaipur Herald
drawing his attention to the sufferings of the poor in this year of severe drought and
suggesting measures of providing relief to the unfortunate victims.

12. Write a letter to the Editor of The Indian Express about the impact of watching too much
television on the health and studies of school going children.

38
13. You are Nandita Patnaik of 25, Ring Road, Cuttack. You came across an advertisement
based on laser technology to help ladies look best. You feel strongly about the dangers
inherent in the use of these synthetic chemicals and over exposure of skin to laser beams.
Write a letter to the Editor of The Sun, highlighting the possible dangers to the users and
suggesting action against the exploiters.

14. Pramod Goel of Shimla is worried that despite a legal ban on trafficking of drugs, a large
number of school going youth are becoming drug addicts. Write a letter to the Editor of a local
newspaper pointing out the harmful effects of drug addiction and suggesting steps to curb it.

15. You are Aditi/Aditya Verma of 27, Begham Pul, Meerut. A tanning factory is proposed to be
set up in the new industrial area just across the playing fields of your school. You feel strongly
about this plan as it would prove disastrous for the health of young children as well as other
citizens. Your protests to the authorities have borne no fruit. Write a letter to the Editor of The
Times of India highlighting the problem and offering suggestions.

16. You are Savita Sen of 23, Rifle Lane, Jhansi. You are worried that in spite of a legal ban on
child marriages in the state, thousands of child marriages are performed on ‘Basant Panchami’
day. She writes a letter to the Editor, The Bhopal Times expressing her strong views against
child marriage and advocating some immediate steps to arrest this social evil.

17. As a traveller of Blue Line buses in Delhi you are a witness to their rash driving and other
problems the passengers have to face daily. Write a letter to the Editor ‘The Indian Express’,
Bahadur Shah Zafar Marg, New Delhi. Sign yourself as Priyanka.

18. As Anjan Malik/Anjana Malik, a resident of Indira Colony, Rohtak, write a letter to the
Editor of The Rohtak Times, regarding the long powercuts your colony has to face everyday.
Also mention the problems faced by the residents owing to the commercialisation of residential
space.

19. You are Sanjeev Mehta, coordinator of your school Literacy Club. You are deeply concerned
about the drops out and adult illiterates still living in slums and villages. On behalf of your
literacy club write a letter to the Editor of The Hindu, Chennai regarding the need to reach out
to the young school drop-outs and the adult illiterates. Also give details of the steps your
organisation is taking in this direction.

20. You are Bharat Reddy of 15/1129, Rajiv Nagar, Ananthpuram (Andhra Pradesh). Write a
letter to the Editor of a national newspaper about the undesirability of primary school kids
carrying heavy bags to their school.

39
 JOB APPLICATION
After attaining a certain age and qualification, people begin writing applications for jobs. Most
of the applications are written in response to advertisements published in newspapers or those
of employment agencies. When you apply for a job, the letter consists of two parts-covering
letter and the bio-data or curriculum vitae. The following points are to be remembered while
preparing the covering letter.

Follow the format of a formal letter.

Your letter should be brief and to the point.
 Introduction - Mention the source from where you got the information about the
vacancy you are applying for and your wish to apply for the post.
 Body - Give a brief summary of your qualifications – academic and professional,
whichever applicable and experience, and how you feel that helps you to apply for the
post mentioned.
 Conclusion - Make a reference to CV, photograph and other details enclosed, and
express your wish to attend an interview.

Finish the covering letter on a promising and positive note.

 After signing off, give a short title “Enclosures‟ and list the following:
Bio-data
Copies of certificates
Passport size photograph

The CV should have the following details.

The Curriculum Vitae should present all your personal and professional details in a specific
format.
 The CV has four parts:
Personal information
Qualification - academic and professional.
Experience
References
Qualification should be written in a table with four columns:
Name of the exam, Name of the University, Year of passing and Percentage of marks
Qualification should be written from the current qualification to the first.
Experience should be written from the current to the first.
Referee’s full name, designation, postal address and telephone number should be written.

1. You recently came across the following job advertisement in ‘The Times of India’

Sales Representatives
(Age less than 26 years)
Young and enthusiastic candidates. Dynamic, target-driven and with a flair for selling. Should
have good communication skills and pleasing personality. Apply within a week with detailed
Resume to India Phone 42, Outer Ring Road, Near Friends Colony New Delhi.

Respond to the above advertisement giving details of your profile. You are Keshav
Shukla / Aditi Shukla, living at House No. 142, Near Friends Colony, New Delhi.

40
House No. 142
Near Friends Colony
New Delhi

15th November, 2024

The Manager
India Phone 42
Outer Ring Road
Near Friends Colony, New Delhi

Subject: Application for the Post of Sales Representatives

Sir

With reference to your advertisement in “The Times of India”, dated 12 th November, 2024, I
have come to know that there is a vacant post for Sales Representatives in your company. I
want to apply for the same.

I have done Graduation from DU. I have 5 years working experience. I have good knowledge
of public dealing.

If you give me a chance, I will try to satisfy you with my performance.

Thank you
Yours truly
Keshav / Aditi Shukla

Enclosed Bio – Data

BIO – DATA

Name : Keshav / Aditi Shukla

Father’s Name : Ram Kishan Shukla
Sex : Male / Female
Date of birth : 5th January, 1990
Address : House No. 142, Near Friends Colony,
New Delhi
Phone number : 9971000000
Educational Qualification : i. 10th from CBSE in 2005.
ii. 12th from CBSE in 2007.
iii. Graduation from DU in 2010
Experience : 5 years working in Rama Pvt. Ltd. Delhi
Hobby : Singing
Nationality : Indian
Religion : Hindu
Marital status : Unmarried
Salary expected : 50000/
Salary withdrawn : 45000/
Reference : 1. Mr. Prashant Kumar
Executive Engineer
ABC Pvt. Ltd. Delhi
9971000000

2. Mr. Suresh Kumar

Engineer
Rama Pvt. Ltd. Delhi
9971000000

41
 QUESTION BANK

1. You are Anand / Arti of 14, Model Town, Delhi. You have seen an advertisement in the Hindu
for the post of Chief Chef in a five-star hotel. Apply for the job with complete bio-data to the
Manager, Radisson Blue, Dwarka, New Delhi. Write a letter in 125 to 150 words.

2. You are Prem / Parul of 16, TT Nagar, Bhopal. You would like to apply for the post of
Marketing Manager in a reputed farm in Mumbai. Write a letter to the Public Relation Officer,
Chintal Enterprises, Mumbai. Apply for the job with complete bio-data. Write a letter in 125 to
150 words.
3. You are Suresh / Smita. You come across the following advertisement in a National Daily.
You consider yourself suitable and eligible for the post. Write an application in response to the
advertisement.
SITUATIONS VACANT
Applications are invited for the post of a Nursery teacher in a reputed school of Delhi. The
candidate must have at least 5 years experience of teaching tini – toys. The applicant must
have a pleasant personality. He / She should be creative and innovative. Attractive salary.
Interested candidates should apply to The Principal, AKS International, Indirapuram, New
Delhi, within 10 days with detailed resume.

4. Read the advertisement given below and write a letter applying for the job. Also give your
detailed resume to be sent along with the letter. You are Parveen Kumar of 95, Nihal Colony,
Bengaluru.
SITUATIONS VACANT
Wanted Postgraduate Teacher in English to teach Senior Secondary Classes in a reputed school
in Bengaluru. The candidate must have minimum three years teaching experience. Apply to
Box No. 178, C/O ‘The Deccan Herold’, Bengaluru-500015.

5. You are Akshar/Akshara, living at B – 94 Fort Road, Pune. You have read the advertisement
given below. You are qualified for the job. Write an application in 120 – 150 words along with
resume.
India Chemical Industries, Delhi Requires Accounts Officers
Qualification : B Com.
Experience : Minimum 4 years
Salary : Best in the industry
Apply to : The Managing Director, ICI, B – 12 Barakhamba Road, New Delhi

42
 REPORT WRITING
What is a report?
A report is a factual description of an issue or a problem. A report is written for a clear purpose
and for a particular audience. Various forms of reports are: newspaper reports, inquiry reports,
progress or action taken report, a police report, a report of a meeting, etc., each having a
distinct character and format.

Generally, two types of reports are asked in the CBSE Class 12 English paper, namely,
newspaper report or a magazine report. Newspaper report is the one which is published in a
newspaper and magazine report is generally written for a school magazine.

A well written report will must possess the following traits:

 Adherence to the specifications of report brief.
 Analysis of relevant information.
 Structuring material in a logical and coherent order.
 Presentation in a consistent manner according to the instructions of the report brief.
 Making appropriate conclusions that are supported by the evidence and analysis of the
report.
Now, it is very important to follow a proper format. Not to forget that format carries marks.

FORMAT OF A MAGAZINE REPORT

1. Heading: A descriptive title which is expressive of the contents of the report.

2. By line: Name of the person writing the report. It is generally given in the question.
Remember, you are not supposed to mention your personal details in your answer.
3. Place and date of reporting: It is generally not mentioned in a magazine report
separately, but here, it is.
4. Opening paragraph: It may include the ‘5 Ws’ namely, WHAT, WHY, WHEN and WHERE
along with WHO was invited as the chief guest.
5. Account of the event in detail: The proper sequence of events that occurred along with
their description. It is the main paragraph and can be split into two short paragraphs if
required.
6. Conclusion: This will include the description of how the event ended. It may include quote
excerpts from the Chief Guest’s speech or how did the event wind up.

FORMAT OF A NEWSPAPER REPORT

1. Headline: A descriptive title which is expressive of the contents of the report.
2. By line: Name of the person writing the report along with the designation. It is generally
given in the question. Remember, you are not supposed to mention your personal details in
your answer.
3. Place and date of reporting: It is generally not mentioned in a magazine report
separately, but here, it is.
4. Opening paragraph: It includes expansion of the headline. It needs to be short as it is a
general overview of the report.
5. Account of the event in detail: It is generally written in two parts: First, complete
account of what happened in its chronological sequence (preferably) and second, the witness
remarks.
6. Conclusion: This will include the action that has been taken so far or that will be taken. It
is the last paragraph.

Talking about marks, it comes as a 5 marks question. The breakup for which (as per
CBSE Marking scheme for 2024-25) is as follows: Format (Heading and Reporter’s name):
1 mark, Organization of ideas: 2 marks, Content: 1 mark, Spelling and grammar:1 mark

43
Tips to attempt a question on report writing format:
Here are a few valuable tips for you to attempt the class 12 English writing skills – report
writing question in a better way.
 Make sure you use language which is suitable for the audience you are addressing to.
Usage of complex vocabulary for addressing children is not advisable.
 Make sure you write in paragraphs.
 Practice previous year question papers.
 Read as many samples as you can. It will give you an idea as to how they are actually
written.
 Read the question at least twice and highlight the important information. It is very
important to understand the question and read between the lines. Albert Einstein once
said,

“If you can’t explain it simply, you didn’t understand it well enough.”

 Plan before you pen. Just make a list of all your important points on the rough sheet
(last sheet of your answer booklet) so that you do not forget relevant points while
writing. This also helps you in maintaining a sequence, which is very important.
 Presentation is very important.
 Make sure you double check for grammatical accuracy and spellings. They carry marks.
 Leave adequate number of lines between paragraphs to make it looks clean.
 Underlining the main points is very important. But it is advised to do it after finishing
your exam. Use a dark blue pen and scale for underlining.
 Make small sentences. It restricts the scope of grammatical inaccuracies.

1. Your school had recently arranged a musical night in the school auditorium. Write
a report in 100-120 words on this programme, for your school magazine. You are
Mahima/Mahesh, Cultural Secretary of Vasant Public School, Delhi. Invent the
details.

A MUSICAL NIGHT

By - Mahesh Gupta (Cultural Secretary)

Delhi; 6th November, 2024: To promote awareness towards cultural activities and to enhance
the talent of students, particularly in the field of music and dance, the management and staff
of Vasant Public School organised a musical night in the school auditorium on 4th November,
2024. Mr. Prabhu Shekhar, the D. M. of Delhi, inaugurated the programme as the chief guest.
Many other reputed people from various schools and institutions were also present. The
programme began with the invocation of Goddess Saraswati. After that many colourful
programmes were presented by the students. Natraj stuti and Dance Drama – Save the planet
– stole the show. Participants were very enthusiastic about the event. Many of them performed
quite well and received great applause from the audience. Parents of almost all the students
were also present. One girl, Aditi, of class XII won the heart of everyone present there by her
melodious song. One group of boys and girls performed the folk dance that represented the
cultural heritage of our state. In his address, Chief Guest appreciated the efforts made by
children and wished them all success. The event ended with the vote of thanks. It was a
fascinating show.

2. You are Sakshi/ Ajay of Jan Kalyan School, Delhi. Your school organised an inter-
school debate competition last month. Write a report of this event in 100-120 words
for your school magazine giving details like schedule, venue, topic, winners etc.

44
 INTER-SCHOOL DEBATE COMPETITION

By – Sakshi

Delhi; 15th September, 2024: An Inter School Debate was held at Jan Kalyan School, Delhi on
14th September, 2024. It was a very successful event due to the enthusiastic participation by
the students. The topic chosen was interesting, ‘Nothing is Permanent Except Change’. The
judges were renowned personalities from education, media, and journalism. The debate
started sharp at 9 am in the school auditorium. Intelligent and lively expression of points and
counterpoints by the speakers charged the atmosphere. There was rebuttal from the audience
to test the speakers further. The judges had a tough job picking up the best from the best. The
announcement of results brought great cheers and some disappointments. After the debate the
guests were served refreshments. Thus our annual event came to a happy ending.

3. Literary Club of your College organized a panel discussion on Brain Drain for the
benefit of the senior school students. Write a report for your College magazine, about
the event.
BRAIN DRAIN

By - Rajesh V. Kumar

Patna; 30th August, 2024. “The Problem of Brain Drain could be tackled very easily with the
willing cooperation of students”. This was the finding of the students who listened to the panel
discussion at St. Patrick’s College Patna. Inaugurating the discussion, Dr. Charan T. Verma,
Dean of career studies M.G. University said the new Economic policy could provide avenues to
the unemployed youth of the country. 150 students from across the state were benefited out
of the Panel Discussion. Messrs. Mallikarjuna, Industrialist from Noida V. R. Shukla,
Psychologist Kiran and Professor S.V. University, were the members of the panel and the panel
discussion was followed by a Brain Storming session on “Issues before the Nation” moderated
by Sri. J. A. Balakumar, Professor, Delhi University. In the post-lunch session, the participants
had a group discussion on various issues related to Brain Drain.
Dr. Kamalakar, Bursar of the college, in close association with the college Literary Club had
made elaborate arrangements.

5. Write a news report on the inauguration of a science exhibition which was

attended by a VIP.
(Note: When a VIP attends the function, the function may become less important and
the VIP gets prominence in the report.)

“SCIENCE HOLDS INDIA’S FUTURE” – KALAM

By – Nadeem

Agarthala; 28th August, 2024: It is science that holds the destiny of India’s future says Dr. A.P.
J. Abdul Kalam. Inaugurating a science exhibition in one of the schools here, Dr. Kalam said
that students will have to study science for its own sake and not for becoming a doctor or an
engineer. “The development of the country much depends on the Scientists who could help
solve problems faced by the nation in different fields” The dream of every citizen to see India
as a super power will soon be fulfilled if the students’ energy and enthusiasm are properly
channelized. The exhibition was organized under the aegis of Lions’ Club of Agarthala. Earlier
during the day, he visited an orphanage and spoke to the children for over an hour and
lunched with them

45
6. Write a news report on a road accident you witnessed.

24 KILLED IN ROAD ACCIDENT

By - Jaya Prakash

Agra; 29th August, 2024: Twenty-four people including a woman and a two-month baby were
killed in a tragic road accident involving a truck and Tata Sumo at Najafgarh, a village 14 km
from here. The ill-fated Tata Sumo was carrying a marriage party from Delhi to Mathura. The
truck carrying industrial goods to Noida collided head-on with Tata Sumo killing twelve of them
on the spot. The injured were immediately rushed to Dr. RML Hospital where eight succumbed
to injuries. The Police have registered a case against the truck driver and they are on a man
hunt. Eye – witnesses commented that it seemed the negligence of the truck driver that
caused the accident. It was really a heart touching scene.

7. Maxim Gorky School, Delhi, celebrated ‘Nutrition Week’ from 1st September to 7th
September by arranging inter-school cookery contests, oratorical, painting and
poster competitions, besides talks by eminent nutritionists and medical
professionals. There was an overwhelming response from students and parents.
Prepare a report in 120-150 words to be published in your school magazine. You are
Arjun/Anita, School Pupil Leader.

NUTRITION WEEK

By : Anita (Pupil leader)

New Delhi; 8th September, 2024: The ever active Health Club of Maxim Gorky School, Delhi,
celebrated ‘Nutrition week’ starting from September 1 to September 7, 2024. Renowned
holistic health and fitness guru, Mr. Mickey Mehta graced the occasion with his presence as
Chief Guest on the inauguration day. He spoke about why exercise is important to stay fit.
Other eminent nutritionists who visited the school throughout the nutrition week also shared
ideas about choosing a healthy life style and food alternatives. Medical professionals were also
invited to the event, who conducted health check-ups for students, teachers and staff
members.
Throughout the week, the school witnessed a variety of cultural programmes, such as inter-
school cookery contest, oratorical, painting, poster making competition, etc. There was an
overwhelming response from students and parents who even invited their friends and family to
the event.
The celebration ended with distribution of prizes and certificates among winners of various
competitions, which took place during the ‘Nutrition Week’

8. A few teachers and students from the Edwin University had visited your school on
an exchange programme. You welcomed them grandly. Write a report in 120-150
words on the celebration. You are Brijesh/Benu.

AN ENLIGHTENING EXCHANGE PROGRAMME

By : Benu

Gurugram; 12th February, 2024: Four teachers and fourteen students of Edwin University,
London visited our school on a month long exchange programme, which commenced on
Monday, February 11, 2024. They were given a grand welcome by the Principal, teachers and
students of our school. The school was beautifully decorated and sported cheerful welcome
posters for the delegates everywhere.
The grand inaugural event began with the welcome speech by our school Principal followed by
a vote of thanks by the Head of the Department, Cultural Affairs, Edwin University. Their
speeches focussed on explaining the students about the importance and features of this
46
exchange programme. This was followed by a cultural programme that was presented by the
students of both schools. The highlight of the event was the folk dance presented by the
students of class-XII. The music and the beats of the song made the students of Edwin
University dance along. Later a group song by the student delegates of Edwin University, which
they performed in Hindi, came as a pleasant and enjoyable surprise. With exchange of new
learning and teaching methods, this exchange programme was truly a learning experience for
the visitors as well as the host school.

9. You are Mridul/Mridula, an HT correspondent. You witnessed a protest rally by a

youth organisation. Mentioning the purpose of rally, places covered and reaction of
public, write a report in 120-150 words for your newspaper.

PROTEST RALLY AGAINST RAMPANT CORRUPTION

By : Mridul Gupta (HT Reporter)

New Delhi; 24th May, 2024: Members of the Young Urban Volunteers Association (YUVA), a
youth organisation, held a protest rally on 23 May, 2024. Young boys and girls of YUVA
organised the rally to raise their voice against rampant corruption in the society. The four
hours long rally saw participants from various age groups who took to the road at 11:00 a.m.
sharp. The rally started from Connaught Circus and moved further to Janpath. From there the
rally group walked to various iconic places of capital city, singing patriotic songs and shouting
slogans on anti-corruption. The rally finally stopped at Qutub Minar where the youth
representatives of YUVA performed a street play on corruption and how to curb it. The attempt
to spread the message of protest against corruption proved quite successful with general public
joining in and vowing to fight against it.

10. Your school had recently arranged a musical night in the school auditorium. Write
a report in 120-150 words on this programme, for your school magazine. You are
Mahima/Mahesh, Cultural Secretary of Vasant Vihar Public School, Itarsi. Invent the
details.
A MUSICAL NIGHT

By : Mahesh Gupta(Cultural Secretary)

Itarsi;6thApril, 2024: To promote awareness towards cultural activities and to enhance the
talent of students, particularly in the field of music and dance, the management and staff of
Vasant Vihar Public School organised a musical night in the school auditorium on 4th April
2024.
Mr. Prabhu Shekhar, the D M of Itarsi, inaugurated the programme as the chief guest. Many
other reputed people from various schools and institutions were also present.
The programme began with the invocation of Goddess Saraswati. After that many colourful
programmes were presented by the students. Natraj stuti and Dance Drama – Save the planet
– stole the show. Participants were very enthusiastic about the event. Many of them performed
quite well and received great applause from the audience. Parents of almost all the students
were also present. One girl, Adhiti, of class XII won the heart of everyone present there by her
melodious song. One group of boys and girls performed the folk dance that represented the
cultural heritage of our state. In his address, Mr. chief guest appreciated the efforts made by
children and wished them all success. The event ended with the vote of thanks. It was a
fascinating show.

47
11. Recently your school held a Seminar on Conservation of Water as a part of World
Water Day celebrations. As the School Pupil Leader of Smarten School, Gurgaon,
write a report in 120-150 words for a local daily. Sign as Pritham/Preeti.
Seminar on Water Conservation

By: Preeti

Smarten School, Gurgaon; 16th August, 2024: Our school organised a seminar on ‘Water
Conservation’ as part of the World Water Day Celebrations on 13th August, 2024. The main
aim of this seminar was to remind us all about the need to save the government and the non-
governmental organisations in providing help water as it is a precious source imperative for our
survival. Distinguished environmentalists and eminent personalities were our guest speakers
and they reiterated the need not only of conserving water but also spoke at length on how to
conserve water by stressing upon the fact that each drop of water is precious. Dr. Yashraj, an
eminent environmentalist, suggested rain-water harvesting as one of the best ways to
conserve water. Using visual aids to highlight his discourse, he suggested that to ensure
availability of water for the future generations the withdrawal of fresh water from an
ecosystem should not exceed its natural replacement rate. The seminar concluded on the note
that water conservation is the most cost-effective, environmentally sound way to reduce our
demand for water and so each one of us must do our bit towards improving water
management to enhance optimum use of water.

QUESTION BANK

1. You are Neha / Nayan, a consultant in Sai School of Management. You organised a ‘Seminar
on Right to Education Act for Teachers and Students’ in which educationist were invited to talk
on the topic, its problem and implications. Write a report about it in 120-150 words for the
school magazine.

2. You are Preeti / Pratik, head of Health Club, KV, Belagavi. Your Club organised a talk to
make students aware about alarming use of chemicals in vegetable and fruits. Experts from
medical field and consumer forum were invited to answer the queries of the audience. Write a
report in about 120-150 words for your school magazine.

3. You are Saurabh / Saurabha, Secretary, Guidance & Counselling Club, New Horizon Public
School, Bengaluru. Your school recently conducted a ‘Career Mela’ for plus two students to
make them aware about various career options available in today’s world. Write a report on
the topic ‘Career Mela' in 120-150 words for your school magazine.

4. You are Akshay / Akshita, a press reporter with The Times of India. Recently a few trains
were cancelled due to fog in winter. Passengers were stranded at the New Delhi Railway
Station. Write a report in about 120-150 words highlighting the problems faced by the
passengers.

5. You are Sagar/ Sagarika, a staff reporter with The Hindu. Incessant rains have caused
irrecoverable damage in the North Eastern States. The Central and the State governments
organised a flood relief programme where various flood relief measures were carried out. As a
newspaper reporter, write a report in 120-150 words about the programme to be published in
the newspaper.

48
 ARTICLE WRITING
Students will be asked in the examination to write a descriptive or argumentative piece of
composition in about 150 – 200 words. The composition shall be in the nature of an article for
a newspaper or school magazine or in a speech on a given topic. The writing will be based on
the given visual or verbal input.

Input: can be in the form of broad hints, short outline or only a suggestive beginning. It can
also be in the form of a figure or diagram. The only purpose of giving input for a piece of
composition is to discourage the habit of cramming among students. They should be able to
form their own ideas on a given subject or situation and express them in a language of their
own.

Descriptive Writing: describes some object, place or person.

Argumentative Writing: aims at convincing the reader with the arguments in support of an
idea presented.

An article consists of:

1. Title: An eye-catching title which attracts the readers’ attention and suggests the theme of
the article.
2. Introduction: An introduction which clearly defines the topic to be covered and keeps the
reader’s attention.
3. Main Body: The main body of two to five paragraphs in which the topic is further developed
in detail.
4. Conclusion: summarizing the topic or a final opinion, recommendation or comment.

An article/ composition is usually in the form of a couple of paragraphs. It can be in a single

paragraph also. It relates to one topic, theme or subject. In order to write a good piece of
composition, students should keep in mind the following:

1. Think deeply on the given topic and study carefully the given visual / verbal input. Some
other ideas may come to your mind. Arrange all these ideas / points in the logical order you
want to develop for your article.
2. Now start writing and develop your points one by one into a single whole.
3. Your writing should be lucid (clearly expressed, easy to understand). Every sentence should
naturally rise from the previous one and flow into the next.
4. The first sentence should be the topic sentence. It should at once introduce the main idea of
your paragraph. Similarly, the last sentence should state the conclusion on the topic.
5. Divide your composition into suitable paragraphs.
6. The composition should be brief, meaningful and to the point. Don’t exceed the prescribed
word limit.
7. Complete sentences should be used and the vocabulary should be rich.
Colloquial* expressions and slangs* should be avoided.

*Slangs = very informal words and expressions that are more common in spoken language,
especially used by a particular group.
*Colloquial = Used in conversation but not in formal speech or writing.

49
1. You are Veer/Veena, a student of Class XII of SPS school, Maidan Garhi. While
watching many realities show on T.V. you felt that they are harmful for children.
Write an article in 150-200 words on “Negative impact of reality shows on children”.

Negative Impact of Reality Shows on Children

By : Veena

There has been a lot of discussion on the relative merits of reality shows. When it comes to
different people in society. There are a number of people who will argue that these shows are
very good for children and there are many reasons to prove their point of views. But I think
that these reality shows are not good for young minds and have a negative impact too. Firstly
they watch television in excess without breaking their concentration regularly. Secondly as
children they tend to ignore their other important activities such as reading, writing, social and
some type of thinking skills. Today children have no interest in reading story books, to solve
puzzles and other brain storming activities. They want to watch only and only television.
Consequently they have poor eyesight, bad posture and other physical disorder due to lack of
outdoor games.
There are many reality shows which are being telecast on the silver screen such as Dance
India Dance, Little Champs, Chhote Ustad, Boogy woogy, laughter Challenges. Talent Hunt etc.
These shows are being viewed by the children interestingly and they want to be the part of
such shows at the cost of their studies. I agree that these shows give a big platform to perform
and draw out the talents of young children. Undoubtedly they do that but what about their
childhood. They have to spend or live with the organisers for many months without family,
without love and care. They lose their innocence, their childhood and to act as per the orders
of the organisers just like the puppets. They perform under great stress and to the last extent
of their abilities and physical capabilities. They face a big challenge to prove their best to
compete with other participants. They face great stress and tension at the moment of Judges.
Remarks, public votes consequently their elimination. The children have become the earning
tools of their parents to earn name, fame and money. They act in place of learning. They are
involved in many shows, serials, modelling and advertisements. This is child exploitation and
should be censored to save their childhood. The innocent children do the stunts at home
inspired by the shows and untimely entangle with death. They also have deficit attention
disorders or behavioural problems.

2. You are Sona/Sandeep, a worker in an NGO. You feel that media which has
reached every part of the country can play an important role in spreading awareness
about rights and responsibilities in society. Write an article in about 150-200 words
on the subject.
The Role of Media in Spreading Awareness in Society

By : Sandeep

Media today encompasses Print Media such as newspaper, magazines, journals, periodicals etc.
Electronic Media: radio, television, telephone and the internet. Entertainment media: Films and
Music.
In the world of today, media has become almost as necessary as food, clothing and other
requirement. It is true that media is playing an outstanding role in strengthening the society,
it’s a mirror of the society. It is the duty of media to inform, educate and entertain the people
as it is the fourth pillar of our democratic country. They help us to know what’s going on
around the world. They put their lives in danger during attacks or a natural disaster, just to
inform us of situation. It is partly because of them that awareness is spreading in the society.
It is the media which shapes our lives i.e., we cannot think our morning without the
newspaper. It is just like morning tea without biscuit. Our lives would be incomplete without
the print and Electronic Media.
The role played by media in developing countries such as India, is key to realise the dream of
inclusive development. Awareness regarding immunization programmes institutional deliveries,
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balanced diet, healthy lifestyle and family planning are spread through media to remote parts
of our country. Today All India Radio covers approx. 98% of the population of India, Farmers in
distant villages are able to find the true price of their produce through radio and telephone
services. Even the spread of Education through Distance learning has made the dream of
100% Literacy a reality in the years to come.
Media is the watch dog of the political democracy. If it plays its role honestly, it will be a great
force in building the nation but nowadays, media has become a commercialized sector eyeing
only for news that is hot and sells. Instead of giving important information and educative
programmes, all that one gets on television is sensational depiction of all new stories, their
only goal being gaining television rating points (TRPs).
Media is an integral part of our society, but that’s also a fact that it’s too much intervention in
everything is a matter of concern. People have to judge on their own by looking and listening
to different channels for the same news and then form a conclusion.

3. You are Mamta/Mohan, a student of Class XII of Sarvodaya School, Nangloi. You
feel that there is a wide gap between civic facilities in urban and rural India. All the
progress in the fields of technology and economy is used up in improving the life of
city dwellers, whereas rural people remain neglected. Write an article in about 150-
200 words on the topic “How to bring the light of modernity to rural India”.

How to bring the Light of Modernity to Rural Area

By : Mamta
India is still an agriculture based economy where by virtue of having 70% share of the
agriculture/the ways of the economic development pass through the streets of our villages. But
it would not be wrong to say that still these rural streets are without the lights of progress in
social and economical terms. The physical conditions of villages are very pathetic, roads are
still in deplorable condition. Most of the houses are still made up of mud and straw and even if
they are constructed in bricks, they are not plastered in cement. Electricity is still a day dream
for many of the villages, or those having electricity it is provided for few hours.
In Social terms also, many of the social evils are still in practice such as child marriage, Parda
system. Adult illiteracy is also widely found in these villages. Superstition is the byproduct of
many of the social evils and practices. These are the outcome of poor economic growth. All
types of unemployment is found here. Most of the villages are poverty stricken. They are not
aware of the modern gadgets. We are witnessing the tragic outcomes of this poor growth and
lack of substantial support system in wake of failing monsoon or some other natural calamity.
Our farmers are committing suicides and in some parts of the country their anger is being
expressed in terms of Maoist movements. The worst part of the story is that Governments
have since the time of Mughals reported to be means of crushing these movements with
Coercion. In words of Chetan Bhagat .We are trying to kill symptoms rather than going into the
roots of the disease. We are giving Crocin to the problem whereas it needs a strong antibiotic.
Apart from Govt. it is the duty of NGOs and all big industrialists to adopt these villages and to
make the life of village prosper and delightful. There must be a movement to set up
educational institution in rural areas as well as industries to provide employment and better life
prospects to rural people. Once they are educated and economically sustained, social evils
automatically will disappear and our villages will be enlightened with the ray of modernity.

4. Children living in cities are rarely seen playing outdoors in the neighbourhood.
Being busy with other attractions like the television and computer games, they miss
the joy of outdoor play. Write an article in 150 words for the magazine, ‘Kids Talk’
highlighting the need and value of outdoor games. You are Reemesh/Rimi.

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 Value of Outdoor Games

By : Reemesh
“A sound mind dwells in a sound body”.

Games develop not only our composite personality but also teach variable traits of personality,
life, character and society which we become devoid of them at the television and computer
games. Participation in outdoor as well as indoor games contributes a lot in our health, hygiene
and physique. But the children living in cities rarely participate in outdoor games in the
neighbourhood like wrestling, hide-n-seek, tennis and football etc. They go on sitting before
the idiot box and fail to exchange their views and thoughts. All know that children are very
sensitive and tender. They are of impressionable nature and age. Whatever they watch on the
television, it gets imprinted in their minds. Adventures thrill them and sensational programmes
fire their imagination. They develop aggressive behaviour and turn violent, lethargy and lazy.
On the other hand outdoor games help in developing their physical and mental growth. They
learn cooperation, fellow feeling, sympathy, cultural exchange and other etiquettes in life. They
have resistance power and never get tired, troubled and give a chance to shine their hidden
talents, stress tension and trouble remain far away from them and their memory becomes
sharp and fine. They always have an attitude to learn more and more. They miss the pleasant
laugh which rejuvenates our blood system. Their muscles, limbs and other bodily parts remain
weak and feel the dearth of calcium. Their parts turn brittle and fail to contain strength. In the
best interest of our children schools and society should make enough provisions for playing the
outdoors compulsory.

5. Write an article on ‘Alarming Growth of Population’ in about 150 words for your
school magazine.
Alarming Growth of Population

By : Arun Govil

From a nation of 36 crore people in 1947, India has become a nation of 100 crore people. The
growth in population is phenomenal. We are the second most populous country in the world.
However, if the growth rate goes on unchecked, we shall overtake China in the next twenty
years. This population explosion is a severe drain on our natural resources and hampers all
development programmes. Unemployment has increased. Then there is the problem of feeding
the teeming millions as we go on adding an Australia to our population every year. Housing,
clothing, education and medical facilities are required in the same proportion. This makes our
plans an object of mockery. They fail to revive the economy as the target required keeps on
expanding. The only ray of hope lies in having a workable, foolproof and scientific campaign of
family planning. Vigorous drives must be launched to educate the masses on the dangers of
over-population. China, which has frozen its population growth by adopting one family-one
child programme, can be our model example. Strict laws should be enacted and enforced to
punish couples who produce more than two children. These measures include heavy taxes,
fines and debarring them from social benefits, getting government jobs or contesting elections.

6. You are Mrinal/Manisha. You are much concerned about the craze for
westernization among the youths of today. You are worried about the erosion of our
culture and values. Write an article on this issue highlighting the need to preserve
our age-old culture.

CRAZE FOR WESTERNIZATION AMONG THE YOUTHS

By : Mrinal

India is a very ancient nation and her cultural heritage has always remained precious. Being
the birth place of Rishis, Munis and Gods, people from foreign countries come here to get
52
solace, knowledge, education, wealth and what not. The spread of "Brahm Gian of Bhagwat
Geeta" is not hidden from anybody and any nation.
But with the passage of time our modern youths are hankering after the western civilization
and fashion like mad people. They no longer want even to respect our old culture, customs and
traditions of the society. The college-going students like to visit the movies, fast food corners,
clubs, night resorts etc. They want to avoid their old parents and consider them as a burden.
In their clothes they cannot be distinguished whether he is a boy or a girl. After the marriage,
they like to live separate from their parents. They have no corner for the sympathy of poor
parents and others. Honouring the elder have gone from their minds just like throwing a fly
from the milk. Just see what will happen to this nation?
It is high time for all of us to think deeply and honour our old culture, traditions and customs.
These are the bones of our survival on this earth. Otherwise we will not prolong our stay on
this earth.

7. You are Vinod/Vimla. You are worried about the hike in the prices of essential
commodities like gas, pulses, vegetables etc. Write an article on this in about 200
words for publication in a local daily, suggesting certain steps to curb price-hikes.

Price Hike

By: Vinod

Price-rising has-become a routine with the government. Not a day passes when one does not
hear about the shooting of prices. In a developing country like India, price-rising is good to
some extent but we must keep in view the miserable lot of those who hardly get a square
meal. The worst sufferers are the poor wage-earners who are always put in a great mess. The
big money-lenders and the businessmen never care for this. It is the poor who has to think
about the fulfilment of his daily necessities. The immediate hike in gas, pulses, vegetables and
petrol etc. has put all of us in doldrums. This has disturbed the family budget of every
domestic lady. They are unable to purchase even onions, pulses, vegetables etc. at high rates.
Purchasing apples and other decent fruits is a day of bygone time. The life-saving medicines
have become beyond the reach of a poor shop-keeper.
It is a very tentalizing situation. When the government makes a slight increase, traders,
businessmen and others rise to the occasion. They increase the prices beyond limits and earn
good profit. This brings a good problem to the common man. It is for the government to
initiate steps to lower down the prices. More ration shops and bazaars on the wheels be set up
to supply articles at the most competitive prices. The activities of the hoarders and stockists
must be watched carefully. People should decrease their needs and the production should be
increased.

8. Write an article in about 150 words for your school magazine on “The Influence of
Technological Progress on Traditional Indian Life and Values.” You are Sagun of class
XII.
INFLUENCE OF TECHNOLOGICAL PROGRESS ON INDIAN LIFE AND VALUES

By : Sagun

Since time immemorial Indians have remained on the forefront of the world in guiding the
people in spiritual and moral values of life. It has been the soil of peace and so many
foreigners visit India to get salvation and peace. Due to scientific advancement, Indian values
are losing their sanctity. The very system of joint family as well as, a nuclear family is eroding.
We can no more see the elders staying with their children under one roof. The respect and
recognition of elders as well as guests have taken a back seat. The technological progress has
turned man into a selfish, greedy and materialistic person. The principles of compassion,
tolerance and sympathy seemed to be swept away by the tide of time.
We have turned mechanical and are much after the western civilization. We are leaving and
discarding our civilized rituals while the foreigners are much after adopting our cultures. It is
53
correct that man has conquered time, space and distance but what is its use when we have
lost all our brotherhood, fellow-feeling and cooperation. In metropolitan cities the residents do
not know who our next door neighbour is. What is the use of this type of hellish life? While
attaining material wealth, we have lost our spirit, philosophy and truth. The glamour of cinema
halls, TV, restaurants, discotheques have taken significant role among the youths. It is very
essential on part to instill the true moral values in our children. Otherwise there is not much
time left to reach the doom’s day.

9. Water is a panacea for all but the scientists view that the third war may be fought
on the issue of water. Keeping in view the need to save water, write an article on it
in about 150-200 words.

SAVE WATER

By : Lakshmi

Water is really a panacea for life since it not only helps in our proper growth but also
encounters against so many fatal diseases that crop in our body. Our survival is much
dependent upon water and its single drop wastage can impose a major threat to all living
beings on this planet. There is 70% water on this planet but only 2% water is worth drinking.
Due to global warming and the melting of glaciers may pose a tremendous challenge to all of
us. So the scientists think that there would be acute shortage of water and the third world war
will be on water. In India we feel a dire scarcity of water. During the summer season it is a sad
commentary that most of the water taps become dry. It is estimated that by 2047 there will be
a great dearth of water.
So it is essential on our part to save a single drop of water. But we adopt a very callous
attitude towards the use of water. We become quite indifferent to the leaking pipes and taps.
While bathing and shaving we leave the tap open and become careless for its use. It becomes
our moral duty to harvest the rain water. In Meghalaya 200 years old system of tapping,
streams and spring water for irrigation plants by using bamboos still exists. At places they rely
on piped water, we have to construct dams for collecting the rain water. The rain water is
saved to meet the demand at the hard times. It is the need of the hour to implement such
plans and must realize that each drop of water is very precious. To retain the ground water,
plantation drive should be launched.

10. Write an article in about 150 words for your school magazine on "Conservation of
Natural Resources is the Need of the Hour."

Conservation of Natural Resources is the Need of the Hour

By : Rastogi

This world is no more the good old world of plenty. Man has been exploiting, grabbing and
robbing the earth’s resources in all possible ways. One thing has to be understood. Natural
resources are not unlimited. If not replenished or conserved, they will extinct like many species
of plants and animals. Every activity that man indulges in creates waste of some kind. Some of
the waste can be recycled or reused. In fact, the need of the hour is to conserve the earth’s
resources in all possible ways. Conservation and survival are the two sides of the same coin.
Degradation of the environment and degeneration of ecology have created havoc with the
natural resources. Deforestation on a large scale led to droughts and floods. Pollution has
affected our rivers, seas and fisheries. Our natural resources like coal, oil, petroleum, ores and
minerals are being plundered shamelessly and mercilessly. If they are not conserved, all the
natural wealth will soon become exhausted. Similarly, the water table has gone abnormally
low. Used water can be recycled. The recycled water can be used for irrigation and for human
consumption. Similarly human waste can be recycled into composite fertilizers. Recycling is
reinventing. Recycling or reuse of the waste can compensate man’s merciless plundering and
exploitation of natural resources up to some extent.
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11. You are the member of the Environment Club of your school. After visiting many
places you have realised that it is the need of the hour to protect environment. Write
an article on this topic to create awareness among the people.

Environmental Degradation

By : Rameesha

Degradation of the environment continues unabated. The need of the hour is to protect and
preserve the environment and the ecological balance. This menace can be fought against only
by creating awareness among the people. Rapid deforestation has been the main cause of
environmental degradation.
The price of progress has been rather heavy. Many forest belts have been cleared away to set
up industrial units. Rapid urbanization swallowed the remaining green belts. Deforestation on a
large scale led to disastrous results. Famines, floods, and land erosions have destroyed the
ecological balance. The need of the hour is to plant more and more trees. Trees bring rain and
keep the upper soil intact. Our rivers and lakes have become dumping grounds for industrial
wastes, garbage and dirt. Their water has not remained fit for human consumption.
Our cities are becoming dirtier every year. Delhi, the capital of India, has earned notoriety for
being the fourth most polluted city in the world. The emission of smoke from factories have
converted our cities into big gas chambers. Only a concerted effort by all can help in
maintaining the ecological balance. Only then this vast country will become a pleasant and
clean place to live in.

12. Write an article in about 150 words for your school magazine on "Aping of
Western Culture by the Younger Generation."

Aping of Western Culture by the Younger Generation

By : John

It is the age of globalization. The world has shrunk to a global village. The modern industrial
culture is the product of western culture. It is quite natural that it dominates the cultural
scenario of the civilized world. The younger generations like fun, enjoyment and adventure.
Their fascination for the materialistic culture is quite obvious. They ape western culture.
Sometimes they make mockery of old ideas and ideals.
Culture and ideas know no geographical limits. Liberalisation of our economy opened gates for
multinationals in India. They are the ambassadors of western styles, values and culture. Our
young men and women have fascination for Ray-Ban goggles, Addidas shoes, Le Coste’s T-
shirts and, Pepe-jeAns.
The growing pub-culture in big cities has popularised boozing among young men. Late night
Discoes and Beer-Clubs are doing the rest. Actually, the younger generation in India is passing
through a cultural crisis. They are not exposed to the spiritual and lasting values of Indian
culture. It is the fault of our education and upbringing. We should develop confidence and pride
in our own culture. We will have to take the lead to make others follow us.

13. You are Mani. You are worried after reading a report on obesity among school
children and the growing craze for junk food and diseases related to it. Write an
article, highlighting the need to have good eating habits especially for students, to be
published in the local daily. Do not forget to suggest a few tips to sustain good food
habits.

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 Obesity among School Children

By : Kartik

Obesity among school children has become a major cause of concern. Liberalisation and
globalisation have brought a radical change in the lifestyle of the people. Many multinationals
like Macdonalds, KFC and Pizza Huts have popularised the concept of the so called ‘Fast Food’.
More and more school children have developed a craze for chocolates and Colas. The results
have been quite disastrous. Obesity among school children is on the rise. And so are the
diseases related to it.
‘Junk food’ may appeal to our taste but doesn’t suit our digestive system. Oils and extra fats
harm our liver. They increase flesh and weight. Fresh home-cooked food is anytime better. It
is more digestive than the ‘junk food’. Our food should contain more coarse cereals, green and
leafy vegetables. Fruit, pulses, milk, eggs and curd must be the necessary parts of our food.
Green salads have fibrous material. It is good for our health and digestive system.
School children should develop good eating habits. Hot dogs, burgers and pizzas will only
cause obesity among them. They should have fresh and home-cooked food. It has more
nutritious value but less calories and fats.

14. You believe that all living being have equal right to live on this Earth freely; and
man has no right to enslave the animals. You feel strongly when you see people
being cruel to animals. Write an article on 'Cruelty to Animals' in about 150-200
words. You are Rajesh / Rajeshwari.

CRUELTY TO ANIMALS

By : Rajesh

All animals or the other living being, have equal right to live freely on this earth. They live in
their natural habitat without hurting or harming the fellow dwellers. Animals are harmless
creatures as created by god. They believe in harmony and peace; but man out of his
selfishness, greed and wits, has been plundering their natural habitat, killing them for
pleasure, for food and for monetary advantages. He tames them for serving his needs. He
pets them for ploughing his farms, getting milk and getting meat for food.
Animals are being used in order to carry out the scientific experiments on them in the field of
medical researches. These innocent animals go through such torture, cruelty and pain which
they can not even express.
They are kept in zoos in insufficient space or in small enclosures, going round and round in the
cage to show their impulsive and rockless state. Is it not the cruelty?
In the same manners, birds and some animals are put in cages or kept in chains in order to
sell them as pets. Birds or animals feel happy and contended when they are free in their
natural habitat rather than being in golden cages or silver chains.
Stray animals like cows and dogs can be seen on the heaps of dumped garbage under the
polythene bags. Which choke their intestine and cause their death. Is not it cruelty to animals?

Animals, too, have strong emotions, and feelings; they, too, feel pain of any sort. We should
be sensitive about them. Parents should teach their children how to be kind to animals. Even in
schools, the authorities should introduce the lessons based on our kind behaviour towards
animals in order to sensitize the students about them.
We all should pledge not be cruel to the animals. Animal Protection Law should be enforced
and the people, who are responsible for cruelty to animals, should be punished under the law.

15. Make in India’ an initiative by government of India. It intends to create

employment for the youth of India and help bring best practices to Indian business.
Write an article in about 150-200 words for a business magazine on its impact to
create employment for the youth of India. You are Neha

56
 Make In India

By : Neha

Make in India is the name of the initiative by government of India to give more incentive to
business (both in India and abroad) to manufacture goods (eg: automobiles) in Indian shores.
To lure businesses to set shop in India, government India planst to cut excessive formality and
routine involves in setting a business in India.
Make in India intends to create employment for the youth of India and help bring best
practices to Indian business. The initiative also aims at high quality standards and minimising
the impact on the environment. The initiative hopes to attract capital and technological
investment in India.
Already we observe that India’s rank in ease-in-doing business has improved. Further,
manufacturing sector has seen an upswing with key sectors such as defence seeing huge
participation from foreign investors.
Make in India’s success lies in making the small and medium enterprises foster. Thus, make in
India should not only focus on big business but also to the neglected small and medium
enterprises (SMEs) so that rural India can reap the benefit as much as the developed parts of
India. Further, domestic business must be protected from big multi national chains, so that an
equitable growth is ensured at all fronts.

16. Now a days Teenagers are loosing track of the real world and are getting
immersed in the virtual world of internet. Write an article in 150-200 words on effect
of Internet on Teenagers. Your are Namita/Navin of Sarvodaya Vidyalaya.

EFFECT OF INTERNET ON TEENAGERS

By : Namita/Navin

We live in an era where internet has percolated our very essence of life. So be it the smart
phones or laptops, one has access to the internet which gives access to all kinds of information
that can be used fruitfully as well as in a destructive manner.
Out of all the people who use internet for fulfilling their everyday needs, requirements as well
as entertainment purposes, teenagers are often seen to be the biggest contributors to the use
of internet. These teenagers often fall prey to cyber bullying, cybercrimes and at the very
least, these teenagers lose track of the real world and get immersed in this vast ocean of
internet. Not do their grades suffer, but they also incur a severe dent on their personal and
mental wellbeing too.
Awareness programs should be run at school level while parents must put in concerted efforts
to sensitise their young children on the perils of internet and its excessive usage. It is prudent
to monitor the search history of teenagers so that parents may gauge if their kid is using the
net for the right purposes or not. Emphasis should be given on real life interactions and
friendships while keeping internet social networking to its minimal best.

17. Write an article in 150-200 words on how we can make India a carefree and
enjoyable place for women when they can go wherever they like to without any fear
of being stared at, molested or discriminated against. You are Navtej/Navita.

HOW TO MAKE INDIA A CAREFREE PLACE FOR WOMEN

By : Navtej/Navita

A series of much publicised crimes against women has left many people wondering if India is
safe for women. The gang rape of a young woman who later died, aboard a private bus in
Delhi in December 2012 caused mass outrage in India. But the crimes continued taking place
in different cities of India.

57
India needs to address gender inequalities on many fronts and especially at the most basic
intrinsic level. The attitudes towards women need complete transformation, apart from all the
safety measures that needs to be adopted. Women need to be treated with respect and they
should be allowed to live free from fear, harm or oppression. They, too, have a right to breathe
freely and enjoy life which is possible only in a care-free and safe environment.
We need to create a culture of respect and gender equality which are taught and practised at
home. The law enforcing agencies must make sure that the public transportation is woman
friendly and is provided with adequate protection system. There have to be zero tolerance for
any nonsense. Women should begin to actively learn to defend themselves by gaining
confidence to stand up to violence. Self-defence courses can train women to deal with
untoward situations. Above all, the general public should be more sensitised towards women
and left India emerge one day as a place- safe, peaceful and enjoyable where women feel
secure and live their life with dignity and self - confidence.

18. Ragging has raised its ugly head again. A recent incident at a prestigious school
has shown that this evil has not yet come to an end. Write an article in 150-200
words on 'Ragging, an evil'. You are Navtej/Navita.

RAGGING, AN EVIL

By : Navtej/Navita

Ragging in India is a damaging form of interaction of the seniors in the college or school with
the juniors, new comers or first year students.
Initially, the ragging started in British era in English colleges and universities but slowly it
spread and corrupted almost all educational institutions. Original aim was to teach the students
respect for hierarchy thereby enforcing traditions and discipline among them. The senior
prefect was to be treated as a teacher substitute, thus giving him/her the authority to control
and dominate. Soon, the authority started getting misused.
As a result, practice of family arising beginners with their seniors has now turned into a
powerful tool for ill-treating and punishing poor students if they fail to obey their seniors.
Under the pretext of fun, a poor student is often assaulted, sometimes even stripped and
intimidated by his seniors and this torture obviously leaves an indelible impression on his
mind. The chilling incident continues to haunt him and unknowingly he develops various
psychological disorders. After experiencing the evil of ragging, a student tends to develop a
feeling of revenge for his 'unjustified harassment' and derives pleasure in ragging his juniors
on his turn. So the trend goes on and so does the suffering.
Sometimes the situation turns so bad that it compels the ragged victim to commit suicide. At
times, the ragging that it turns gets so violent fatal. In many colleges ragging has been
banned and is providing effective. Recently, ragging has rightly declared a criminal offence.
Still, ragging is prevalent in colleges in secretive ways. Solution lies in more practical steps like
having an anti-ragging helpline that can take anonymous complaints and act against the
culprits or having awareness programmes conducted a more specific level. This menace, in any
case, has to be contained and stopped.

19. Joint family system is gradually disintegrating in the country. Many elderly
people get neglected because of the nuclear setup of families. It increases the need
of homes for the aged. Write an article in 150-200 words on the topic entitled
“Should there be Homes for the Aged in India”.

HOMES FOR THE AGED IN INDIA

By : Pradeep

Change is the law of nature. The world has witnessed many unprecedented changes in the last
100 years. The disintegration of joint family system is one of such painful changes.
Industrialization and urbanization have brought disintegration at a crushing speed. The
58
breakup of the joint family system has led to so many social and cultural problems. Many
elderly people get neglected because of the nuclear set up of families. The country is not fully
prepared to deal with the problems of the aged people. The need of the hour is to have
adequate ‘Homes’ for the aged in India, Europe and America have been able to address to the
problem of the aged persons. They have ‘Homes’ and exclusive settlements for their senior
citizens. They provide all the necessary comforts and facilities for the aged. Diseases and the
disabilities are the constant companion for the old. Proper medical treatment and facilities are
necessary. Nutritious but light food is the need of the aged persons. Such ‘Homes’ provide all
such comforts and facilities. The aged person to have a right to a decent living. Their old and
tied bones need rest and peace. They should not depend on the mercy of their children. Nor
should they be thrown at the charity of the people. Only such ‘Homes’ can help them to lead a
decent and respectable life.

20. Devika is a student of Holy Child School, New Delhi. She reads a report on the
miserable condition of the Child Labour in India in the Times of India. She is moved
and wants to express her strong feelings against the widespread exploitation of
children in an article. Using the hints given below in the input, help Devika to write a
purposeful article on The child Abuse for the school-magazine.

Child Abuse-a painful fact - children exploited – India a poor country – about 10 million child
labour in India – employed in dangerous trades and industries – exploited - living and
working in inhuman conditions – Effective legislation against Child labour

CHILD ABUSE

By : Devika

Childhood is the golden period of man’s life. Children need love and care for their growth and
development. However, child abuse is the tragic irony of Indian social life. About 10 million
children are employed in unhealthy, hazardous and dangerous trades and industries. Bare
footed, lean and thin children have to work for 10 to 15 hours a day. They work in numerous
shops, ‘dhabbas’, brick kilns, small factories and cottage industries. Some risk their lives while
selling newspapers on busy roads.
These child-workers are generally ill-fed and treated like bonded labourers. They are often
underpaid. Thousands of children work in fire- crackers and match-factories in South India.
Many of them get killed in accidents and fires. The carpet industry in Uttar Pradesh employs
lacs of children. Children have to work in chemical factories in most inhuman conditions.
Poverty is the main reason that compels many poor parents to send their children for work.
India has the largest number of children working in most inhospitable, and inhuman
surroundings. The Child Labour Act should be enforced with all sincerity and strictness.
Exemplary punishment should be given to the defaulters and the defiant employers.

21. DECLINING RATIO OF GIRL CHILD

By : Neha

It is a great irony that in a country where women are worshipped for power and energy, they
are facing a kind of extinction, thereby bringing down the ratio. The birth of a son is a cause
for great rejoicing with drumming, singing and public proclamations but that of a girl is an
occasion for disappointment or at the best indifference.
The main cause of declining ratio of girl child is the fact that the large number of mal-nutrition
and disease which are either not treated or treated inadequately. The girls are killed even
before their birth. The practice of pre-birth sex selection has spread rapidly through all castes
and groups.
Region, Religion and caste exercise an influence over mortality rates. The lower the status of
women in a particular section of the population, the higher the number of female deaths.

59
Child marriages, early pregnancy, malnutrition during pregnancy, lack of medical treatment,
physical torture, rapes and unequal status in the society make them the child of lesser Gods.
It is really a cruel joke that the mother of humanity is no one's child, the maker of the home,
does not have a home. The 'Creator' is destroyed mercilessly in the hands of her own near and
dear ones. Even the womb of her mother is not a safe home for her as she is cruelly
terminated by her saviours i.e., parents and medical practitioners.

22. ROAD RAGE

By : Namita/Navin

Our roads are fast becoming a theater of maddening public behaviour with motorists becoming
more and more intolerant and reckless. In the mad rush it is sad to note that people's blood
rushes faster than their vehicles resulting in road rage fights.
Road behaviour is the manifestation of the stress in our lives. The mad drivers disease, road
rage is described as the outcome of short periods of irrationality. And heat is always on
escalating factor. People shed the family and work related stress and anger on their steering
wheels. Traffic jams caused by encroachments, processions and rallies poor roads, irritating
noise, obnoxious exhaust fumes and sizzling summers only make the matters worse. Modern
youth is intolerant. Some people have a sense of superiority due to owing bigger vehicle.
The wonder of wonders is that people ignore accidents and consequent loss of lives and move
on. And as for the cops, it is an everyday affair, a routine. Is there a way out? Yes. There
always is one if we pause to reflect coolly. All it takes to turn road rage into a driving pleasure
is a good knowledge of traffic rules, a courteous behaviour to fellow drivers and a smile.
The mad rush is hardly to bother if one sets out early and drives at ease but with caution.
Maintain your cool don't carry stress while driving check your words and actions, count ten
when angry. And when accidents do take place as they might, keeping cool and showing
presence of mind can save many precious lives. As regards damages vehicles, well the
insurance company will gladly take care of that.
So, while on road, one must keep to the left, keep cool and always be on an alert.

QUESTION BANK

1. Write an article in about 150-200 words on: Vocational Training - as part of the school
curriculum. Expressing your views on its need in the present scenario and suggesting steps to
make it successful.

2. You are Satish/Shweta working in an NGO which is working for the uplift of socio-economic
conditions of child labourers by counselling their parents and helping children to go to school.
You find it appalling that many people in educated society want the practice of child labour to
continue. Write an article on the “Role of Educated Society in Curbing Child Labour”. (150- 200
words)

3. You are Mamta/Mohan. You find corruption as the biggest impediment in the development of
a nation. You strongly believe that youth can play a very important role in fighting the menace
of corruption. Write an article on the “Role of Youth in Fighting Corruption”. (150-200 words)

3. You are Jeetender/Jeetu. You have been working on a project related to effect of modern life
on youth. You interviewed school and college students for the project. Write an article on the
subject in about 150-200 words.

4. Write an article in about 150 - 200 words on vocational training as part of the school
curriculum expressing your views on its need in the present scenario and suggesting steps to
make it successful.

60
5. You are Vidya/Vijay, a student of Class XII of Sarvodaya School, Dilshad Colony. You feel
disturbed to read news about increasing cases of honour killing in Northern India. You feel that
such attitude of some elders in the society deprives children of their free will and pose
hindrance in choosing life partner and career of their choice. Write an article in about 150-200
words on the topic “Honour Killing - a Stigma on Modern Society”.

6. You are Sudha/Sudhir, a counsellor in ABC school, Palam. You come across cases of
Domestic Violence frequently. You found through your interaction with the victims that children
are affected most by this. Write an article in 150-200 words on the “Impact of Domestic
Violence on Young Minds”.

7. You are Veer/Veena, a student of Class XII of SPS school Maidan Garhi. While watching
many reality shows on T.V. you felt that they are harmful for children. Write an article in
150.200 words on “Negative impact of reality shows on children”.

8. You are Sona/Sandeep, a worker in an NGO. You feel that media which has reached every
part of the country can play an important role in spreading awareness about rights and
responsibilities in society. Write an article in about 150-200 words on the subject.

9. You are Jyoti/Jayant, a class XII Student of R.S. School, Sagarpur. Recently you read a
survey report in a newspaper on the use of chemicals in vegetables. You have come across
such reports frequently. You find the trend shocking. Write an article in about 150-200 words
on the topic Adulteration - a Monstrous Evil

10. You are Mamta/Mohan, a student of Class XII of Sarvodaya school, Nangloi. You feel that
there is a wide gap between civic facilities in urban and rural India. All the progress in the
fields of technology and economy is used up in improving the life of city dwellers, Whereas
rural people remain neglected. Write an article in about 150-200 words on the topic “How to
bring the light of modernity to rural India”.

11. You saw stray dog beaten to death by a groups of boys. Their act infuriated you and you
scolded them for their cruel act. You decided to write an article on cruelty to animals. Write the
article in 150-200 words. You are Nikhil/Naina.

12. You are Rajendra Kumar, a social worker. You read an article in 'The Hindu' on 'Health
Care for Indian Workers '. Write a speech in 150-200 words on the importance of health care
to be delivered at a public function to create awareness among the workers.

13. Write an article in 150-200 words for your school magazine on the topic, 'Obesity among
School Children'. You are Mohini/Mohit.

14. You are Raman/Ruchika. Write an article in 150-200 words for your school magazine on
the topic, 'Life without Modern Gadgets'.

61
 Lesson - 1
The Last Lesson
ABOUT THE AUTHOR

Alphonse Daudet (1840-1897) was a French novelist and short-

story writer. The Last Lesson is set in the days of the Franco-Prussian
War (1870-1871) in which France was defeated by Prussia led by
Bismarck. Prussia then consisted of what now are the nations of
Germany, Poland and parts of Austria. In this story the French districts
of Alsace and Lorraine have passed into Prussian hands. Read the story
to find out what effect this had on life at school.

BACKGROUND OF THE STORY

 The story ‘The Last Lesson’ is set in the days of the Franco-Prussian war (1870-1871).
 The Prussian forces under Bismarck attacked and captured France. Prussia then
consisted of what now are the nations of Germany, Poland and parts of Austria.
 The French districts of Alsace and Lorraine went into Prussian hands.
 The new Prussian rulers discontinued the teaching of French in the schools of these two
districts.
 The French teachers were asked to leave.
 Read the story to find out what effect this had on life at school.

THE REGION OF ALSACE

 Located in northeastern France on the border with Germany.
 For several centuries the region of Alsace has alternately been a German and a French
territory.
 A long period of French rule ended in 1871 after the Franco-Prussian War.
 As the winner of the Franco-Prussian War, Germany annexed Alsace and the adjoining
region of Lorraine.
 It is at this time that the events of “The Last Lesson” unfold.

CHARACTERS AND PLACES

Franz: The narrator of the story, a young boy who is usually indifferent to school. However, on
the day of the last lesson, he realizes the importance of his native language and feels guilty for
not taking his lessons seriously.
M Hamel: The French teacher in Franz's village school. He is strict but kind and deeply
devoted to teaching French. In the last lesson, he speaks with emotion about the importance
of preserving one's language and culture, as it is his last day before the school switches to
teaching German.
Prussian Soldiers: Although not central to the plot, the presence of Prussian soldiers
symbolizes the occupation of Alsace and Lorraine by Prussia. Their presence marks the shift
from French to German authority.
Villagers: The villagers, including old Hauser, attend the last lesson, showing their regret for
not learning French and their solidarity with M. Hamel. Their presence signifies the
community's shared loss of their language and identity.
Watcher: A black smith
M Hamel’s Sister (an elderly woman)
Class : Consists of some students and some elderly people of the village
Franz’s Village: A small village in the French-speaking region of Alsace, which has recently
fallen under Prussian rule. The village is symbolic of the annexation of Alsace and Lorraine by
the German empire.
The School: The setting for the entire story, this small classroom represents the last place
where French will be taught. It becomes a place of emotional reflection for both Franz and M.
Hamel as they face the end of an era.
62
The Town Hall: Mentioned briefly in the story, it is where the notice about the new German
rule was posted, informing the villagers that henceforth, only German would be taught in
schools. This highlights the imposition of authority.

GIST OF THE LESSON

 Franz is afraid of going to school as he has not learnt participles.
 He wants to enjoy beauty of nature. The bright sunshine, the birds chirping in the
woods, Prussian soldiers drilling but resisted.
 Bulletin board: all bad news, lost battles, the drafts and orders of the commanding
officers, wondered what it could be now
 The changes he noticed in the school.
 Instead of noisy classrooms everything was as quiet as Sunday morning
 The teacher does not scold him and told him very kindly to go to his seat
 The teacher dressed in his Sunday best.
 Villagers occupying the last benches
 To pay tribute to M. Hamel for his 40 years of sincere service and also to express their
solidarity with France.
 M. Hamel making the announcement that it would be the last French lesson; realizes
that, that was what they hadat the town hall.
 Franz realizes that he does not know his own mother tongue
 Regrets why he had not taken his lessons seriously.
 Also realizes the reason why teacher was dressed in his Sunday best and villagers
sitting at the back.
 M. Hamel realizes that all three, the children, the parents and he himself are to be
blamed for losing respect and regard for the mother tongue.
 Always keep the mother tongue close to your heart as it is the key to the prison of
slavery.
 Atmosphere in class: teacher teaching sincerely and patiently, students and others
studying with utmost sincerity.
 Franz wonders sarcastically if Prussians could force pigeons to coo in German.
 M. Hamel overcome with emotions could not speak and wrote on the black board “Vive
La France!”(Long Live France!).

LINGUISTIC SUPPRESSION UNDER FOREIGN RULE

Curtaral ensure through language palicies: Prussian cuthorities mandated German as the
sole language of instruction.in Mace did Lottoire erasing Prench linguistic and cultural hentage
Psychological impact on the population: Forcing a foreign language can damage people's
linguistic rights and cause prychological distess. Franz, the protagonist regrets not being able
to fully master his native language due to the sudden end of tin French education.
Resistance and resilience: The community shows resilience ond solidarity despite linguistic
oppression. M. Homer's dadicion to teaching French symbolises resistance against cultural
assimilation. The villagers’ silent acknowledgement of his tudi lesson Hightlights their
determination to preserve their heritage under foreign rule.

STUDENT AND TEACHER PRESPECTIVES ON EDUCATION

Student attitudes towards learning: Franz initially dislikes studying and prefers outdoor
activities. However, his experiences made him realise the importance of education and cultural
heritage
Teacher dedication and passion for teaching: M. Hamel embodies unwavering dedication
and passion for teaching denoite the challenging circumstances imposed by foreign rule. His
commitment to his students and subject matters evident in his meticulous preparation for the
final lesson and his poignant reflections on the significance of language and culture M. Hamers
dedication is a powerful example of the transformative impact that passionate educators can
have on ther studente Ives

63
 QUESTION AND ANSWERS

Answer the following questions in 40 to 50 Words.

1. What fear did little Franz have when he started for school in the morning?
Ans. Franz was late for school that morning. He feared that the teacher would scold him. It
was because the teacher was to ask questions on participles. But Franz did not know a word
about participles.

2. What did Franz notice that was unusual about the school that day?
Ans. Franz noticed that there was pin-drop silence in the school that day like Sunday
morning. Usually there was a great noise in the school everyday which could be heard in the
street. The opening and closing of desks, lessons repeated in unison, the rapping of the
teacher’s ruler could also be heard.

3. What had been put up on the bulletin board?

Ans. There was a notice on the bulletin board. It was written that only German language
would be taught in the schools of Alsace and Lorraine. The order had come from Berlin. It was
also written that French language would not be taught in those schools.

4. Why did Franz think of running away and spending the day out of doors?
Ans. Franz had not learnt even a single word on participles. The teacher was to ask questions
on it. He feared that the teacher would scold him. So he thought of running away and spending
the day out of doors for enjoying the warm and bright day, chirping of birds at the edge of the
woods and the drilling Prussian soldiers.

5. What did Franz see when he passed through the town-hall?

Ans. Franz saw a crowd in front of the bulletin-board of the town hall. For the last two years,
all bad news had come from there. He wondered what the matter could be there that day.
However, he did not stop there and hurried by as fast as he could.

6. What was Franz expected to be prepared with for school that day?
Ans. Franz was expected to be prepared with rules for the use of participles. It was because
the teacher had to ask the questions on participles. But poor Franz had not learnt anything
about them.

7. What was the most surprising thing Franz saw in his classroom?
Ans. Franz was quite surprise to see the villagers on the back benches. They were old Houser,
the former Postmaster, former Mayer and many others. Everybody looked sad. Old Hauser had
brought an old primer. He was holding it open on his knees.

8. What words of M. Hamel were thunderclaps to Franz?

Ans. M. Hamel told the children that it would be his last lesson to his class. Orders had come
from Berlin to teach only German in the schools of Alsace and Lorraine. He said that the new
teacher was coming the next day. These words came like a thunderclap to Franz.

9. How did Franz feel when M. Hamel said that it was his last lesson at school?
Ans. Franz was shocked. He cursed the Prussian rulers. He cursed himself also. He cursed
himself for not learning his lesson. He used to call his book nuisance. But now he was sorry
that he would never see M. Hamel again.

10. What changes did the order from Berlin cause in school that day?
Ans. The order from Berlin had caused a great change in the school. It was all quiet. There
were no noises. It was as quiet as Sunday morning. M. Hamel was wearing those clothes which
he generally wore on Sunday, inspection and prize days. He said it would be his last lesson.
The village people were sad and had come to thank M. Hamel for his forty years of faithful
services.

64
11. What usual noises could be heard in the street when the school began?
Ans. One could hear the opening and closing of desks. Then there was the loud noise of
lessons repeated in unison. The teacher’s great ruler rapping on the table could also be heard.

12. How was M. Hamel dressed on his last day in the school?
Ans. Mr. Hamel was dressed in his best clothes. He was in his beautiful green coat and frilled
shirt. He was wearing a little black silk cap. He never wore this dress except on inspection and
prize days.

13. How did Franz’s feelings about M. Hamel and his school change?
Ans. The very idea that M. Hamel was going away and he would never see him again, made
him forget all about his ruler and that he was very cranky. He started liking and sympathizing
with him. He also listened his teacher’s teaching very carefully and understood each and every
thing clearly. The class became interesting for him.

14. In the honour of The Last Lesson what were the changes on the teacher and the
taught?
Ans. M. Hamel had put on his fine Sunday clothes and even his old students – the old men of
the village were sitting there on the usually empty back benches of the school room.

15. Why were even the old men of the village present in the school room on the Last
Lesson morning?
Ans. The village people – Old Hauser, the former Mayor, the former post master and several
others were present in the school room for thanking their master for forty years of his faithful
service. Thus they were showing their respect for the country that was theirs no more. They
were sorry, too, that they had not gone to school more.

16. What did M. Hamel say about the French language?

Ans. M. Hamel called French the most beautiful language of the world. He said that it was the
clearest and most logical language. He wanted his people to keep it alive and never forget it.

17. What happened when the Church-Clock struck twelve?

Ans. There were sounds of the mid-day prayer (Angelus). At the same moment the sound of
trumpets by Prussian soldiers was heard. They were returning from their drill. Mr. Hamel stood
up to say something. But something choked him and he could say nothing. He took a big piece
of chalk and wrote in big letters, “Long Live France!”

18. What did M. Hamel – the teacher, teach in the Last Lesson?
Ans. After questioning on participles, he talked of the French. He called it to be the most
beautiful, clearest and logical language. After the grammar, they had a lesson in writing. He
heard every lesson to the last then they had a lesson in history before the babies chanted - ba,
be, bi, bo, bu.

19. How did Franz take The Last Lesson in him? How it occurred so?
Ans. Franz was surprised to see that he understand The Last Lesson very well. All seemed to
him very easy. The reason was that he never had listened the lesson so carefully, and the
teacher had never explained to them everything with so much patience.

20 How did ‘The Last Lesson’ came to an end”?

Ans. The teacher M. Hamel could not speak. Something choked him. He wrote on the
blackboard in very large letters“Vive La France!”(Long Live France!). With a gesture to the
students with his hand he hinted. “School is dismissed – You may go.”

65
Answer the following questions in 120 to 150 Words.
1. Describe the feelings, emotions and behaviours of M. Hamel on his Last day in
school.
OR
Write a character sketch of M. Hamel.
Ans. M. Hamel was a strict man of discipline. He was a devoted teacher of French language.
He was a true patriot. He had boundless love for French language. He had been teaching the
students for the last forty years. He was very serious that his students should learn their
lessons. He was a true facilitator, guide and philosopher for his students. He was extra gentle
and polite in his last class. He was quite upset and broken heart as he had to leave the school
the next day. An order had come from Berlin to teach German only in the schools of Alsace and
Lorraine. He had worn his fine Sunday dress – the beautiful green coat, frilled shirt and the
little black silk cap – all embroidered.
Like a friend and guide, he advised the innocent villagers to shift their priorities and pay more
attention to learning at school. As a patient teacher he made Franz realize why he insisted on
learning the lessons in time and not postponing the learning. He called upon them to shake off
their delay and safeguard their language as it was key to their prison. We see him as a man of
deep emotions when he proudly writes ‘Viva La France’ on the black board in the end. Thus M.
Hamel is a true guide, an ideal teacher, philosopher and patriot to the core.

2. What unusual things did Franz notice when he reached his school?
Ans. The day was warm and bright. But there was unusual calm at school. Usually, when the
school began there was a great hustle and bustle. The opening and closing of desk could be
heard out in the street. Children repeated their lessons loudly in unison. The rapping of the
teacher’s rod on the table could also be heard. But that day it was all quiet. It surprised Franz.
Through the window of the school room, Franz saw all his classmates already in their seats. M.
Hamel was walking up and down with his terrible iron ruler under his arm. In a very kind and
gentle tone the teacher told Franz to go to his seat quickly. After getting over his fear, Franz
saw M. Hamel in his beautiful dress green coat, frilled shirt and the little black silk cap, all
embroidered which he generally wore on school inspection day or prize distribution days.
The most surprising thing for Franz was the presence of villagers on the back benches which
remained always empty. They were sitting quietly. They were old Houser, the former mayor,
the former postmaster with several others. They all were present there to pay tribute to M.
Hamel for his forty years dedicated service.

3. Justify the title of the Story “The Last Lesson”.

Ans. Alphonse Daudet has given a very suitable, balanced and the most appropriate title to
this story. There are two main themes in the story – the first is a hurtful as well as tearful
departure of M. Hamel from the school. The second theme highlights man’s nature of
postponing the lessons of life, quite forgetful to the fact that at any point of time
circumstances may change and he may never be able to learn the very lesson he had been
postponing to learn. Life may cut short his learning and it may unexpectedly prove to be his
last lesson which happened with Franz.
The people of Alsace always felt that there was plenty of time to learn their lessons. So they
did not give due importance to school. They preferred having their children work on farms and
mills instead of having them learn their lessons. Even Franz always looked for opportunity to
escape from school and was never serious about learning his lessons. Quite unexpectedly they
receive orders from Berlin after defeat in the war that French will no longer be taught in the
schools of Alsace and Lorraine. Then they awaken to the course of safeguarding their language
and attend the last lesson taught by M. Hamel, the French teacher. This story is aptly entitled
as it evokes a consciousness in the reader that he must learn his lessons in time.

66
4. Franz’s attitude towards school as well as towards M. Hamel changes when he
comes to know about the take over of his village by PrussiAns. Do you agree?
Discuss with reference to ‘The Last Lesson.’
Ans. Franz’s wants to enjoy outside as he has not learnt the lesson of participles. The teacher
will test the students on that day. He thinks of spending the glorious day outdoors in more
pleasurable manner but finally decides to go to school. On arriving at school he is met with an
unusual silence and a strange sight. The Last benches, which were always empty, are occupied
by village elders who look grim and solemn.
Franz is shocked to learn that this is to be the Last lesson on French. He suddenly realizes that
he hardly knows the language, and that he can’t write well enough in the language. He is
overcome with intense regret and remorse for not attending school, for taking the French
language granted, and for spending his time in trivial pursuits, when he should have been in
school.
Franz also realized that suddenly he did understand the grammar that M. Hamel was
explaining and wondered why he had not been attentive earlier. He was filled with unbidden
and new found appreciation for his teacher and for his school.

5. When a people are enslaved, as long as they hold fast to their language it is as if
they had the key to their prison. Comment.
Ans. The last lesson by Alphonse Daudet beautifully brings to light the brutality of war which
makes man insensitive to human feelings and emotions.
Mother tongue helps a person to express his feelings and thoughts intimately. Conquerors try
to subdue and control the people of the enslaved territory by enforcing many measures such
as imposing their own language. The enslaved natives also become victims of a restrained and
confined life with no hope of breathing freely in their own motherland. At such times of
enslavement, it is their language, the mother tongue which keeps their identity alive. It is the
key to their prison as the mother binds them together. It constantly reminds them of their
enslavement and brings them together urging them to fight for the liberation of their
motherland. M. Hamel, the French teacher reminds his countrymen to safeguard their
language to liberate themselves and maintain their identity.

6. Franz thinks, “Will they make them sing in German, even the pigeons?” What
could this mean?
Ans. The Last Lesson by Alphonse Daudet highlights linguistic chauvinism. Acquisition of
power over the Alsacians made the Prussians so domineering that they imposed even their
language on them.
Franz means that their pride cannot make them dominate their minds and hearts. They had
grown up using French as their language. Now taking it away from them would be unfair and
unkind. This language was natural to them as cooing is to the pigeons. Robbing them of it
would be not only difficult but next to impossible. It will be difficult to accept a language that
will be imposed on them. It causes pain to undo a known language and learn to communicate
in another. The purpose of language will be lost. Moreover, French bound them as brethren.
Franz mocks at the Berlin order which has imposed German language on the French people.
Powerful Germans can defeat France, but they cannot compel pigeons to coo in German. In
fact, no language can be imposed on the unwilling learners, especially a foreign language.

7. Franz’s feelings about M. Hamel and school changed gradually by the end of the
text, though he had a great disliking for both in the beginning of the story. It is said
that first impression is the best impression. Is it true in context of ‘The Last Lesson’?
Definitely not. Write a small paragraph of about 100 to 120 words penning down
your views on, ‘A person can be best judged in his first appearance only’.
Ans. A well-known dictum states that ‘appearances are deceptive’. In fact, it is true that one
cannot be judged in just one meeting. Actually, one or more meetings are not enough to judge
a person’s personality. Every person reacts differently on different situations at different times.
So it is not a matter of single appearances to form a judgement about a person. It might be a
prejudice. Now-a-days every person appears to be social and gentle. They want to be
presentable in the society. No matter what their background is. One’s clothes, gestures, habits,
67
etc. do not define one’s personality in just one appearance. Due time should be taken to form
opinion about a person. Different situations reveal different aspects of one’s personality.
Sometimes a life remains short to know a person. But sometimes even a few seconds are
enough to know one’s real face. Hence, it is not a matter of first or last impression but the
issue of time, needed to know one in one’s right colours.

8. While speaking his mouth choked and wrote, ‘Vive La France’ and finally by
gesture he said: “School is dismissed – you may go.” These lines show that M Hamel
was greatly attached to his motherland, profession and mother tongue. In other
words, one should be attached to his own land, cultures and customs. But today’s
Indians are drowned in the western colours. It shows that there is need to spread
awareness about the feeling of patriotism and other related factors. Write a
paragraph in about 100 to 120 words highlighting the issue.
Ans. Patriotism-An Unmatched Spirit: Patriotism is defined as one’s love for one’s customs,
culture, mother tongue, motherland and everything that is associated with one’s motherland.
One should be proud of what one’s country has given to him. In Indian context, people have
started adopting western culture. They are in the race of being ‘Modern’. This is really
surprising as well as pathetic. As an Indian, we own a rich and diversified culture which has
attracted foreigners too. Many patriots have sacrificed their lives in the name of their country
which has attracted foreigners too. Many patriots have a feeling that cannot be filled in the
hearts of Indians but it should be arisen and inculcated among the future generation of the
country. The students or the youth of the country need to be indianised. Adaption of different
cultures is not bad. But forgetting our own culture for sake of other ones is not done. The need
of the hour is to inculcate the moral values, virtues, love for humanity and motherland among
the Indian youth. Patriotism is an undying and unmatched spirit that cannot be sacrificed for
anything.

9. Imagine you are Franz. Write a diary entry expressing your emotions and thoughts
after attending the last lesson in French, reflecting on how you feel about losing the
opportunity to learn your mother tongue.

15th September, 2024 10 : 00 PM

Monday

Dear Diary

Today was a day I will never forget. As I entered the classroom, I could feel the gravity of the
situation. M. Hamel was giving his last French lesson, and suddenly, it hit me. I would never
learn my mother tongue again in school. How foolish I was to always neglect my studies! The
guilt gnawed (harmed) at me, and I realized how precious our language is. It is not just a
means of communication but a part of our identity, our history. Now, with the imposition of
German, I feel as if I’m losing a part of myself. M. Hamel spoke of the importance of French,
and his words stirred (vibrate) something deep inside me. I regret all the wasted time. If
only I had realized sooner the value of learning my language and heritage. Now, it’s too late.
Goodnight

10. You are M. Hamel. Write a diary entry reflecting on your last day as a French
teacher. Include your emotions, pride in teaching, and sadness about the imposition
of a new language in Alsace.

15th September, 2024 10 : 00 PM

Monday

Dear Diary

Today was my last day as a French teacher. I have never felt such pride and sorrow at the
same time. As I looked at my students, I realized how much I had tried to instill a love for our
68
language in them. Yet, it took the loss of French for them to truly appreciate its value. The
moment I told them this was our last lesson, I saw regret in their eyes. It pained me to think
that our language would be forgotten by future generations. Despite the sorrow, I am proud of
my students and hopeful that they will carry the love for French with them. My heart aches
knowing that Alsace will no longer speak our beloved tongue.
Good night

11. Imagine you are a villager attending M. Hamel’s last lesson. Write a diary entry
expressing your thoughts on the loss of the French language and how you now regret
not prioritizing education when you had the chance.

15th September, 2024 10 : 00 PM

Monday

Dear Diary

I attended M. Hamel’s last lesson today, and it filled me with regret. I never thought much
about education, and now I realize how much I have lost by not learning French. Our language
is being taken away from us, and with it, our identity. It pains me to think of how careless I
was with my studies. If only I had valued education sooner, I could have passed on the beauty
of our language to my children. Now, it is too late, and I feel helpless as a piece of our history
slips away.
Good Night

12. Write a letter to your best friend describing how you felt when you realized the
importance of your language and culture during M. Hamel’s last lesson. Mention the
impact it had on you and your perspective on education.

House No. 56
Town Hall
French

12th September, 2024

Dear Ryan

I must tell you about a life-changing experience I had today. Our teacher, M. Hamel, gave his
last lesson in French because from tomorrow, we will be forced to learn German. As I sat
there, listening to him, I felt a deep sense of regret for not taking my lessons seriously. M.
Hamel explained how our language is more than just words. It’s a symbol of our identity and
freedom. I never realized the importance of preserving our culture till today. Now that we are
losing it, I feel a sense of emptiness. This has made me understand that education and
language are more valuable than I ever thought. It’s something we should fight to preserve, as
it defines who we are. I hope you realize this too, Ryan, before it’s too late for you.
Your friend
Franz

13. Write a letter from Franz to the school authorities explaining why you believe it
is important to continue teaching French in your village, despite the political
changes. Persuade them with reasoning based on the events of “The Last Lesson”.

The Principal
XYZ Public School
French

12th September, 2024

69
Respected Sir

I am writing to request that French continue to be taught in our village. Though political
changes may compel us to learn German, French is more than a language to us; it represents
our culture, identity, and freedom. The last lesson we had with M. Hamel showed me the
importance of preserving our mother tongue. It is deeply ingrained in our history and
traditions, and losing it would mean losing a part of ourselves. Education in French is not just
about words—it teaches us to value our heritage. I urge you to reconsider this decision and
allow future generations to connect with their roots through the French language.
Yours sincerely
Franz

14. Write a letter from Franz to his future self, reflecting on the lessons learned from
M. Hamel and how this experience shaped his understanding of responsibility,
education, and patriotism.

House No. 56
Town Hall
French

12th September, 2024

Dear Future Franz

I hope you never forget the lesson I learned today. M. Hamel’s final lesson on the importance
of our language was a turning point for me. He made me realize that education and language
are not just about learning but about preserving who we are. I hope you have continued to
value your heritage and worked hard to protect it. Responsibility and patriotism are not just
words—they are actions we must take to preserve our culture and identity. Never take your
education or your language for granted.
Yours sincerely
Franz

15. Write an article for a student magazine on the topic "The Importance of
Preserving One's Cultural Identity and Language," using examples from The Last
Lesson to highlight how language plays a significant role in shaping cultural identity.

The Importance of Preserving One's Cultural Identity and Language

By: Sam

Language is one of the most powerful tools that shape a person's cultural identity. As seen in
The Last Lesson, language embodies (symbol) the history, traditions, and values of a
community. When the people of Alsace were forbidden from learning French and forced to
adopt German, they were not just losing a language, but a vital part of their identity. M.
Hamel, the teacher, made his students realize that language binds people together and is a
reflection of their freedom and individuality.
The imposition of another language threatened to erase this cultural connection, demonstrating
how essential it is to preserve one's mother tongue. Language isn't just a means of
communication; it's a living representation of a nation's soul. The story serves as a poignant
(touching / vital) reminder that we should cherish (put together) and nurture our cultural
heritage through our language. Letting it slip away would be like letting a piece of our history
disappear forever.

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16. Imagine that you are a journalist who witnessed the last lesson. Write an article
for a local newspaper titled "The Loss of a Language: A Nation's Forgotten Heritage,"
analyzing the significance of the final French lesson and its impact on the villagers.

The Loss of a Language: A Nation's Forgotten Heritage

BY: Raman

The final French lesson in the village of Alsace marked not just the end of a class, but the loss
of a nation's cultural heritage. The imposition of German upon the villagers stripped them of
their right to learn their native language. M. Hamel’s emotional lesson revealed how deeply
language is tied to identity and freedom. When a language is lost, it is not just words that
disappear, but the history, traditions, and spirit of a community.
The scene in the classroom was heart-wrenching as students realized too late the importance
of their mother tongue. The villagers, too, regretted not valuing education sooner. This lesson
serves as a reminder to us all—when a language is lost, a piece of history is lost with it.
Preserving one's language is essential for preserving cultural identity, and we must fight to
ensure that future generations can hold onto their heritage.

17. Write a conversation between Franz and M. Hamel after the lesson is over. Franz
is curious about how M. Hamel felt when he was forced to stop teaching French.
Write a dialogue exploring M. Hamel’s emotions and advice for future generations.

Franz : Sir, how did you feel when you found out that today would be your last French
lesson?
M. Hamel : Franz, I felt an overwhelming sadness. Teaching French has been my life's
work, and now it's all coming to an end. It feels like I’m losing a part of myself.
Franz : But you seemed so calm. How did you manage that?
M. Hamel : I had to stay strong for all of you. I wanted to make sure you understood the
importance of our language. If I had let my emotions take over, it would have
made it harder for you to learn your last lesson.
Franz : What advice would you give us, M. Hamel?
M. Hamel : Never forget your language. It’s a part of your identity. Hold on to it even if
others try to take it from you.
Franz : I regret not studying harder before.
M. Hamel : It's never too late to learn, Franz. The important thing is that you now
understand its value. Use this lesson to never take your education for granted.

18. Write a conversation between Franz and his mother where Franz tries to explain
to her the importance of learning French and how it is tied to their identity, after
attending the last lesson.
Franz : Mother, do you understand why learning French is so important?
Mother : I never thought about it much. It’s just a language, isn’t it?
Franz : It’s more than that! It’s a part of who we are. Today, M. Hamel made me
realize how French connects us to our history and identity.
Mother : But why does it matter so much now, Franz?
Franz : Because if we lose our language, we lose a piece of ourselves. They are forcing
us to speak German now, and we may never speak French again.
Mother : I didn’t know it meant that much to you.
Franz : It means everything, Mother. Without French, we’re losing our connection to
Alsace and our heritage.

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 Lesson - 2
Lost spring
STORIES OF STOLEN CHILDHOOD
ABOUT THE AUTHOR

Anees Jung (1964) was born in Rourkela and spent her childhood and adolescence in
Hyderabad. She received her education in Hyderabad and in the United States of America. Her
parents were both writers. Anees Jung began her career as a writer in India. She has been an
editor and columnist for major newspapers in India and abroad, and has authored several
books. The following is an excerpt from her book titled Lost Spring, Stories of Stolen Childhood.
Here she analyses the grinding poverty and traditions which condemn these children to a life of
exploitation.

CHARACTERS AND PLACES

Saheb-e-Alam : A rag picker
Place : Seema Puri
Mukesh : Son of a bangle maker
Place : Firozabad

BACKGROUND
The story, “Lost Spring” describes the pitiable condition of poor children who have been forced
to miss the joy of childhood due to the socio-economic condition that prevails in this man-
made world. These children are denied the opportunity of schooling and forced into labour
early in life. Anees Jung gives voice to eliminate child labour by educating the children and to
enforce the laws against child labour by the governments strictly. The call is to end child
exploitation and let the children enjoy the days of the spring that will bring joy, smile and
excitement in their life.

GIST OF THE LESSON

Part – I : Sometimes I find a rupee in the garbage.
 The author examines and analyses the impoverished condition and traditions that
condemn children to a life of exploitation. These children are denied education and
forced into labour and hardships early in their lives.
 The writer encounters Saheb - a rag picker whose parents have left behind the stormy
and floody life of misery in Dhaka to earn a living in Delhi.
 His family like many others of rag pickers lives in Seemapuri. They do not have other
identification other than a ration card.
 The children do not go to school and they are excited at the prospect of finding a coin
or even a ten rupee note scrounging the garbage.
 It is the only way of earning the life they live in impoverished condition but are resigned
to their fate.
 The writer is pained to see Saheb, a rag picker whose name means the ruler of the
earth, lose the spark of childhood and roams barefooted with his friends.
 After sometimes from morning to noon the author encounters him in a tea stall and is
paid Rs. 800. He sadly realizes that he is no longer his own master and this loss of
identity weighs heavily on his tender shoulders.

Part – II : I want to drive a car.

 The author then talks about another victim, Mukesh who wants to be a motor mechanic.
 Hailing from Firozabad, the centre of India’s bangle making and glass blowing industry,
he has always worked in the glass making industry.
 His family like the others there do not know that it is illegal for children to work in such
close proximity to furnaces, in such high temperatures.
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  They are exposed to various health hazards like losing their eyesight as they work in
abysmal conditions, in dark and dingy cells.
 Mukesh’s father is blind as were his father and grandfather before him.
 They lead a hand to mouth existence as they are caught in the vicious web of the
money lenders, middlemen, police and the traditions
 So burdened are the bangle makers of Firozabad that they have lost their ability to
dream unlike Mukesh who dreams of driving a car.

THEME OF THE LESSON

The excerpt also highlights the callousness of society and the political class towards the
suffering of the poor.

Pevarty and exploitation: The excerpt vividly portrays the grinding poverty that forces
children like Saheb and Mukesh into laborious jobs at a young age. Despite their dreams and
aspirations, they are forced to work in hazardous conditions, such as rag- picking and glass-
blowing, just to survive.

MESSAGE OF THE LESSON

The title ‘Lost Spring’ conveys and pictorises that childhood is like the spring. As everything
blooms in this season, in the same way the childhood should bloom but through the misery of
Saheb and Mukesh, we come to know about their stolen childhood. It is being destroyed and
dumped in the web of poverty, dirt and dust. They have a strong desire to come out of this
pitiable situation and work hard for their betterment. Let us have a strong determination to
realize our dreams.

Answer the following questions in 40 to 50 Words.

1. Who was Saheb? What was his full name? What was the irony about his name?
Ans. Saheb was a poor rag-picker. His full name was Saheb-e-Alam. It means Lord of the
Universe. But the poor boy had not even shoes to wear. Thus there was deep irony in his
name.

2. What is Saheb looking for in the garbage dumps? Where is he and where has he
come from?
Ans. Saheb is a poor rag-picker. Every morning he comes to probe the garbage heaps in the
author’s neighbourhood. He is searching for gold in the garbage dumps. He lives in Seemapuri
area of Delhi. He has come from Dhaka, Bangladesh.

3. What explanation does the author give for the children not wearing footwear?
Ans. The rag-pickers were poor children. They always went about barefoot. They had become
used to it. Even if they had shoes, they look for excuses not to wear them. Some even said
that going barefoot was a tradition among them.

4. How does the author describe the area of Seemapuri?

Ans. Seemapuri is a place on the periphery of Delhi. Those who live here are Bangladeshis.
They came here in 1971. They live in structures of mud. They have roofs of tin and tarpaulin.
They are all rag-pickers. They have no sewage, drainage or running water.

5. What is the usual morning scene in the streets of the authoress Anees Jung?
Ans. Saheb roams about in the streets rag-picking with an army in his barefoot friends. They
appear like birds in the morning and disappear at noon.

6. What does garbage mean for the elders and children in Seemapuri?
Ans. Garbage to the elders has different meaning. It is their daily bread. It means a roof over
their heads. But for children it is even more. For them, it is a thing wrapped in wonder. For the
elders it is a means of survival.

73
7. How did Saheb feel working at a tea stall? What did he get there?
Ans. Saheb did not feel happy there. He had lost his carefree look. He was paid 800 rupees
and all his meals. But he was no longer his own master. He belonged to the man who owned
the tea shop.

8. Who was Mukesh? What was his aim in life?

Ans. Mukesh belonged to a family of bangle makers in Firozabad. He did not like the life of a
bangle maker. He wanted to be his own master. His dream was to become a motor mechanic.

9. What makes the city of Firozabad famous?

Ans. Firozabad is famous for its bangles. Every other family here is engaged in making
bangles. It is the centre of glass-blowing industry. It makes bangles for all the women of the
land.

10. What is the condition of children working in the glass furnaces of Firozabad?
Ans. About 20,000 children work in the glass furnaces of Firozabad. They have to work in
very hot temperatures. They work in dingy cells without air and light. They have to work all
day. Thus they lose the brightness of their eyes.

11. What does Mukesh’s grandmother say about her husband?

Ans. She says that her husband belonged to a family of bangle makers. She calls it god-given
lineage. It could not be broken. Her husband went blind with the dust from the polishing of
bangles. She calls it his Karma.

12. What does the writer say about boys and girls working in dark hutments?
Ans. These boys and girls work with their fathers and mothers. They have flickering oil lamps
in front of them. They weld pieces of glass into bangles. Their eyes get more used to the dark
than to the light outside. Many of them lose their eyesight before they become adults.

13. Who is Savita? What is she doing? What does the writer wonder about?
Ans. Savita is a young girl. She is soldering pieces of glass. Her hands are moving
mechanically. The writer wonders if she knows the sanctity of the bangles she is making. They
symbolize an Indian Women’s Suhaag.

14. Why don’t the poor bangle makers organize themselves into a cooperative?
Ans. There are cruel middlemen. They don’t let the bangle makers from any cooperative.
They put the police after them. They are caught and beaten by the police. They are put into
the jail on false charges of illegal acts. The poor bangle makers have no leader to guide them.

15. What forces conspire to keep the workers in bangle industry of Firozabad in
poverty?
Ans. There are Sahukars, Middlemen, Policemen, Bureaucrats and Politicians. All these form
a vicious circle. Poor bangle makers have been trapped in it for generations. Now they have
come to accept it as something natural.

16. How is Mukesh’s attitude to his situation different from that of his family?
Ans. Mukesh belongs to a family of bangle makers. These people think it a god-given lineage.
Mukesh wants to be his own master. He wants to become a motor mechanic. He wants to
break away from the family tradition.

17. What could this elderly woman’s husband achieve which many others couldn’t?
Ans. The husband of the elderly woman who could never enjoy one full meal in his entire life,
has made a house for the family to live in, a roof over head which many others fail to get.

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Answer the following questions in 100 to 120 Words.
1 The life of bangle makers of Firozabad was full of obstacles which forced them to
lead a life of poverty and deprivation. Discuss with reference to ‘Lost Spring.’
Ans. The bangle makers of Firozabad were illiterate and very poor. They believed that they
had to follow their caste and family tradition from one generation to another. Moreover, they
were trapped into the vicious clutches of middlemen. They were afraid to form co-operatives to
safeguard themselves because they felt that they would be beaten up by the police and jailed
for doing something illegal. Circumstances created by politicians, policemen, sahukars,
middlemen and bureaucrats, they saw very little hope of escaping from their impoverished life
of misery and deprivation.
Glass bangle workers worked in dingy cells, sacrificing their precious daylight hours in close
proximity to hot furnaces with high temperatures, blowing glass, weldings, soldering the
bangles and polishing the glass of the bangles. The environment created health hazard. 20,000
children were involved in bangle making industry in Firozabad and many of them lost their
eyesight before they reached adulthood. They were unaware that it was illegal for children to
work in glass furnaces with high temperatures. Their life was full of misery and deep despair.
There was no hope of improvement in their life.

2. All children have dreams, so did Saheb and Mukesh. Do you think children like
Saheb and Mukesh will be able to fulfill their dreams? (Lost Spring)
Ans. Dreams keep us going on. They help us set our goals. All children have dreams. They
want to hold various posts such as doctor, engineer, writer, pilot, officer, politician etc.
Children like Saheb, who was a Bangladeshi refugee lived in a slum in Delhi. He went around
with his friends and picked up rags. He scrounged through the garbage dump for his survival.
When he saw children playing football, wearing good clothes and shoes his desire to be like
them was awakened. He also wanted to go to school, play games and lead a respectable life.
He had lot of patience and resilience. He left his job as a rag-picker and joined a tea-stall
where he earned Rs. 800 per month. He hoped that it would pave way for a better life. But in
most cases children like Saheb and Mukesh are never able to come out of their vicious circle of
poverty. Mukesh did not want to become a pilot. He just wanted to become a motor mechanic.
On the contrary some move from rag-picking to petty crimes. Only those who possess ‘a never
say die’ attitude and will power break open this circle of poverty and become a part of the
respectable world.

3 Justify the title of the story ‘Lost Spring.’

Ans. ‘Lost spring’ is an apt title for this story. Spring is the best season of a year. Being full of
colour, fragrance and freshness. It is also a season of renewal and growth. The childhood of
human life is often linked with spring, as it marks the beginning of human life and has a
tremendous scope for growth. It is full of joy, pleasure and play. Children anywhere in the
world are a great source of joy. But, ironically, millions of children like sahib and Mukesh
experience no spring in their lives. Their childhood is consumed in making a living. Education,
play and pleasure are not for them to enjoy. They must work to support themselves and their
families.
Thus ‘Lost Spring’ deal with two themes – the first theme deals with the miserable plight of
street children forced into labour early in life and denied the opportunity of schooling. The
second theme runs parallel to the major theme is the callousness of society and the political
class to these people’s misery. There is an utter lack of compassion, empathy and commitment
for the upliftment of these children of a lesser God. Thus the author has metaphorically
compared childhood with spring season. So the title is apt and sensitizes the reader to the
miserable plight of the poorest of the poor and emphasizes the urgent need to end the vicious
circle of exploitation through education, awareness, co-operative organization and
empowerment.

75
4. Most of us do not raise our voice against injustice in our society. Anees Jung in her
story, ‘Lost Spring’ vividly highlights the miserable life of street children and bangle
makers of Firozabad. What values do we need to inculcate among the people to bring
back the spring in the lives of these children.
Ans. Anees Jung wants to uplift the cause of street children and bangle makers. Children
living in Seemapuri do not go to school as there is no school. They are barefooted and spend
their days scrounging for something wonderful in heaps of garbage. The children lead
miserable lives, caught in the vicious circle of poverty into which they have fallen due to the
middlemen, sahukars, and law enforcement officials.
Media can create awareness about the underprivileged. We need to garner support from
youngsters and start night schools for children like Saheb-e-Alam. There is hope when Anees
Jung encounters youngsters like Mukesh who dares to dream. More people need to come
forward and create an environment in which these children dare to dream.

5. “None of them knows that it is illegal for children like him to work in the glass
furnaces with high temperatures”. What can be done to improve a lot of poor
children in India?
Ans. The problem of employment of children in hazardous conditions is prevalent in India. The
Government has taken measures to curb this malpractice. However, the implementation of the
laws must be stringent. The children must be provided with education. Moreover, the parents
also have to be made aware of the hazards and dangers their children face in such working in
hazardous conditions.
Most of the children working in Firozabad lose their eyesight before they become adults. There
is a vicious cycle of poverty due to middlemen, sahukars and law enforcers. A situation must
be created where the children can exercise their right to education and their parents receive
their dues.

6. ‘None of them know that it is illegal for children like him to work in the glass
furnaces with high temperatures in dingy cells without air and light’ These words
from ‘Lost Spring’ throw light on the grinding poverty that forces many children in
India to lead a life of exploitation whereby they have to slog in subhuman conditions.
Driven by a concern for such children, who lose their childhood and who go through
an unjust treatment, write an article in 100-150 words on ‘Child Labour in India.’
Ans.
CHILD LABOUR IN INDIA

A child, whose childhood has been snatched away, now works hard, day and night, to earn a
meagre pay. This is the scenario with more than 10 million children who are employed in
hazardous and dangerous trades and industries. At a tender age, they are forced to work for
10-15 hours under sub-human conditions. Fireworks factory, cashew nut industry, bangle-
making factories, carpet industry—there are innumerable such factories prevailing in our
country where these children are being exploited. They are underpaid and ill-treated. As a
result, they develop many life-long deformities like losing their eyesight, asthma, bone
deformity, etc.
In spite of the constitutional laws against child labour and RTE which enforces the right to
education for each and every child below the age of 14 years, these children are deprived of
any education. Their day starts in factories and ends there.
It is said that children are the future of a nation. We need to ponder on what kind of future are
we building. With so many children stuck in the clutches of child labour, we are building an
uneducated unhealthy and diseased India. So, it is high time that the government and society
work for these underprivileged children by strictly implementing the law and rehabilitating
them.

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7. Imagine you are Saheb from "Lost Spring". Write a diary entry expressing your
thoughts on living in poverty and longing for a better future.

15th September, 2024 5 : 00 PM

Monday

Diary Entry

Today, I wandered around the garbage dump again. It’s become a daily routine, but I can’t
help but dream about something bigger, something better. Every time I see the kids in school
uniforms, I wonder what it would be like to learn, to study in a classroom, to have a future
beyond picking rags. Life feels heavy sometimes, like I’m carrying the weight of my family’s
struggle. It’s not fair, but I hold onto hope that one day, I’ll have the freedom to choose a
different path. Maybe, just maybe, there’s more to life than this.
Saheb

8. Imagine you are Mukesh from "Lost Spring". Write a diary entry about your
determination to become a motor mechanic despite the hardships you face.

15th September, 2024 5 : 00 PM

Monday

Diary Entry

Today was another day spent working in the bangle factory, but my dream to become a motor
mechanic grows stronger with each passing day. Everyone around me believes that I will
continue this work, like generations before me. But I am determined to change my fate. The
journey will not be easy, and I know I will face many challenges. I might not have the
resources or guidance, but I have the will. One day, I will break free from these shackles and
work with machines, not bangles. My dream gives me strength to push forward.
Mukesh

9. Imagine you are a social worker who has just met Saheb from "Lost Spring." Write
a diary entry reflecting on the challenges you face in helping children like Saheb.

15th September, 2024 5 : 00 PM

Monday

Diary Entry

Today, I met Saheb, a young boy whose entire life revolves around scavenging through
garbage dumps. He dreams of going to school, but the circumstances of poverty and survival
have denied him this basic right. It breaks my heart to see how society has failed him and
many others like him.
Helping children like Saheb is a challenge. It’s not just about providing education; it’s about
changing mindsets, breaking the cycle of poverty, and giving families the support they need to
prioritize their children’s future. Sometimes, it feels overwhelming, but meeting Saheb has
reignited my determination to keep fighting for these children.
Change is slow, but with patience and perseverance, I hope to make a difference in their lives.
(Social Worker)

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10. Write a letter to your local government official advocating for more policies to
protect children from child labor and ensure their right to education, inspired by
"Lost Spring."

House No. 125

Daharam Colony
New Delhi

15th September, 2024

The Honorable MLA

New Delhi

Subject: Advocacy for Policies Protecting Children from Child Labor

Respected Sir/Madam,

I am writing to express my concern about the widespread issue of child labor in our region, as
depicted in the story "Lost Spring". Children like Saheb are forced into work at a young age,
depriving them of their right to education.
I strongly urge you to consider introducing more robust policies that not only prevent child
labor but also ensure that every child has access to education. Programs that offer financial
support to families, create local schools, and enforce the Right to Education (RTE) Act can
transform the lives of countless children.
Thank you for your attention to this crucial issue.
Yours sincerely
Anita Verma
(A concerned citizen)

11. Write a letter to a local NGO requesting assistance in providing educational

opportunities for children like Saheb, who are deprived of their right to education.

House No. 125

Daharam Colony
New Delhi

15th September, 2024

The Director,
Save the Children Foundation,
New Delhi

Subject: Request for Educational Opportunities for Underprivileged Children

Dear Sir/Madam,

I am writing to bring to your attention the plight of children like Saheb, as described in the
story "Lost Spring". These children are forced into child labor at a very young age and deprived
of the basic right to education.
I humbly request your organization to extend your support in providing educational
opportunities for these children. A small initiative, like setting up local schools or providing
scholarships, could bring about a major transformation in their lives. Education is the only way
for them to escape the cycle of poverty and secure a better future.
Looking forward to your positive response.
Yours sincerely
Rajesh Kumar
(A concerned citizen)
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12. Write a letter to the District Education Officer (DEO), urging them to take
immediate action to ensure the enforcement of the Right to Education (RTE) Act in
areas where children are still engaged in labor.

House No. 125

Daharam Colony
New Delhi

15th September, 2024

The District Education Officer

Delhi

Subject: Request for Immediate Action to Enforce the Right to Education Act

Respected Sir/Madam,

I am writing to bring to your attention the disturbing situation in several areas where children
are still engaged in labor, as highlighted in the story "Lost Spring". These children, deprived of
their right to education, are forced to work under harsh conditions to support their families.
I urge you to take immediate action to enforce the Right to Education (RTE) Act in these areas.
Education is the key to breaking the vicious cycle of poverty, and it is the responsibility of the
government to ensure that every child, regardless of their socioeconomic background, has
access to schooling.
Your swift intervention can help transform the lives of these children and secure a better future
for them.
Thank you for your attention to this matter.
Yours sincerely
Sunita Sharma
(A concerned citizen)

13. Write a letter to the editor of a national newspaper highlighting the issues faced
by children like Saheb, who are forced into child labor and deprived of education.

House No. 125

Daharam Colony
New Delhi

15th September, 2024

The Editor
The Times of India
New Delhi

Subject: Child Labor and the Deprivation of Education

Dear Sir/Madam,

Through the columns of your esteemed newspaper, I wish to draw attention to the tragic plight
of thousands of children, like Saheb from the story "Lost Spring," who are forced into labor at
a tender age. These children, instead of attending school and nurturing their dreams, are
found scavenging through garbage, working in hazardous industries, or serving as domestic
helpers.
It is the collective responsibility of society and the government to ensure that every child
receives an education and is not deprived of their fundamental rights. I urge concerned

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authorities to implement stricter measures against child labor and create educational
opportunities for these marginalized children.
Thank you
Yours sincerely
Rohit Sharma

14. Write an article discussing the importance of education in breaking the cycle of
poverty, with reference to the story "Lost Spring."

The Role of Education in Breaking the Cycle of Poverty

By: Ramesh

Education is not just a right; it is a powerful tool that can break the vicious cycle of poverty. In
"Lost Spring," we witness the tragic lives of children like Saheb and Mukesh, who are deprived
of education and forced into child labor. These children are caught in a generational trap where
their dreams are buried under the harsh realities of survival.
Without access to education, these children are unable to escape the confines of poverty.
Education provides knowledge, skills, and opportunities, allowing individuals to improve their
socioeconomic conditions. For children like Saheb, going to school would not only fulfill their
dreams but also empower them to contribute to the growth of society.
Breaking the cycle of poverty begins with ensuring that every child, regardless of their
background, has access to quality education. Governments, NGOs, and society at large must
work together to ensure that children are not denied their right to dream of a better tomorrow.

15. Write an article discussing how the story "Lost Spring" reflects the failure of
society to provide equal opportunities for all children.

The Failure of Society in Providing Equal Opportunities for All Children

By: Suresh

The story "Lost Spring" by Anees Jung is a tragic reminder of how society continues to fail
millions of children by denying them the basic right to education and a life of dignity. Saheb
and Mukesh, the protagonists, represent the lives of countless children who are trapped in a
cycle of poverty and forced into child labor.
While children from privileged backgrounds enjoy the luxuries of education and leisure,
children like Saheb scavenge through garbage dumps, and Mukesh spends his days making
bangles. This stark contrast in the lives of children from different socioeconomic backgrounds
highlights society’s failure to provide equal opportunities.
It is essential that we, as a society, create an environment where every child, irrespective of
their background, has access to quality education. Until then, the lost springs of children like
Saheb and Mukesh will continue to wither away.

16. Write a conversation between Saheb and Mukesh where they discuss their
dreams and challenges in achieving them.
Saheb : Mukesh, do you ever dream of leaving this life behind? I keep imagining myself
in a school, but it feels so far away.
Mukesh : I dream too, Saheb. But not of school. I want to be a motor mechanic. I’m
tired of making bangles in the dark alleys. I’ve seen big cars, and I want to
learn how to fix them.
Saheb : That sounds amazing. But don’t you feel scared? People like us… we’re not
meant to dream so big.
Mukesh : It’s scary, yes, but what’s scarier is doing the same thing all my life. I can’t
imagine spending my whole life making bangles. I want to break free from this.
Saheb : I wish I had your courage. I’ve always thought of school as the only way out.
Maybe, just maybe, we can both find a way out of this life.
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Mukesh : We will, Saheb. It may take time, but we have to hold on to our dreams. That’s
what keeps us going.

17. Write a conversation between Saheb and a social worker where Saheb expresses
his frustrations and hopes for a better life.
Social Worker : Hello, Saheb. How are you?
Saheb : I’m okay, but life is still tough. I’m tired of rummaging through garbage every
day. I want more.
Social Worker : I understand. What do you want to do if not this?
Saheb : I want to go to school. I’ve always dreamed of wearing a uniform and learning
new things. But it feels so far away.
Social Worker : Education is your right, Saheb. I can help you find a way to go to school. But it
will take time and effort.
Saheb : I’m ready for it. I just want a chance to change my life, to do something
different.
Social Worker : Don’t lose hope. With determination and the right support, you can achieve
your dreams. I’ll work with you to make it happen.
Saheb : Thank you! I’ve never had anyone offer to help before. Maybe my dream isn’t
so far away after all.

18. Write a conversation between Mukesh and his teacher, where the teacher
motivates him to pursue his dream of becoming a motor mechanic despite the
challenges.
Teacher : Mukesh, I heard you want to become a motor mechanic. That’s wonderful!
Mukesh : Yes, ma'am, but it seems so difficult. I don’t know where to start, and my
family wants me to keep making bangles.
Teacher : Dreams are never easy, Mukesh, but with determination, you can achieve
anything. Start small—learn whatever you can about machines, find local
garages to work at, and keep improving your skills.
Mukesh : But I’m afraid I might fail. What if I can’t do it?
Teacher : Failure is a part of every journey. Don’t be afraid of it. Keep trying, keep
learning. I’ll help you find the resources you need, and I’m always here to
guide you.
Mukesh : Thank you, ma'am. I won’t give up on my dream. I’ll do whatever it takes to
become a mechanic.
Teacher : That’s the spirit, Mukesh! Believe in yourself, and you will succeed.

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 Lesson - 3
The DEEP WATER
About the author
William Douglas (1898-1980) was born in Maine, Minnesota. After
graduating with a Bachelors of Arts in English and Economics, he spent
two years teaching high school in Yakima. However, he got tired of this
and decided to pursue a legal career. He met Franklin D. Roosevelt at
Yale and became an adviser and friend to the President. Douglas was a
leading advocate of individual rights. He retired in 1975 with a term
lasting thirty-six years and remains the longest-serving Justice in the
history of the court. The following excerpt is taken from of Men and
Mountains by William O. Douglas. It reveals how as a young boy William
Douglas nearly drowned in a swimming pool. In this essay he talks about
his fear of water and thereafter, how he finally overcame it. Notice how
the autobiographical part of the selection is used to support his
discussion of fear.

CHARACTERS AND PLACES

William O. Douglas: The narrator and protagonist of the story, he recounts his terrifying
experience with water and how it led to an intense fear. Through determination and
perseverance, he eventually conquers this fear. The story serves as a testament to overcoming
personal challenges.
Douglas's Instructor: An unnamed swimming instructor who plays a crucial role in helping
Douglas overcome his fear of water. The instructor uses a step-by-step approach to teach him
swimming and boost his confidence. His guidance is essential for Douglas's journey to conquer
his fear.
The Big Bully: A boy at the YMCA pool who pushes Douglas into the deep end, which triggers
his fear of water. This incident exacerbates Douglas's already existing phobia and is a pivotal
moment in the story.
The YMCA Pool: Located in Yakima, this is the central location where Douglas attempts to
learn swimming and where the critical incident with the bully occurs. It is here that Douglas
experiences near-drowning, which solidifies his fear of water. However, it is also at this pool
that he begins his journey to overcome that fear with the help of his instructor.
The River in California (Teton): Later in the story, Douglas tests his newly acquired
swimming skills by venturing into deeper waters, including a river in California. This location
symbolizes his final triumph over fear as he swims confidently in open, challenging waters.
Yakima River: Mentioned as a place where Douglas had a near-drowning experience as a
child, which is where his initial fear of water began. This river incident, coupled with the YMCA
pool experience, leads to his intense phobia.

BACKGROUND
In this story, Douglas talks about his fear of water and how he finally overcomes it with strong
will power, courage, hard work, and firm determination. Once he took courage, the fear
vanished. That Shows most of our fears are baseless. Fear creates dangers where there is
none. The writer’s experiences further confirm the proverbial truth, “Where there is a will,
there is away.”

INTRODUCTION
Swimming is only one of the numerous hobbies like canoeing, rafting, rock climbing, etc. But it
is a tedious exercise. Its popularity can be judged from the fact that it has been included in the
Olympics. But water which is the elixir (cure) of life is also very dangerous. We all know
about the fury of the floods, Tsunamis. When a boat capsizes, only the skilled swimmers
survive.

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This lesson by Douglas is autobiographical. It gives us a peek into the feelings of a drowning
person. He tells us about his harrowing experience when he was a young boy; he was tossed
into a swimming pool. He was anxious to learn how to swim, but the bitter experience haunted
him for several years. Even earlier also he had a horrifying experience. He was with his dad on
the sea beach. A huge wave came and buried him under the water. He ran out of breath. He
decided to master the art of floating on water. But the huge bully gave another push to his fear
of water. Long after wards he engaged an instructor who trained him step - by - step to fulfill
his desire. But it took him several months to overcome his fear. He learnt, however, a
valuable, life-saving lesson that one must try to challenge and overcome the fear itself.

THEME OF THE LESSON

In this essay William O. Douglas talks about his fear of water and how he finally overcomes it
by his courage, determination, handwork, strong will power, perseverance and the desire to
learn. If these are practiced, we can definitely achieve success in all our endeavors.

MESSAGE OF THE LESSON

In death there is peace. There is terror only in the fear of death. This is the message of the
lesson. Roosevelt had said, “All we have to fear is fear itself”. All terrors and fears are
psychological. We can overcome and conquer it. Only we have to be determined. Douglas
conquered the fear of water only by making himself a perfect swimmer.

GIST OF THE LESSON

 William O. Douglas had fear of water since childhood.
 At the age of three or four, he was knocked down and buried by a wave on a beach in
California.
 He developed a great aversion (fear/phobia) to water.
 At the age of ten or eleven he decided to learn to swim with water wings at the Y.M.C.A
pool since it was safe at the shallow end.
 A misadventure: While sitting alone and waiting for others to come at the Y.M.C.A
pool, a big boy came and threw Douglas into deep end of the pool.
 Douglas swallowed water and went straight down to the bottom of the pool.
 While going down he planned to make a big jump upwards but came up slowly. Tried to
shout but could not.
 As he went down the pool second time, he tried to jump upwards but it was a waste of
energy.
 Terror held him deeper and deeper.
 During the third trial he sucked water instead of air.
 Light went out and there was no more panic.
 So, he ceased (stopped) all efforts and he became unconscious.
 He crossed to oblivion.
 When revived he found himself vomiting beside the pool.
 He was in grip of fear of water and it deprived him of the joys of canoeing, boating
swimming and fishing.
 Finally, he hired an instructor to learn swimming.
 The instructor taught him swimming piece by piece.
 He went to different lakes for trial and found tiny vestiges (indications/reminders)
of fear still gripped him.
 He challenged the fear and swam.
 Swimming up and down the Warm Lake he finally overcame his fear of water.
 He realized that in death there is peace and there is terror only in fear of death.

Answer the following questions in 40 to 50 words.

1. How did Douglas have an aversion (phobia/fear) to water?
Ans. It was at the age of three or four; Douglas in the company of his father was knocked
down and swept over by waves at California beach. Thereafter he feared water.

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2. When did the writer join the YMCA pool and why?
Ans. The writer was then ten or twelve years old. He had a childhood fear of water. He
wanted to get over this fear. The YMCA had a swimming pool. It offered an opportunity to
learn swimming. That’s why the writer decided to join it.

3. What did the writer do to learn swimming at the YMCA pool?

Ans. The writer got a new pair of water wings. He tried to gather confidence by looking at the
other boys. He would try to paddle with his new water wings. He did two or three times on
different days. He began to feel at ease in the water.

4. What did the writer notice when he was sitting alone on the side of the YMCA
pool?
Ans. There was no-one else at the pool. The writer was afraid to go in alone. So he just sat on
the side of the pool and waited. It was all quiet. The water was still. The tiled bottom was as
clean and white as a bathtub.

5. What did the eighteen-year-old boy do to the writer and why?

Ans. The eighteen –year-old boy who was looking a bruiser, saw the writer sitting alone on
the side of the pool. He cried,” Hi, skinny! How would you like to be ducked?” With this he
picked the writer up and tossed him into the pool. However, he later said that he was only
fooling.

6. Why was the writer at first not much frightened when he was thrown into the
pool?
Ans. The writer went at once to the bottom of the pool. He was frightened, but not much. On
the way down, he made a plan. He would hit the bottom and make a big jump. Then he would
come to the surface like a cork.

7. How did Douglas feel when all efforts ceased?

Ans. It removed fear. A blackness swept over his brain. It was quiet, peaceful and nothing to
be afraid of. It is nice……… to be drowsy……. To float in space and tender arms around like
mother’s……. now he must go to sleep. The curtain of life fell. He became unconscious.

8. What did the writer remember that he came to himself after the misadventure at
the pool?
Ans. He remembered that he was lying on his stomach beside the pool. He was vomiting. The
chap who had thrown him in was saying, “But I was only fooling.” Someone said. “The kid
nearly died.”

9. How was the writer affected by his misadventure at the pool?

Ans. It shook the writer badly. After some hours, he was able to walk back home. He was
feeling very weak. He was trembling. He shook and cried when he lay on his bed. He could eat
nothing that night. A terrible fear filled his heart. He never went back to that pool again.

10. What did the writer finally do to get over his fear of water?
Ans. The writer used every way to overcome his fear of water. Finally, on one October he
decided to engage an instructor and learn to swim. He went to a pool and practiced five days a
week, an hour each day. In the seventh month he was built a swimmer.

11. What special method did the instructor use to teach the writer to swim?
Ans. The instructor put a belt round the writer. A rope was attached to the belt. It went
through a pulley. The pulley ran on an overhead cable. The instructor held on to the end of the
rope. Thus the writer went back and forth across the pool.

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12. The writer says, “The instructor was finished. But I was not finished.” Why?
Ans. The instructor thought he had made a swimmer out of the writer. But the writer was still
not finished. He feared that when he was alone in the pool, his old fears would come back to
him. So he wanted to try still more in the pool.

13. How did Douglas make sure that he had conquered the old terror?
Ans. The writer visited some of the famous water spots. He swam across them successfully.
At last he went to Lake Wentworth in New Hampshire. He swam two miles across the lake.
Then he went and camped by the side of the Warm Lake. He swam across to the other shore
and back. He shouted with joy. He had conquered his fear of water.

14. What deep conclusion did Douglas draw from his various experiences of
swimming?
Ans. During his experiences Douglas had known both the fear of death and the sensation of
death. He had come to the conclusion that there is terror only in the fear of death. In death
there is peace. Therefore, all one needs to fear is fear itself.

Answer the following questions in 120 to 150 words.

1. What was Douglas’ fear? How did he overcome that fear?
Ans. When Douglas was three of four years old, he was knocked down by the waves at
California beach. The overpowering force of water terrorized him and he developed an aversion
for it. The YMCA pool revived unpleasant memories of Douglas’ childhood when he was tossed
into the pool by a big boy. After this incident Douglas was determined to overcome his fear of
water. He engaged an instructor under whose supervision he practiced. The instructor taught
him to exhale under water and inhale by raising his nose. This exercise helped Douglas shed
his panic when he went under water. By kicking at the side of the pool Douglas built up his
stamina. He spent six months with his instructor and then he decided to be on his own in the
pool to ensure that he had fully overcome his fear. When he gained enough confidence he went
to lake Wentworth in New Hampshire. Next he swam across Warm Lake confidently practicing
different strokes in swimming. In this way his instructor made a swimmer out of Douglas,
piece by piece.

2. How did the swimming instructor ‘build a swimmer’ out of Douglas?

Ans. Douglas was determined to learn swimming to overcome his fear of water. Hence he
engaged a professional instructor who well understood the gravity of Douglas’ problem and the
intensity of the terror that gripped his heart. Instead of teaching him swimming in one go, the
instructor built a swimmer out of him bit by bit. First of all, to make Douglas get over his fear
of drowning, the instructor put a belt around his waist and attached it securely to a pulley that
ran on an overhead cable. For almost three months, he was repeatedly made up go back and
forth across the pool. Next he was taught to put his face under water and exhale and also to
raise his nose out of water and inhale. Later, for weeks together he was made to kick with his
legs at the side of pool. Thus, the methodical (step by step) proceedings of the instructor
built a swimmer out of Douglas inch by inch.

3. What was the ‘misadventure’ at the YMCA pool that the writer William Douglas
speaks about?
Ans. At YMCA pool, a big boy teased William Douglas and tossed him into the pool. Douglas
went at once to the bottom. He was frightened but not out of wits. When his first attempt to
bounce out of water failed, deep terror gripped him. He summoned all his strength and made a
great spring upwards. He opened his eyes and saw nothing but yellow water. He swallowed
and choked. With legs paralysed, lungs aching and head throbbing, Douglas was unable to
shrik (speak) out for help. His very voice got frozen. He went down and down endlessly. He
felt the tiles under him. His toes reached out as if to grab them. And then strangely, there was
light. His eyes and his nose were out of water. But he started down a third time. He sucked for
air and got water. Then all efforts ceased. He relaxed. A blackness swept over his brain. He
crossed to oblivion and fell unconsciousness. Later, at some point of time, when he gained
consciousness, he found himself lying on his stomach beside the pool, vomiting. This haunting
85
fear followed him wherever he went. He stopped enjoying fishing, canoeing and boating.
Finally, he engaged an instructor to train himself to swim.

4. Even after growing up why does Douglas recount his childhood experience of
almost having drowned? At a larger level what does this experience teach him?
Ans. Even after attaining adulthood Douglas is not able to forget his brush with almost death.
He was about to be drowned as he could not come out of water. He was not even able to shout
for help. But he put up a brave front and managed to survive.
The childhood experience had badly affected Douglas. Abnormal childhood experience, both
positive and negative, remain with us. Douglas was no different. That being the reason for his
recounting all the details. For years the fear had gripped him. But he deserves admiration for
his strong determination, his courage and his will to overcome the fear. He finally managed not
only to learn swimming but also conquer the fear of water. At a large level he understood that
fear of death itself can be extremely scary. Also he understood that he had to take steps to
overcome that fear and not brood over it.

5. “All we have to fear is fear itself”. Describe Douglas’ experiences which led to
making of the statement.
Ans. Douglas has experienced both the sensation of dying and terror that the fear of death
can cause. Strong will, determination, courage as well as honest labour won over all his terrors
and fears. The will to live brushed aside all his fears. In reality all our fears are only
psychological, and can be easily won over, if we can control our mind. This realisation makes
Douglas resolve to learn swimming by engaging an instructor. This instructor, piece by piece,
built Douglas into a swimmer. However, his first step was to drive away Douglas’ fear of water,
before training him in swimming techniques. When Douglas tried and swam the length of the
pool up and down, small traces of his old terror of water would return. So, he went to Lake
Wentworth, dived at Triggs Island and swam two miles across the lake to Stamp Act Island.
Finally, he was certain that he had conquered his fear of water.

6. “I crossed to oblivion (darkness), and the curtain of life fell.” What was the
incident which nearly killed Douglas and developed in him a strong aversion to
water?
Ans. The incident which nearly killed Douglas occurred when he was ten or eleven years old.
He had decided to learn swimming at the YMCA pool, and thus get rid of his fear of water. One
morning, when he was alone at the pool, waiting for others, a big bully of a boy tossed him
into the deep end of the pool. Though he had planned a strategy to save himself as he went
down, his plan did not work. Thrice he struggled hard to come to the surface, but failed each
time. He was frightened and got almost drowned in the pool, lost his consciousness and felt
that he would die. Though he was ultimately saved, this misadventure developed in him a
strong aversion to water.

7. Desire, determination and diligence lead to success. Explain the value of these
qualities in the light of Douglas’ experience in ‘Deep Water’.
Ans. The terror of water followed Douglas wherever he went. To get rid of it, he made a
strong determination. He decided to overcome his fear through his will power. He engaged an
instructor who would perfect him in swimming. The instructor first helped him drive away his
fear, and then gave him many exercises besides teaching him how to exhale and inhale in
water.
The practice went on for months together, during which his fear came back to haunt him, but
his desire and firm made him persist in his efforts. It was only through sheer determination
and diligence that Douglas could not only counter his terror, but also became an expert
swimmer.
He swam across and back large distances to ensure that his fear of water did not return.
Hence, desire, determination and diligence succeeded in removing his fear of water.

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8. Describe the efforts made by Douglas to save himself from drowning in the YMCA
swimming pool.
Ans. When his feet hit the bottom of the pool, Douglas summoned up all his strength and
made a great spring upwards thinking he would bob to the surface like a cork. But when
nothing like that happened, Douglas tried to yell but no sound came out. Now a great force
was pulling him under. He was paralysed under water, stiff and rigid with fear. Then in the
midst of the terror came a touch of reason that he should remember to jump when he hit the
bottom. As soon as he felt the tiles under him he reached out his toes towards them and
jumped again with all his strength. Yet again the jump did not make any difference. The water
was still around him. Stark terror took an even deeper hold on him and he shook and trembled
with fright. He could not move his arms and legs. He tried to call for help but nothing
happened. Finally, he ceased all his efforts and decided to relax as blackness swept over his
brain.

9. How did Douglas develop an aversion to water?

Ans. Douglas developed an aversion to water in his early childhood. When he was three or
four years old, his father took him to a beach in California. The waves knocked him down and
swept over him. He was buried in water. He was frightened and perhaps this was the moment
his fear of water took root inside his mind. Further, when Douglas was ten or eleven years old,
he decided to learn to swim and went to the YMCA pool. Here an incident took place that finally
established his aversion to water as a big fear. One day when Douglas was alone at the pool
sitting on the edge and waiting for others to come, a big boy threw him into the deep end of
the pool.
What followed was a nightmarish experience for him. Douglas tried very hard and applied all
his knowledge to come to the surface of the water but to no avail. Somehow he was saved.
Thus after this fearful incident, his fear of water got implanted in his heart and mind
permanently.

10. The story ‘Deep Water’ has made you realise that with determination and
perseverance one can accomplish the impossible. Write a paragraph in about 100
words on how a positive attitude and courage will aid you to achieve success in life?
Ans. Determination and perseverance is a combination of attributes and abilities that drive
people to set goals for themselves and then to take the initiative to achieve these goals.
Douglas was able to overcome his fear of water by the values of positive attitude and courage.
Initially he was afraid of water but his grit (spirit) and determination made him get an
instructor to train him and overcome his fear. Determination today leads to our success
tomorrow. It is that innate (natural) quality in our soul, which comes to surface when we
face difficult tasks. It is a reflection of our values taught to us by society and circumstances
and enables us to overcome all obstacles.

11. Roosevelt said, “All we have to fear is fear itself.” Do you agree? Why/why not?
Ans. The quote, “All we have to fear is fear itself”, by the American President, Franklin D
Roosevelt, it is absolutely true. It is only the fear of consequences which prevents us from
taking an action and hampers our progress. William Douglas’ fear of drowning makes him
develop an aversion to water. Hence, he avoids going near water bodies or indulge in water
sports. When he is able to overcome his fear with the help of the instructor, he succeeds.
Likewise, there are numerous incidents around us that show how fear cripples (disable) the
mind of an individual and society, and acts as a barrier to growth.
The other lessons in the textbook also support the view. The bangle makers of Firozabad in
‘Lost Spring’ fear that the police would put them in jail, so they accept their exploitation, and
do not organise themselves into co-operatives. It is only when we are able to overcome our
fear that we can step ahead and progress in life.

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12. Write a diary entry as Douglas, reflecting on the fear of water you developed
after your near-drowning experience in the YMCA pool. Mention your thoughts and
emotions regarding the incident and your determination to overcome this fear.

14th September, 2024 9:30 PM

Tuesday

Dear Diary

Today was terrifying. I cannot shake off the haunting memories of the day at the YMCA pool. I
thought I could swim a little, but when that boy pushed me in the deep end, I lost all control. I
felt as though I was sinking into a bottomless pit. I tried to scream, but no sound came out. I
never imagined water could invoke such fear.
But I must overcome this. I cannot allow this fear to rule my life. I need to conquer it, for the
sake of my confidence, and my future.
Good Night
Douglas

13. Write a diary entry discussing the impact of fear on human psychology and how
you personally dealt with your own fears, relating to Douglas's experience.

14th September, 2024 9:30 PM

Tuesday

Dear Diary

Fear can take over your life if you allow it. I used to think fear was just an emotion, but I’ve
come to understand how deeply it can affect your mind. Take the case of William Douglas; his
fear of drowning stayed with him for years after a single traumatic experience.
It’s incredible to think about how the human mind works. Like Douglas, I’ve faced fears of my
own, and like him, I’ve learned that the only way to overcome them is by confronting them
step by step.
Good Night
Ramesh

14. Write a creative diary entry imagining you are William Douglas years after
overcoming your fear, reflecting on how that experience shaped your life.

14th September, 2024 9:30 PM

Tuesday

Dear Diary

It’s been years since that fateful day at the YMCA pool. Looking back, I realize that overcoming
my fear of water was more than just about swimming. It was about reclaiming my life.
That fear taught me so much about resilience. It showed me that I can face anything if I set
my mind to it. Every time I swim now, I feel a sense of triumph, not just over the water, but
over the fear that once consumed me. Now I am feeling tired. I am going to sleep.
Good Night
Douglas

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15. Write a letter to your swimming coach, explaining how his guidance helped you
overcome your fear of water after your traumatic experience.

House No. 56
Gali no. 5 Marcony Street
Delhi

14th September, 2024

Dear Coach

I hope this letter finds you well. I wanted to express my deepest gratitude for your patience
and guidance in helping me conquer my fear of water. After my traumatic experience at the
YMCA pool, I never thought I would be able to swim again.
However, with your encouragement and careful teaching, I not only learned to swim but also
learned to enjoy the water. You taught me that fear is only as powerful as I allow it to be, and
for that, I am forever thankful.
Yours sincerely
William Douglas

16. Write a letter to a friend, reflecting on how you have overcome a personal fear,
using Douglas’s story as inspiration.

House No. 56
Gali no. 5 Marcony Street
Delhi

14th September, 2024

Dear Karamvir

I wanted to share something that has been on my mind lately. I’ve been reading about William
Douglas’s experience in Deep Water, and it struck a chord with me. His fear of water was so
intense, yet he managed to overcome it through sheer determination.
This inspired me to think about my own fears. I’ve had my struggles, but Douglas’s story made
me realize that the only way to move forward is by facing those fears head-on. I’ve started
working on it, one step at a time.
Yours sincerely
Deepak

17. Write a letter to a magazine, sharing your personal story of how an experience
similar to Douglas’s in Deep Water helped you grow as a person.

House No. 56
Gali no. 5 Marcony Street
Delhi

10th September, 2024

The Deitor
The Indian Express
New Delhi

Sir

I recently read Deep Water by William Douglas, and it brought back memories of my own

89
experiences with fear. Like Douglas, I had a phobia that controlled me for a long time, and I
didn’t think I’d ever overcome it.
But one day, I decided enough was enough. I took small steps to face my fear, and now,
looking back, I realize that the process of overcoming it helped me become a stronger, more
confident person. I hope my story can inspire others as much as Douglas’s story inspired me.

Thanks
Yours sincerely
Ravinder

18. Write an article on the theme of “Overcoming Fear: A Personal Journey” inspired
by Douglas’s experience in Deep Water.

Overcoming Fear: A Personal Journey

By: Abhay

Fear is a natural human response, but it can sometimes take control of our lives. William
Douglas, in his autobiographical piece Deep Water, exemplifies how fear can paralyze us, but
also how perseverance can help overcome it. After nearly drowning at the YMCA pool, Douglas
was haunted by a deep fear of water. He felt suffocated every time he approached it.
However, with resilience and the help of his coach, Douglas began to confront his fear head-
on. Day by day, he reclaimed his confidence. His story reminds us that courage is not the
absence of fear but the determination to move forward in spite of it. It shows us that no fear is
too great to conquer.

19. Write an article on the psychological effects of fear and how confronting fears
can lead to personal growth, with reference to Deep Water.

Psychological Effects of Fear and Personal Growth

By: Deepesh

Fear is a powerful emotion that can shape our decisions and limit our potential. In Deep Water,
William Douglas illustrates how fear of drowning gripped him so tightly that he avoided water
for years.
However, the psychological toll of this fear was eventually outweighed by his desire to
overcome it. His journey is an example of how confronting our deepest fears can not only free
us from their hold but also lead to profound personal growth. Fear teaches us our limits, but
facing fear helps us break through them.

20. Write an article describing how creative problem-solving can help overcome
personal fears, referencing the strategies Douglas used in Deep Water.

Creative Problem-Solving to Overcome Personal Fears

By: Riya

Fear is often seen as a barrier, but creative problem-solving can turn it into an opportunity for
growth. In Deep Water, William Douglas faced his intense fear of water with a systematic,
step-by-step approach. Rather than avoiding the source of his fear, he chose to gradually
immerse himself in the experience with the help of a coach.
This approach allowed Douglas to build confidence, slowly replacing his fear with skill.
Similarly, when faced with fears, thinking outside the box can provide new strategies to tackle
them head-on.

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21. Imagine a conversation between Douglas and his friend, discussing how the
experience in the YMCA pool affected his life and what he learned from it.

Friend : Douglas, you never swim with us anymore. What happened?

Douglas : After that day at the YMCA pool, I just couldn’t. I was pushed into the deep
end, and I nearly drowned. The water terrified me after that.
Friend : That sounds awful! But how did you overcome it?
Douglas : It wasn’t easy. I had to face my fear little by little, with my coach guiding me
through every step. Eventually, I realized that fear only has power if you let it.
Now, I’m not just swimming; I’m enjoying it.
Friend : That’s incredible! You’ve learned more than just how to swim; you’ve learned
how to face your fears.

22. Imagine a conversation between you and your mentor, discussing how
overcoming fears, like Douglas did in Deep Water, can lead to a stronger sense of
self.

You : I’ve been thinking a lot about fear recently.

Mentor : Really? What brought this on?
You : I’ve been reading about William Douglas. He had such a deep fear of water
after nearly drowning, but he managed to overcome it.
Mentor : That’s interesting. Overcoming a fear like that can change you as a person.
You : Exactly. He didn’t just learn to swim again; he developed a new sense of
confidence in himself. I think fear can sometimes push us to grow.
Mentor : Absolutely. When you face your fears, you realize you’re stronger than you
ever thought.

23. Imagine a creative conversation between Douglas and a young student who is
also afraid of swimming, offering advice on overcoming the fear.

Student : Mr. Douglas, I’m really scared of swimming. Every time I step into the water, it
feels like I can’t breathe. My heart races, and I panic. How did you get over it?
Douglas : Oh, I completely understand what you're feeling. I used to feel the exact same
way. There was a time when I thought I’d never step into water again after a
bad experience at the pool. But you know, fear is tricky—it grows if you let it.
What you're feeling is natural, but it doesn't have to control you.
Student : But what if I can’t stop it? It feels like it’s too much.
Douglas : That’s what I used to think, too. But here’s the thing: you don’t have to
conquer it all at once. You can take it slow, one step at a time. When I started
to face my fear, I didn't jump straight into the deep end. I began by standing
at the water's edge, then slowly getting comfortable just by dipping my feet in.
Eventually, I learned to trust the water—and more importantly, I learned to
trust myself.
Student : So, you didn't force yourself to swim right away?
Douglas : No, forcing it would’ve only made the fear worse. Instead, I worked with a
coach who understood my fear. He helped me build confidence in small steps—
first learning to float, then to paddle. I learned that fear loses its power when
you face it gradually. The key is persistence (patience). Each day, I’d do a
little more than I did the day before.
Student : That sounds like it takes a lot of patience.
Douglas : It does. But it’s worth it. I’ll tell you a secret: fear never really goes away
completely. But when you face it, you start to build strength. Eventually, you'll
realize you’re stronger than you thought, and the fear won’t seem so big
anymore.
Student : I guess I could try taking it slow. But what if I panic again?
Douglas : If you do, it’s okay. When I first started practicing again, I felt that panic rise.
But instead of fighting it, I learned to pause, breathe, and remind myself that I
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 was safe. Remember, fear is just a feeling—it can’t hurt you unless you let it.
Student : That makes sense. So, it’s not about beating fear all at once, but learning to
handle it bit by bit?
Douglas : Exactly. And one day, you’ll find yourself in the water, feeling calm, realizing
the fear has loosened its grip. And that moment—when you realize you've
overcome something that once seemed impossible—is priceless. You’ll be proud
of yourself for sticking with it.
Student : Thanks, Mr. Douglas. I think I’ll give it a shot and start small, like you said.
Douglas : That’s the spirit! Trust yourself and the process. You’ll get there, just like I did.
And when you do, swimming will feel like freedom.

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 Lesson - 4
THE RATTRAP
About the author

Selma Lagerlof (1858-1940) was a Swedish writer whose stories have

been translated into many languages. A universal theme runs through all
of them — a belief that the essential goodness in a human being can be
awakened through understanding and love. This story is set amidst the
mines of Sweden, rich in iron ore, which figure large in the history and
legends of that country. The story is told somewhat in the manner of a
fairy tale.

Characters and Places

The Peddler: A poor, homeless man who sells rattraps but also steals and begs for his
survival. He is central to the story and undergoes a transformation by the end.
The Ironmaster: A wealthy owner of a large iron mill who mistakes the peddler for an old
regimental comrade. He invites the peddler to his home.
Edla Willmansson: The daughter of the ironmaster. She is kind, compassionate, and plays a
crucial role in the peddler’s moral redemption (recovery).
The Old Crofter: A lonely man who lives in a cottage. He shows kindness to the peddler but is
later robbed by him.
The Forest : Where the peddler wanders and reflects on his life, considering the world to be
like a rattrap that lures people into trouble.
The Crofter's Cottage: The home of the old man who generously takes in the peddler for a
night.
The Ironworks (Ramsjö Iron Mill): Owned by the ironmaster, this is where the peddler is
found and mistaken for the ironmaster’s former friend.
The Ironmaster’s Manor: The home of the ironmaster and his daughter Edla, where the
peddler is treated with kindness despite his dishonesty.

Gist of the lesson

 ‘The Rattrap’ is a story that underlines the belief that essential goodness in human
beings can be aroused through sympathy, understanding and love.
 Once a man went around selling small rattraps but he took to begging and thievery to
keep his body and soul together.
 One day he was struck with the idea – the whole world is a big rattrap and it offers
riches as baits.
 People let themselves be tempted to touch the bait then it closes in on them bringing
an end to everything.
 One dark evening the rattrap peddler sought shelter in an old crofter’s roadside cottage.
 The old man gave him food and tobacco. They enjoyed the card game too.
 Next morning the peddler stole away his thirty kroners.
 The rattrap peddler escaped into a big confusing forest and got lost.
 While resting on the ground he recollected his idea that the world is a rattrap and
thought his end was near.
 Hearing a thumping sound he reached Ramsjo ironworks for a night shelter.
 The owner came on his nightly rounds and noticed the ragged wretch near the furnace.
 He took him as an old acquaintance (collegue) ‘Nils Olof.’
 He invited him to stay with them for Christmas but the stranger declined the offer.
 His daughter Edla Willmansson persuaded him to go home with her.
 She requested him to stay for Christmas Eve only.
 On his way to the Manor House, the peddler thought that he had thrown himself
voluntarily into the lion’s den.

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  The next day in broad day light the iron master realized the stranger was not captain
and threatened to call the sheriff (police).
 Edla pleaded for him and asked him to stay back.
 Christmas Eve at Ramsjo was as usual and the stranger slept and slept.
 She made him understand that if he wanted rest in peace he would be welcome next
Christmas also. This had a miraculous effect on him.
 Next morning they went for early church service leaving behind the guest who was
asleep.
 They learnt at the church that a rattrap peddler had robbed an old crofter.
 Edla becomes very upset.
 They reached home immediately and learnt that the peddler had already left but had
not taken anything at all with him. Instead, he had left a small packet for the young girl
as a Christmas present.
 She opened the packet and found a rattrap, three wrinkled ten- Kroners notes and also
a letter with a request to return the Kroners to the crofter.

THEME OF THE STORY

The human beings are prone to fall into the trap of material benefits. It is the human tendency
to redeem oneself from dishonest ways. Hence, the whole world is called a big rattrap which
tempts the people towards its materialistic benefits, and brings about their doom and never
ending predicament. It also highlights the themes like human loneliness, status and treatment
meted out to have-nots and callous attitude of society and government towards such people.
One of the themes is that a man is inherently good by nature. The society and environment
make them bad. Human goodness and kindness can bring about the change in their attitude.

MESSAGE OF THE STORY

The rattrap is an interesting story. It has been told somewhat in the manner of a fairy tale.
The rattrap peddler is a poor man. He robs the same who gives him shelter and food. But he is
reformed by the compassionate behaviour of a young girl Edla. This story gives the message
that the essential goodness of a man can be awakened through love and understanding.

TITLE OF THE STORY

“The Rattrap” is an appropriate title as it is the story of a rattrap peddler. The author has used
the metaphor of a Rattrap to highlight the human predicament. Just as a rat is fooled by bait
and gets trapped, most human beings also fall into the trap of material benefits. The story
revolves around the incident of a man getting trapped due to his greed. Hence, the title is an
apt one.

BACKGROUND
Selma Lagerlof talks about the universality of human goodness that can be awakened through
understanding love, compassion and belief. Experience is the best of school masters and the
peddler was able to get a vital lesson after his encounter with situation and people both. Finally
his goodness surfaces and temporary phase of his bad practices ends. The world turns to be a
good place to live in.

Answer the following questions in 40 to 50 words.

1. From where did the peddler get the ideas of the world being a rattrap?
Ans. The peddler was a very poor man who earned his living by selling the rattraps, he made
himself from the materials he got by begging. His mind, thus, was always preoccupied with
rattraps. The shelter, food, clothes, riches, and Joys that the world provides are all bits to
entrap man. When one is trapped, everything comes to an end.

2. Why was the tramp amused by the idea of the world being a rattrap?
Ans. The world had never been kind to the peddler. So he was full of bitterness against the
world. He had become a cynic and he enjoyed visualizing the world as a rattrap ready to enter
anybody who was tempted by the baits it had to offer. He knew that many people had been
ensnared and the others were still circling around the bait.
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3. Did the peddler expect the kind of hospitality that he received from the crofter?
Ans. The peddler had never been treated kindly by the world. He has received a cold
treatment wherever he went. He was pleasantly surprised when the crofter treated him with
warmth and hospitality. Ordinarily, he always makes “sour faces” when he knocked anyone’s
door for shelter and food.

4. Why was the crofter so talkative and friendly with the peddler?
Ans. The old man was lonely and leading a dreary existence as he had no wife or children.
The old man was happy to get someone to talk to, even though it was a tramp. So he
welcomes the peddler and extended his hospitality towards him.

5. Why did the crofter show the 30 kroner to the peddler?

Ans. The crofter had nobody to share his happiness with. He was really satisfied and
overjoyed to earn 30 kroner in a month. Hence, he showed the amount to the peddler. Another
possible reason is that he suspected that his guest did not believe him.

6. Did the peddler respect the confidence respond in him by the crofter?
Ans. The peddler found it a little difficult to make both ends meet. His life was involved in
better struggles for mere survival. So, the moment he gets to know about the thirty kronor, he
is on an lookout to grab them as soon as possible. Finally, he steals the money by smashing a
windowpane and has no regard for the crofter’s faith.

7. What made the peddler think that he had indeed fallen into a rat trap?
Ans. After grabbing the money from the crofters the peddler is cautious enough to avoid the
public highway. He gets into The Woods but finally realizes that it is a big and confusing forest.
The end of the forest is nowhere in sight. He feels he has come to a dead end as he has been
walking around the same part of the forest. That’s when he recalls his thoughts about the
world being a rattrap and he realizes that he had indeed fallen into a rattrap.

8. Why did the ironmaster speak kindly to the peddler and invite him home?
Ans. In the glow of the furnace, the ironmaster mistook the peddler to be Nils Olof, his old
regimental comrade. He was overwhelmed with sympathy for his comrade when he saw him in
terrible condition. The ironmaster wanted the peddler to shed his inhibitions and enjoy on the
occasion of Christmas. Moreover, the ironmaster wanted to better his comrade’s future
prospects.

9. Why did the peddler decline the invitation?

Ans. The peddler did not disclose his real identity and did not make an effort to clear the
ironmaster’s misconception (mistake). This is because he thought he might get some
money in the bargain. But he had to decline the invitation also because of the fear of getting
caught as he had stolen the 30 kronor from that old man. To go up to the manor house would
be like “throwing, himself voluntary into the lion’s den”.

10. What made the peddler accept Edla Williamson’s invitations?

Ans. The peddler was taken in by Edla’s compassion and friendly behavior. He felt confidence
in her when she said: “you will be allowed to leave us just as freely as you came”. Thus the
warmth and sincerity shown by the ironmaster’s daughter mitigated all his fears.

11. What doubts did Edla have about the peddler?

Ans. Although young, Edla was a better judge of human character as compared to her father.
When she invited the peddler to the manor house, she concluded immediately that he had
either stolen some money or had an escaped from the Jail.

12. When did the ironmaster realize his mistake?

Ans. The ironmaster brought the tramp to his house mistaking him to be his old regimental
comrade. However, it was not so. The ironmaster realized this when the valet had given the
peddler a bath, a shave, a haircut and fine clothes. When he was brought before the
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ironmaster in broad daylight, he understood that he had mistaken the tramp to be his formal
comrade in the light of the Furnace.

13. What did the peddler say in his defense when it was clear that he was not the
person the ironmaster had thought he was?
Ans. The peddler told the ironmaster that he never pretended to be the captain. Moreover, he
did not accept the ironmaster’s invitation to come to the manor’s house. In fact, he had
implored (begged) him to stay that night in the forge itself.

14. Why did Edla still entertain the peddler even after she knew the truth about him?
Ans. A compassionate girl, a true Christian, Edla could not bear the thought of a poor wretch
been turned out of the house on the evening of Christmas. She is pained at the idea that
everybody chases the vagabond away. So she wanted that the peddler should “enjoy a day of
peace with us here just once in the whole year.”

15. Why was Edla happy to see the gift left by the peddler?
Ans. Edla became happy after seeing the gift of the peddler because “the gift” provided by
her father’s rigid belief that the peddler was a thief and nothing, including her belief in the part
of human being, could change him. However, “the gift” proved that her “belief” was right, so
she felt immense joy.

16. Why did the peddler sign himself as Captain Van Stahle?
Ans. Throughout his life, the peddler had never known respect. He was always treated coldly
by the world. For the first time in his life, he was honoured and respected as if he were a
captain. Even after the truth was exposed, the daughter continued to treat him in a similar
way. The way he was treated encouraged him to behave in a like manner. He signed the letter
as Captain Von Stahle so as to underline the impact of Edla's goodness on him.

Answer the following questions in 120 in 150 Words.

1. What are the instances in the story that show that the character of the ironmaster
is different from that of his daughter in many ways?
Ans. The ironmaster misunderstood the peddler for an old acquaintance, whereas his
daughter could make out that the man was afraid, which was suggestive of him having stolen
something. Though the father and the daughter express compassion for the vagabond both do
so for different reasons. The ironmaster was sure to help the vagabond get over his tramp
manners because he had mistaken the latter for his old comrade. The daughter however
wishes to feed him and welcome him in spite of knowing that he was not Captain Von Stahle.
The father acts impulsively and casually and invites him without confirming the stranger’s
identity. On realizing his mistake, he recklessly wants to hand him over to the sheriff. Only
when he is threatened of ensnared (being entrapped) by the rattrap of this world that he
thinks otherwise. Edla on the other hand shows a strong sense of observation. She rightly
judges him to be a tramp without any education. She persuades her father to let him stay
because they had promised him Christmas cheer. When the blacksmith’s daughter infects the
protagonist with her true altruism the peddler’s inner soul experiences a rapid transformation
form an ugly duckling to a dazzling swan.

2. The story has many instances of unexpected reactions from the characters to
others’ behaviour. Pick out instances of these surprises.
Ans. The story has many instances of unexpected reactions from the characters to others.
Used to being greeted by sour faces the crofter seems taken aback at the peddler’s request for
accommodation for the night. Then the peddler’s act of stealing does not match the reader’s
expectations. The breach of trust comes as a bit of a shock. Then the ironmaster’s sudden
invitation to the tramp comes as the next surprise. The peddler’s vehement refusal to
accompany him and later on accepting the invitation at Edla’s insistence all generate surprise.
Edla’s readiness to entertain the peddler even after knowing his reality was quite unexpected.
The most unexpected of gestures is when the peddler leaves for Edla a Christmas gift, a letter

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of thanks and the stolen money to be returned to the old crofter. His transformation is that
which completes the chain of unexpected reactions.

3. The story “The Rattrap” focuses on human loneliness and the need to bond with
others. Comment.
Ans. ‘The Rattrap’ tells us the story of a lonely peddler who has nothing and no one to call his
own. He wanders from place to place mistreated and mistrusted by the world. Then he comes
across the old crofter who leads a solitary life and hungers for company. He accords a warm
reception to the peddler as he views him as someone to talk to and pass a few lonely hours
with. It is his need to bond that makes him trust the peddler and show him his money.
Similarly, the ironmaster shows his eagerness for the peddler’s company mistaking him for an
old acquaintance. His wife is no more, his sons are abroad. And he has no one but his eldest
daughter at home. He offers his hospitality to the peddler wanting some suitable company to
ward off his loneliness. Even his daughter, a shy and modest girl, persuades the peddler to
stay with them on Christmas Eve as she has no one to look after and make comfortable except
her father. She looks forward to some company to make the occasion more festive. Finally the
peddler is also enticed (surprised) by the kindness of the ironmaster’s daughter and the
proposition of peace, rest, good food and excellent company for a change. The theme of
loneliness and the need to bond is projected strongly in all the characters in the story.

4. The story is both entertaining and philosophical. Discuss

Ans. The narrative enthrals the reader toning down its philosophical didacticism. The fast
paced third person narrative together with graphic description of characters, elements of
humour, drama and irony make it an interesting read (Give examples). The element of
surprise with regard to the flow of events holds our interest. This is true of being accepted as a
guest by the crofter, breaking his trust, getting lost in the forest, being invited by the
ironmaster and subsequent refusal together with Edla’s insistence and peddler’s final
submission. The final acts of transformation and redemption make the narrative quite gripping
and entertaining. The author has used the metaphor of a rattrap to highlight the human
predicament. Just like the rats are trapped by cheese and food similarly men are lured by land,
food, shelter, clothing etc. these are baits. Those who touch them are trapped by material
benefits. The rattrap brings home the fact that human goodness is an intrinsic part of one’s
nature. It can be forever kept alive through love and understanding. No one is infallible and in
one’s weak moments is susceptible to falling to temptation. There could be some individuals
with the strength of character to break through the rattrap and discover the essential human
goodness. Thus the story comes across as both entertaining and philosophical.

5. The reader’s sympathy is with the peddler right from the beginning of the story.
Why this is so? Is the sympathy justified?
Ans. The peddler wins the readers’ sympathy for his way of life and how the world treats him.
The vagabond moves about selling small rattraps. As his business is not rewarding, he takes to
begging and petty thievery to keep his body and soul together.
His life is sad and monotonous. He plods along the road lost in his own meditation. He
Considers the Whole World as ‘A Big Rattrap’. The world has never been kind to him and it
gives him unwonted joy to think ill of it. Whenever he asks shelter for a night, he meets sour
faces. He is an unwelcome, unwanted and undesirable figure. The blacksmith at forge glance at
him only casually and indifferently. The master smith nods a haughty consent without
honouring him with a single word.
His sympathy is justified not only because he was a victim of circumstances but also because
he redeems himself in the end. Edla Willmanson’s kind and compassionate behavior arouses
the tramp’s goodness. He thanks her for her sympathy and returns the stolen money.

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6. Imagine you are the peddler from "The Rattrap." Write a diary entry expressing
your feelings after spending Christmas at the ironmaster’s house and receiving Edla's
kindness.

26th December, 2024 9:15 PM

Wednesday

Dear Diary

Today, for the first time in years, I felt like a human again. I was treated with such warmth
and kindness at the ironmaster’s house. Edla Willmansson—what a kind soul she is! She saw
through my deception, yet she chose to believe in my better side. It was her faith that
changed me. I’ve been living like a stray animal, thinking the world is nothing but a trap, but
her compassion showed me that perhaps there’s still goodness left in me. I left a rattrap as a
token of my gratitude, along with the stolen money. Maybe it’s not too late to change.
Good Night
Peddler

7. Imagine you are Edla. Write a diary entry expressing your thoughts after receiving
the rattrap as a Christmas gift.

26th December, 2024 9:15 PM

Wednesday

Dear Diary

This Christmas has been truly special. The man we took in—he wasn’t who we thought he was,
but that doesn’t matter anymore. He left a simple rattrap for me, along with a note of apology
and the money he had stolen. This gift means more to me than any expensive present. It’s a
symbol of change and redemption. I always believed that no one is beyond hope, and today,
that belief was reaffirmed. My heart is filled with joy knowing that a single act of kindness can
change a life.
Good Night
Edla

8. Imagine you are the ironmaster. Write a diary entry after realizing the peddler has
left the stolen money behind.

26th December, 2024 9:15 PM

Wednesday

Dear Diary

I have seen many strange things in my life, but this morning was something else. The peddler,
whom I thought to be nothing but a scoundrel, left behind not only a rattrap as a gift but also
the stolen money. Edla was right—she saw the goodness in him when I couldn’t. I was quick to
judge, but she showed me that every person deserves a chance at redemption. Today, I
learned that even the most downtrodden souls can change with a little kindness. I owe Edla for
that lesson.
Good Night
Ironmaster

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9. Write a letter from the ironmaster to his daughter, Edla, appreciating her for
transforming the peddler's life.

House No. 5
Bhim Colony
Sweden

26th December, 2024

My dear Edla

I have always been proud of you, but today I must express my admiration for your wisdom
and kindness. Your compassion towards the peddler, even when I doubted your decision, has
transformed his life. Not only did you bring a lost soul to light, but you also reminded me of
the true spirit of Christmas—love, empathy, and redemption. The note and gift he left behind
show that you have awakened the goodness in him.
Your loving father
Ironmaster

10. Write a letter from Edla to her father, explaining why she insisted on letting the
peddler stays for Christmas.

House No. 5
Bhim Colony
Sweden

26th December, 2024

Dear Father

I know you were initially hesitant about letting the peddler stay for Christmas, but I saw
something in him—a spark of humanity buried beneath years of hardship. He may have lied to
us, but that’s what desperation does. I wanted to give him a chance, to treat him with respect.
I believed that treating him as an honored guest might bring out the goodness in him, and I’m
glad I was right. He left a token of his gratitude and even returned the money he stole.
Compassion can do wonders, father.
Yours lovingly
Edla

11. Write an article for a newspaper on the topic "Empathy Transforms Lives," based
on the story of Edla’s influence on the peddler.

Empathy Transforms Lives

By: Prateek

In a world often consumed by selfishness, a single act of kindness can turn a life around. In
the story "The Rattrap" by Selma Lagerlöf, Edla Willmansson’s empathy towards a struggling
peddler illustrates this beautifully. She welcomed him into her home despite knowing his
deceptive ways. Her unwavering belief in his goodness touched his heart, leading him to
abandon his thieving ways and redeem himself. Empathy, as Edla showed, holds the power to
heal and transform even the most hardened souls. This teaches us that genuine kindness can
alter someone’s course in life forever.

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12. Write an article on "The Power of Redemption" in light of the peddler’s
transformation in "The Rattrap."

The Power of Redemption

By: Ramesh

Redemption is a powerful force that can transform the darkest lives. In Selma Lagerlöf’s "The
Rattrap," the protagonist—a poor, cynical peddler—finds himself trapped in a world of deceit
and crime. However, a single act of kindness from Edla Willmansson becomes the catalyst for
his change. Treated with dignity and empathy, the peddler realizes that he is capable of
goodness. His transformation shows that no one is beyond redemption if given the chance. It is
a lesson for us all that forgiveness and kindness can lead even the most lost souls to light.

13. Write a conversation between the peddler and Edla after he leaves the rattrap as
a Christmas gift.

Peddler : (nervously), Thank you for everything, Miss. I have nothing to offer but my
honesty—this rattrap is for you.
Edla : A rattrap?
Peddler : Yes. It’s a reminder that the world, with all its temptations, is a trap. I’ve been
caught before, but you helped me escape.
Edla : (Smiling), You were never truly trapped. The door to goodness is always open.
I’m glad you found it.
Peddler : Thanks to you. You gave me hope when I had none. The money I stole, I’ve
left it behind as well. I don’t need it anymore.
Edla : I’m proud of you. This is the start of something new for you.

14. Write a conversation between the ironmaster and Edla after they discover the
peddler has left behind a note and a gift.
Ironmaster : In disbelief, can you believe this, Edla? The man left a rattrap as a gift! And he
returned the stolen money!
Edla : (Smiling), I always knew there was more to him than what we saw.
Ironmaster : Shaking his head you were right all along. I was ready to throw him out, but
you insisted on showing him kindness.
Edla : Sometimes, all someone needs is a second chance. I’m glad we gave him that.
Ironmaster : I’ve learned something today—from you and him. Kindness really does make
all the difference.

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 Lesson - 5
INDIGO
About the author
Louis Fischer (1896-1970) was born in Philadelphia. He served as a
volunteer in the British Army between 1918 and 1920. Fischer made a
career as a journalist and wrote for The New York Times, The Saturday
Review and for European and Asian publications. He was also a
member of the faculty at Princeton University. The following is an
excerpt from his book- The Life of Mahatma Gandhi. The book has
been reviewed as one of the best books ever written on Gandhi by
Times Educational Supplement.

INTRODUCTION
This chapter is an excerpt from Louis Fischer’s famous book ‘The Life of Mahatma Gandhi’. The
writer observed Gandhiji’s work to fight for the cause of the voiceless, downtrodden Indians
who reeled (moved) under the rule of the indifferent, oppressive colonial British rule. ‘Indigo’ is
one of the many episodes of Gandhi’s long political struggle. The chapter describes the
Champaran visit of Mahatma Gandhi which was undertaken casually on the entreaty (request)
of a poor peasant, Rajkumar Shukla, in the expectation that it would last a few days, occupied
almost a year of Gandhi’s life. The story describes Gandhiji’s struggle for the cause of the
sharecroppers of Bihar and how he asked the Britishers to leave the country. It highlights the
leadership shown by Gandhi to secure justice for oppressed people.

CHARACTERS AND PLACES

Mahatma Gandhi: The main figure in the story, Gandhi led the struggle for the indigo farmers
of Champaran against oppressive British landlords. His approach was non-violent and focused
on achieving justice for the peasants.
Rajkumar Shukla: A poor sharecropper from Champaran who is persistent in seeking
Gandhi's help to address the plight of indigo farmers. His determination convinces Gandhi to
visit Champaran.
British landlords: They are the primary oppressors in the story, who force the indigo farmers
to grow indigo and exploit them with unfair contracts.
Rajendra Prasad: A lawyer who later became the First President of India
J.B. Kripalani: A professor of the Arts College in Muzzafarpur
Malkani: A Government school teacher
Sir Edward Gait: The Lieutenant Governor
Kasturba bai : Gandhi’s wife
Devdas: Gandhi’s youngest son
Charles Freer Andrews: An English pacifist and follower of Gandhi who offers to help the
cause. However, Gandhi advises the peasants to rely on their own strength and not on an
outsider.
Lawyers and Peasants: Several unnamed lawyers and peasants, including the local
representatives, who assist Gandhi in his legal fight against the British landlords.
Mahadev Desai and Narhari Parikh: Volunteer doctor.
Patna: The capital of Bihar, where Gandhi initially went to meet a lawyer before proceeding to
Champaran.
Muzaffarpur: A town in Bihar where Gandhi stayed before heading to Champaran. He
interacted with the lawyers and learned more about the situation of the indigo farmers here.
Champaran: A district in Bihar, India, where the indigo farmers were forced to grow indigo
under exploitative conditions. The struggle for the farmers' rights took place here.
Motihari: The capital of Champaran, where Mahatma Gandhi stayed during his fight for the
peasants and was put on trial by the British authorities.

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BACKGROUND
Louis Fischer reviews 'The Life of Mahatama' observing closely 'The Champaran episode'. A
simple peasant's entreaty brings the historical change to learn courage and self-reliance to
protest against the wrong doers for their rights.

GIST OF THE LESSON

 Gandhiji went to attend Annual Convention of Indian National Congress at Lucknow in
December 1916.
 During the proceedings, a peasant from Champaran, named Rajkumar Shukla met him.
 Under an ancient arrangement, Champaran peasants were sharecroppers.
 Rajkumar Shukla was one of them. He was illiterate but resolute.
 He didn’t leave Gandhiji until he agreed to visit Champaran.
 Gandhiji would be in Calcutta on a certain date. Shukla received him from there and
then they boarded into the train to Patna.
 Shukla first took Gandhiji to the house of a lawyer named Rajendra Prasad who later
became the President of Indian Natinal Congress and India.
 Rajendra Prasad was out of the town and his servant didn’t allow Gandhiji to draw
water from the well thinking him to be an untouchable.
 Gandhiji first decided to go to Muzzafarpur. He was received by Prof. J. B. Kriplani of
Arts College, at the railway station.
 Gandhiji stayed at the house of Prof. Malkani for two days.
 It was an extraordinary thing for Prof. Malkani to harbor Gandhiji because in smaller
localities people were afraid to show sympathy for the advocates for home rule.
 As soon as Gandhiji reached Champaran, people went to see him.
 The lawyers told Gandhiji that they represented peasant groups in the court and also
reported the size of their fee.
 Gandhiji chided the lawyers for collecting such a big fee and told them its no use taking
their cases to the law courts.
 The chief commercial crop in Champaran was Indigo. The landlords compelled all
tenants to plant three twentieths or 15 % of their holdings with indigo and surrender
the entire indigo harvest as rent.
 Meanwhile Germany developed synthetic Indigo. The landlords asked the peasants to
pay them compensation for being released from the 15% agreement.
 Later when the peasants came to know about the synthetic Indigo, they wanted their
money back. Gandhiji reached Champaran at this stage.
 Gandhiji first went to the Secretary of the British Landlord’s association and then to the
British Official Commissioner of Tirhut Division. None of them helped Gandhiji instead
he was asked to leave Tirhut. But Gandhiji, instead of leaving Tirhut, went to Motihari.
 There again he got an official notice to quit Champaran. Gandhiji signed a receipt for
the order but he wrote on the back that he would disobey the order.
 In consequence, he got summons to appear in the court.
 Gandhiji informed all about it and the next morning all the people gathered in the court
premises.
 The officials felt powerless without Gandhiji’s cooperation.
 Gandhiji helped them to regulate the crowd but he had given them proof that their
might could be questioned.
 Gandhiji told the court that he was caught in a conflict of duties. On the one hand, he
didn’t want to set a bad example as a law breaker and on the other hand, he wanted to
do national and humanitarian service.
 When the court was reconvened, the judge said the he would deliver the judgement
several days later and meanwhile he allowed Gandhiji to be at liberty.
 Later the Lt. Governor ordered the case to be dropped against him and it proved to be
the first victory of Civil Disobedience in Modern India.
 In June Gandhiji was summoned by Sir Edward Gait. They had four protracted meetings
as a result of which an enquiry commission was set up.
 The enquiry brought crushing mountain of evidences against the big planters.

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  Gandhiji asked 50% refund but the planters wanted to pay only 25%.
 Gandhiji agreed even to that. He said the amount of refund was less important than the
fact that the landlords had been obliged to surrender part of the money and with it part
of their prestige.
 Gandhiji was also concerned about the social and economical backwardness of
Champaran villages. He appealed to the people to volunteer their services.
 Primary schools were opened in six villages. Kasturba Bai taught the ashram rules on
personal cleanliness and community sanitation.
 Health conditions were also miserable. Three medicines were available- castor oil,
quinine and sulphur ointment.
 Gandhiji’s politics was intertwined with the practical day to day problems of the millions.
His was not a loyalty to abstractions; his was the loyalty to living human beings.
 Gandhiji’s lawyer friends wanted Charles Freer Andrews who was Gandhiji’s devoted
follower to stay in Champaran and help them but Gandhiji was vehemently opposed. He
told them to rely on themselves instead of seeking a prop in Mr. Andrews.

THEME OF THE LESSON

This story revolves around the issues of help to sharecroppers, Indian independence and self-
reliance. Gandhi ji visited Champaran at the entreaty of a peasant named Rajkumar Shukla to
remove sharecropping system from Champaran. In his attempt to do this Gandhi ji taught
them self-reliance as well. Moreover, he also had the first victory of Civil Disobedience
Movement in this process.

SETTING
Champaran is located in the foothills of the towering Himalayas near the kingdom of Nepal
where most of the action takes place. Apart from this, some other parts of Bihar also find a
mention in it

MESSAGE OF THE LESSON

The story 'Indigo' highlights the unequal economic system that existed during colonial British
rule. It resulted in Indian peasants suffering, while the British planters exploited them. It also
highlights the importance of Gandhi's decision to take up their case, which exposed the unjust
system.

Answer the following questions in 40 to 50 words.

1. Why was Gandhiji not allowed to draw water from the well?
Ans. Gandhi ji was very simple in his dress and manners. He was thin of body and had a dark
complexion. The servants had never seen him. They mistook Gandhi ji an untouchable. They
didn’t want to get well water polluted by allowing him to draw water out from the well. So they
did not allow Gandhi ji to draw water out from the well.

2. Where did Gandhiji go from Patna? What did he do there?

Ans. In order to get complete and true information about the peasant’s condition of
Champaran, Gandhiji went to Muzzafarpur. His mission was to free the farmers from the
injustice of the British landlords. He was received by Professor J.B. Koiplani at the railway
station with a large number of students. He stayed there for two days and received much more
information about the share croppers of Champaran.
3. What did the Muzzafarpur lawyers brief Gandhi ji about Champaran peasants?
Ans. Just after reaching Muzzafarpur, Gandhi ji started collecting information about
Champaran share croppers. Muzzafarpur lawyer came to brief Gandhi ji about their cases of
Champaran peasants. They also reported about the size of the fees they charged from the
peasants for which Gandhi ji scolded them.

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4. Why did Gandhiji conclude that they should stop going to courts taking such cases
of Champaran peasants?
Ans. Gandhiji found that the farmers of Champaran were badly crushed by the British
landlords. There were afraid of Britishers. Gandhiji found that the law courts could not make
them free from fear. So he concluded that the lawyers should stop going to the courts.

5. Why was Gandhiji told to leave Tirhut immediately?

Ans. Gandhi ji was told to leave Tirhut because he tried to collect facts from the secretary of
the British Landlords Association. He considered Gandhiji as an outsider and denied to give him
any information. The British official commissioner bullied Gandhi ji and advised him to leave
Tirhut at once. The messenger of Police Superintendent took him back and a court notice was
issued to him.
6. Why did the officials at Motihare feel powerless without Gandhi’s help?
Ans. The Champaran farmers heard that a Mahatma who had come to help them was in
trouble with the authorities. By the next morning the whole of Motihari was crowded with the
farmers. Their spontaneous demonstration, in thousands around the court house, made the
officials feel powerless. They requested Gandhi ji to help them regulate the crowd.

7. What did Gandhi ji do to do away with the cultures and social backwardness in the
Champaran villages?
Ans. Gandhi ji appealed for teachers to do away with the social and cultural backwardness.
The two new young disciples, Mahadev Desai and Narshare Parikh with their wives,
volunteered for the work. Several more from Bombay, Poona and other distant places joined.
Devdas and his mother Kasturbai also joined. She taught the rules of cleanliness and
community sanitation.
8. What was done to improve the miserable health condition?
Ans. A doctor volunteered his services for six months. There were three medicines available –
castor oil, quinine and ointment. Persons with coated tongue were given a dose of castor oil.
Those with malaria fever got quinine plus castor oil. Others with skin eruptions got ointment
plus castor oil. Mrs. Gandhi taught women individual and general cleanliness.

9. How was Gandhiji able to influence lawyers? Give instances.

Ans. Gandhiji's sincerity of purpose, convincing argumentation and a logical approach deeply
influenced the lawyers chiding them for over charging the peasants. He encouraged them to
court arrest for the poor peasant's cause, if he himself got imprisoned. He opposed even
seeking help from Mr. Andrews in their battle with Britishers.

10. How did the Champaran episode change the plight of the peasants?
Ans. The Champaran episode released the peasants from the mortal fear of British Landlords
and made them aware of their rights. Apart from getting back 25% of the compensation
money, they also learnt 'courage'. The episode thus marked a beginning of the cultural, social
and economic transformation of the poor and exploited peasants of Champaran. Within a few
years, the British planters abandoned their estates, which reverted to the peasants.

11. "Freedom from fear is more important than legal justice for the poor". Comment.
Ans. Securing legal justice in one single specific episode would have resulted in limited short
term benefits. But getting over perpetual fear of the oppressors as in the case of Champaran
episode brought about a permanent attitudinal change that helped the farmers face life more
boldly and live it more fruitfully. Hence freedom from fear is more important.

12. What made Mahatma Gandhi ji declares 'the battle of Champaran is won'?
Ans. When the lawyers reconsidered their decision about their course of action in the event of
Gandhiji's arrest, they volunteered to court arrest for the cause of the share croppers. Gandhiji
was very pleased and he expressed his satisfaction with these words of "the battle of
Champaran is won".

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Answer the following questions in 120 to 150 words.
1. “Freedom from fear is more important than legal justice for the poor.” Do you
think that the poor of India are free from fear after Independence?
Ans. It is true that legal justice is important for the citizen of a country. But freedom from
fear is more important. It is because of the fear, everyone whether rich or poor, develops a
sense that something enormously wrong and dangerous or even fatal is going on. The fear of
any kind harasses the person and mass his capabilities, energies, happiness and even the
peace of mind.
During the settlement of the refund amount representatives of the landlord were afraid how
much around. They must have to refund. Similarly the Indian farmers were afraid of the
torture of British planters. In small localities no one was ready to give shelter to the lawyers.
Gandhi ji tried his best to free them from the fear of Britishers.
After Independence there is a great change in the social system. The poor and untouchable
classes are now enjoying more freedom. They are participating in every field of social, culture
and national life. Yet we can see that they are always afraid of communal riots, exploitation,
negligence, poverty, corruption, disease, ill health, regionalism etc. Politicians, bureaucrats and
the rich create havoc. That’s why for the success of democracy freedom from fear is the
primary need.

2. How was the Champaran episode a turning point in Gandhi’s life?

OR
Why do you think Gandhi considered the Champaran episode to be a turning – point
in his life?
Ans. Champaran episode was a turning point in the life of Gandhi ji. He became successful to
give courage to the millions of people. The farmers were suffering from tyranny of the
Britishers. They ill-treated them. They illegally and deceitfully compelled them to surrender
15% earnings of their total holdings as a rent. Gandhi ji efforts helped them to get rid of this
problem. British planters abandoned their estates within a few years. Civil Disobedience won
victory for the first time and paved way for freedom.
Gandhi ji brought not only political and economic solution for the farmers but also took their
cultural and social upliftment. They were made conscious of personal cleanliness and
community sanitation. They were provided schools for teaching their children. Doctors were
managed for improving the health. Gandhi ji aimed at growing self – reliance among Indians.
Thousands of people demonstrated spontaneously against Britishers. Gandhi ji made the
British authorities realized that their power could be challenged by Indians. He tried to mould
a new free Indian who could stand on his feet. The Champaran episode gave Gandhi ji self –
confidence and direction to launch freedom movement throughout the country.

3. Why was the official Inquiry commission appointed? What did the findings of the
commission reveal? What was its impact on British planters?
Ans. British planters were exploiting the sharecroppers Gandhi ji complained against the
condition of share cropper then Sir Edward Gait, the Lieutenant Governor appointed a
commission to know the situation of indigo cultivators. The commission consisted of landlords,
Govt. officials, and Gandhi ji as the sole representative of the farmers.
The commissions found that the planters had collected money illegally and deceitfully from the
sharecroppers. They found huge evidence against the big planters. They all agreed to make
refunds to the peasants. Gandhi ji demanded 50% but the representative of the landlord
offered to return to the extent of 25% which Gandhi ji accepted to break the deadlock.
This settlement was adopted unanimously by the commission. To Gandhi ji the amount was
less important. More important was, the landlords had been obliged to surrender part of the
money and with it part of indigo – their prestige. The British planters who had been behaving
as lords above law for a long time, had to abandon their estates within a few years which
reverted to the farmers. Indigo sharecropping disappeared. Now the farmers saw that they had
rights and defenders. They learned courage.

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4. Write a brief note on the sharecropping system in Champaran.
Ans. There were big indigo estates in the district of Champaran. All these belonged to the
British planters. The peasants working on these estates were all Indians. By an ancient long –
term contract, the planters had bound the farmers to a cruel system. Under this agreement,
the peasants had to plant indigo on fifteen percent of the land. The entire product went as rent
to the landlords. This system was irksome to the farmers but they were helpless. Then it was
known that synthetic indigo had been developed by Germany. The British planters now found
that producing natural indigo on their lands was not profitable. So they forced the farmers to
give compensation for releasing them from the contract. It was grave injustice and the farmers
opposed it. There was a long struggle under Gandhi ji’s leadership. The landlords agreed to
return 25% of the compensation they had extracted illegally. Thus at last share – cropping
system came to an end. By and by, the British planters left their estates. These lands now
came back to the actual peasants.

5. Why was Gandhi summoned to appear in the court? How did civil disobedience
triumph for the first time in India?
Ans. Gandhi had reached Motihari, the capital of Champaran, to study the problems of the
sharecropper peasants. He was on his way to a neighbouring village, where a peasant was ill-
treated. On the way, he was stopped by the police superintendent's messenger and ordered to
return to town. When he reached home, he was served with an official notice to quit
Champaran at once. Gandhi wrote on the receipt that he would disobey the order. So Gandhi
received a summon to appear in the court the next day.
Next morning the town of Motihari was black with peasants. Thousands of peasants
demonstrated voluntarily outside the court. The prosecutor requested the judge to postpone
the trial. Gandhi protested against the delay. He read out the statement pleading guilty. He
asked the penalty. The judge announced that he would pronounce the sentence after a two-
hour recess. He asked Gandhi to furnish bail for that period. Gandhi refused. The judge
released him without bail. After the recess, the judge said that he would not deliver the
judgment for several days. Meanwhile he allowed Gandhi to remain at liberty. Several days
later Gandhi received a letter. The case against him had been dropped. Thus, civil disobedience
had triumphed, for the first time in India.

6. What was the dispute between the Landlords and the Champaran peasants? What
role did Gandhiji play in resolving the dispute successfully?
Ans. When the news of the synthetic indigo reached the peasants they were able to see
through the manipulative game of the British landlords. Realizing that they had extorted
compensation illegally and deceitfully, the peasants demanded their money back. The
Landlords tried to silence the peasants with muscle power. It was at this point of time that
Gandhiji arrived in Champaran. An in-depth study of the cases laid bare the blatant injustice of
the Britishers. Gandhiji's through investigations, documentation and collection of evidence
became a cause of concern for the authorities. Edwards Gait, the Lt. Governor of Bihar
summoned Gandhiji and after four protracted interviews with him constituted a commission of
inquiry comprising Landlords, Government officials and Gandhiji as the representative of the
peasants. Gandhiji diligent collection of documents and evidence made them agree in principal
to refund the money. The Landlords expected that Gandhiji would demand full repayment of
the money which they had extorted from the share croppers, but Gandhiji asked for only 50%
as the settlement. After some deliberation it was settled that the peasants would be refunded
25% of the money. Gandhiji accepted the settlement because he did not want a deadlock
between the Landlords and the farmers. Taking it to be a victory of principal, he didn't attach
much importance to the amount of money the peasants got. He gave more importance of the
victory of principals. Thus the issue got resolved.

7. Why do you think Gandhi considered the Champaran episode to be a turning point
in his life?
Ans. The Champaran episode began as an attempt to alleviate the distress of a large number
of poor peasants. But it became a turning point in Gandhi’s life. It built- up Gandhi’s
confidence that the British rulers could be made to bend and concede a popular demand. He
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declared that British could not order him in his own country. It was during this struggle in 1917
that he decided to urge the departure of the British. When he came to Champaran, he was
appalled to see fear –stricken peasants and injustice of landlord system in Chamaparan. His
readiness to go to jail for the sake of seeking justice instilled courage among ordinary people
and motivated the lawyers for court arrest. He led civil disobedience by refusing to leave
Champaran even after he got the official notice. Civil disobedience triumphed for the first time
when the case for disregarding the official order against him was dropped. Britisher’s
agreement to pay 25 percent of the compensation made him and the peasants confident.
It made the peasants realise that they had rights and defenders and he established that the
authority of the British could be challenged. He taught the lawyers a lesson of self-reliance by
dissuading them from seeking the assistance from an English man, Charles Andrew. Gandhi
never contended himself with larger and political solutions. He also made endeavour to bring
about cultural and social upliftment in the village.

8. How do we know that ordinary people too contributed to the freedom movement?
Ans. The author mentions several ordinary people who contributed to the freedom movement.
Rajkumar Shukla was instrumental in arranging Gandhi’s visit to Champaran. Professor
Malakai, despite being a government servant, harboured Gandhi when he arrived at
Muzzafarpur. When the news of Gandhi’s advent spread through Muzzafarpur and Champaran,
Sharecroppers from Champaran began arriving on foot to see their champion. Their gathering
in huge number at Motihari was the beginning of their freedom from the fear of the British.
The lawyers also agreed to court arrest in case Gandhi went to Jail. Gandhi and the lawyers
conducted a detailed inquiry into the grievances of the farmers. They prepared cases for about
ten thousand peasants and collected relevant documents. Moreover, the masses volunteered
to help in bringing cultural and social reforms in the village. The two young men, Mahadev
Desai and Narihari Parikh and their views volunteered to work. Several people came from
Bombay, Poona and other distant parts of the land. Devadas, Gandhi’s youngest son arrived
from the ashram. Kasturbai taught ashram rules on personal cleanliness and community
sanitation.

9. Justify the appropriateness of the title “Indigo” to this extract.

Ans. The title ‘Indigo’ focuses our attention on the central issue of the chapter –exploitation of
indigo sharecroppers at the hands of cruel British planters. Britishers compelled them through
a long term agreement to plant indigo on 15 percent of their land and surrender the entire
harvest as rent.
After the development of synthetic indigo by Germany, The British planters extracted money
from the peasants as compensation from being released from the 15 percent agreement. The
peasants who wanted their money back filed civil suits. Rajkumar Shukla persuaded Gandhi to
take up the case of Indigo sharecroppers.
So indigo sharecropping exemplifies the injustice of the Britishers and Indians’ submission to
British authority. The exploitation of indigo sharecroppers led Gandhi to arrive in Champaran to
alleviate their distress. Peasants not only got back the compensation but also became
courageous and confident. They learnt the lesson of self-reliance.
The Champaran movement that centred on indigo sharecropping led to social and cultural
upliftment of the peasants. Their education, health and hygiene received due attention. Thus
the title ‘Indigo’ is highly suggestive and appropriate.

10. How did Gandhi use Satyagraha and non-violence to achieve his goal?
Ans. Non-violence and Satyagraha were the weapons used by Gandhi to secure justice for
oppressed peasants of Champaran. He adopted legal, moral and democratic path of
negotiation. Gandhi refused to leave Tirhut division in which Chamaparan district lay despite
being told by the British official commissioner to do so. Later he defied the official order to
leave Chamaparan for which he received summon to appear in the court. When the British
authorities could not regulate the unmanageable crowd at Motihari, he pacified the crowd in
polite and friendly way. Thus he gave concrete proof of the power of Satyagraha and non-
violence.

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In the court he clarified that he did not want to set a bad example as a law breaker but
intended to render humanitarian and national service. His convincing argumentation baffled
the magistrate who released him without the bail. Later he fought the case of the peasants
peacefully by collecting evidences and the documents pertaining to the case. When the
Britishers agreed to pay the compensation he peacefully negotiated with the landlords and
accepted 25% of the amount due. So the peasants got a partial refund of the compensation
with the use of Satyagraha and nonviolence.

11. Imagine you are Mahatma Gandhi after your first day in Champaran. Write a
diary entry expressing your thoughts about the condition of the indigo farmers and
your plans for helping them.

15th April, 1917 9: 30 pm

Monday

Dear Diary

Today I witnessed firsthand the misery that these poor indigo farmers of Champaran face
every day. Their oppression at the hands of the British landlords is beyond comprehension.
These poor peasants are forced to grow indigo and surrender a large portion of their land to do
so, leaving them no space for growing food. They are bound by unjust contracts, and their
grievances fall on deaf ears. I have decided to stay here and fight for their cause through non-
violent resistance. My heart aches for them, but I am hopeful that we can achieve justice.
Now, I am feeling tired. I am going to sleep.
Goodnight
Mahatma Gandhi

11. Write a diary entry as Rajkumar Shukla reflecting on how your determination led
Gandhi to visit Champaran and bring hope to the farmers.

15th April, 1917 9: 30 pm

Monday

Dear Diary

Today, I feel a sense of triumph and relief. After months of persistence, I have finally
convinced Mahatma Gandhi to come to Champaran and witness the misery of our people. The
conditions here are unbearable, but until now, we had no hope of change. My determination to
bring Gandhi here was not just a personal mission but a duty toward my fellow farmers. I have
faith that his leadership will bring the justice we deserve. His visit has already sparked hope in
the hearts of many, and I pray for the success of this fight.
Now, I am feeling tired. I am going to sleep.
Goodnight
Rajkumar Shukla

12. Write a creative diary entry as one of the indigo farmers after hearing Gandhi’s
speech for the first time.
15th April, 1917 9: 30 pm
Monday

Dear Diary

Today was a day I will never forget. I had the privilege of hearing Mahatma Gandhi speech. His
words filled my heart with hope and courage. For the first time, someone is standing up for us,
the forgotten farmers of Champaran. He spoke of justice and unity, and for the first time, I
believe that we can change our destiny. His speech was like a light in the darkness, and I am
ready to stand by him, no matter what the future holds.
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Now, I am feeling tired. I am going to sleep.
Goodnight
Dipender Shukla

13. As a lawyer who witnessed Gandhi's efforts, write a formal letter to the Viceroy
requesting intervention in Champaran’s indigo crisis, highlighting Gandhi's peaceful
approach and the necessity of immediate action.

Ram Nagar
Champaran

15th September, 1917

The Viceroy of India

Delhi

Subject: Request for Immediate Intervention in the Champaran Indigo Crisis

Respected Sir

I am writing to draw your attention to the plight of the indigo farmers in Champaran, Bihar.
Under the leadership of Mahatma Gandhi, we have uncovered the immense exploitation the
farmers face. They are bound by unfair contracts that force them to cultivate indigo on the
majority of their land, leaving them impoverished and starved. Gandhi’s approach is peaceful,
and he seeks justice for these farmers through lawful means. However, the situation is urgent,
and the involvement of the British authorities is necessary to resolve this crisis. Immediate
intervention would prevent further suffering.
Thank You
Yours sincerely
A Lawyer at Champaran
(Bihar)

14. Imagine you are a British landlord in Champaran. Write a letter to your superior
expressing concerns about Gandhi's involvement and how it might affect the indigo
business.

Mr. James Fisher

Senior Landlord
Champaran

15th September, 1917

Subject: Concerns Regarding Gandhi’s Involvement in Champaran

Dear Sir

I wish to inform you about the recent arrival of Mahatma Gandhi in Champaran. He has been
actively meeting with the indigo farmers, raising concerns about the contracts we have
imposed on them. His involvement has caused unrest among the peasants, and I fear this may
negatively impact our business. Gandhi’s influence is growing, and his reputation for non-
violent protest could lead to complications. I advise immediate action to address this issue
before it escalates.

Yours sincerely
A British Landlord
Champaran

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15. Write an article on how Gandhi’s presence in Champaran empowered the
peasants to stand up against the British landlords.

Empowerment through Gandhi's Leadership in Champaran

By: Ramaakant

Mahatma Gandhi’s arrival in Champaran marked the beginning of a powerful movement that
empowered the oppressed indigo farmers to stand up against the British landlords. Gandhi’s
method of non-violent resistance encouraged the peasants to voice their concerns and demand
justice. For years, they had suffered exploitation, being forced into contracts that left them
with nothing. Gandhi’s empathetic leadership and strategic use of legal tools instilled in them a
sense of self-worth and courage. His presence transformed the narrative, and what once
seemed impossible—a fair deal for the farmers—became achievable through collective action
and unity.

16. Write an article on the importance of persistence and determination in achieving

social justice, using Rajkumar Shukla’s role in the Indigo movement as an example.

The Power of Persistence in the Fight for Social Justice

By: Santosh

The indigo movement in Champaran is a testament to how persistence and determination can
bring about significant change. Rajkumar Shukla, a simple yet determined farmer, played a
pivotal role in securing justice for his fellow peasants. Despite his humble background, Shukla
was relentless in his efforts to bring Mahatma Gandhi to Champaran. His perseverance paid
off, and Gandhi’s leadership eventually led to the resolution of the farmers’ plight. Shukla’s
story serves as a powerful reminder that even the smallest of voices can make a difference
when backed by unwavering resolve.

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 Lesson – 6
POET AND PANCAKES
About the author

Asokamitran (1931), a Tamil writer, recounts his years at Gemini Studios

in his book My Years with Boss which talks of the influence of movies on
every aspect of life in India. The Gemini Studios, located in Chennai, was
set up in 1940. It was one of the most influential film producing
organisations of India in the early days of Indian film-making. Its founder
was S.S. Vasan. The duty of Asokamitran in Gemini Studios was to cut out
newspaper clippings on a wide variety of subjects and store them in files.
Many of these had to be written out by hand. Although he performed an
insignificant function he was the most well-informed of all the members of
the Gemini family. The following is an excerpt from his book My Years with
Boss.

INTRODUCTION
Gemini Studios of Madras (Chennai) and its founder, S. S. Vasan lent substance and quality to
the a fragile and unpredictable movie business. Poet and Pancakes, an excerpt from the book
‘My Years’ with Boss brings to life, the leading members, their talents and roles, their
frustrations and ambitions. It gives a panoramic (wide) view of the impact and affiliations of
those parts of Gemini Studios with regard to Independent India in its infancy, communism and
its counter productive anti-communism.

THEME OF THE LESSON

The theme of the prose is basically set around personalities and events that used to take place
in Gemini Studios where the author used to work when Indian Cinema was still an infant as an
industry. The author also talks about a new India immediately after Independence and also
makes generalized comments about the country. Asokamitran talks about the make-up
department, the office boy, Kothamangelam Subbu and the legal adviser and his deeds. He
also makes comments about Communism that was prevalent in India during those days.

TITLE OF THE LESSON

The title ‘Poet and Pancakes’ is both interesting and amusing. It arouses the curiosity of the
reader because there seems to be no connection between the two words poets and pancakes.
But as the reader reads the lessons, he discovers that there is a subtle and humorous link
between the two words. The two words joined together in a humourous way indicate that the
content of the lesson are going to be humourous. By describing the follies (the trait of
acting stupidly) and distinctive (typical) and peculiar personalities of the characters to an
individual, the writer justifies the title.

Gist of the lesson

 The Gemini studio was located in Madras (Chennai)
 The writer recounts his years in the company
 The make-up department was in the upstairs of a building that was believed to have
been Robert Clive’s stables.
 Pancake was the brand name of the make-up material used by the artists in Gemini
studios.
 The make-up room had the look of a hair-cutting salon with incandescent lights at all
angles around half a dozen large mirrors, writer speaks about the ‘fiery misery’ ‘of
those subjected to make-up.
 There was a great deal of ‘national integration’ in the department and a strict hierarchy
was maintained there.
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  The players who played the crowd were the responsibility of the ‘office boy’ in his early
forties, a frustrated person, who turned all his anger towards Kothamanagalam Subbu.
 The author’s job was to cut out newspaper clippings and store them in files.
 Most people including the ‘boy’ thought author was doing ‘next to nothing’.
 S. S. Vasan (editor of Tamil weekly Ananada Vikatan’) was the owner of the studios.
Subbu was No.2.
 Subbu-a Brahmin, had the ability to look cheerful at all times, could be ‘inspired when
commanded’, was tailor –made for films, had a separate identity as a poet and actor,
had genuine love for others, was charitable, always seen with The Boss, attached to
Story Department.
 Story Department-assembly of poets and writers, wore khadi
 A lawyer(legal adviser) -referred to as ‘the opposite’-caused the end of a brief and
brilliant career of a talented actress, looked ‘alone and helpless’, man of cold logic in a
crowd of dreamers, close to the Boss, wore pants, coat and a tie, attached to Story
Department, lost his job when the Story Department was closed down.
 Gemini studios –favorite haunt of poets, excellent mess which supplied good coffee,
Congress rule meant prohibition, almost everyone radiated leisure, wore Khadi and
worshipped Gandhi, averse to Communism.
 Visit of MRA (a kind of counter movement to international Communism) in 1952-
presented two plays ‘The Forgotten Factor’ and ‘Jotham Valley’ in a professional
manner, impressed Madras and Tamil drama community
 Another visitor-a poet from England, tall man, very English, addressed ‘a more dazed
and silent audience’, visit remained an unexplained mystery, staff did not know whether
he was a poet or an editor
 Author’s conviction about prose-writers–‘prose writing is for the patient, persistent,
persevering drudge’, short story contest by a British periodical ‘The Encounter’-found in
the British Council Library almost ‘untouched by readers’, discovered Stephen Spender
was the editor
 Author bought ‘The God That Failed’ years later–six essays describing the
disillusionment of six eminent men of letters with Communism, Stephen Spender one
among them, author suddenly realized the relevance of his visit to Gemini studios.

BRIEF INTRODUCTION OF GEMINI STUDIOS (CHARACTERS AND PLACE)

Gemini Studios: Gemini Studios was one of India’s pioneer movie factories. Situated in the
present day Chennai, owned by S. S. Vaasan and worked by over 600 staff, the GS made
movies for Tamilnadu and other southern Indian states. Pancake was the makeup material
used by the GS.

The Office Boy: Office Boy was a grown up man in the Makeup Department of the GS. He was
an incharge of the crowd make-up. He applied pancake on their faces with the help of a dipped
paint brush. Though his job was quite an easy one, the office boy considered himself to be a
greatly skilled artist.

Asokamitran: Asokamitran was one of the staff whose job was to collect information such as
news events from newspapers and magazines and to paste them in files. The other staff
considered his job out of place and most of them thought so high of themselves. Here are
some of the interesting staffs of GS.

Kothamangalam Subbu: Kothamangalam Subbu was another clerk. He was not as educated,
as fortunate and as supported by as the Office Boy, yet he reached the top of the GS. He was
a man of amazing genius. He was able to direct the directors. He suggested dozens of ways to
shoot a certain scene when the director failed to find one. He acted better than the heroes. He
wrote incredible poems. Though he was able to write more complicated ones that could raise
him to the status of a great poet, Subbu preferred writing them in simple Tamil to enlighten
the majority of Tamil people. The world of his time and later never recognized Subbu as a poet
yet he was a great unknown poet. Besides, he supported his far and near relatives. But he had
only enemies everywhere because he was very much close to the boss, Vaasan.
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Legal Advisor: The legal advisor worked in the Story Department. He was a lawyer and
provided legal advices to the writers yet he was known as the illegal advisor. The following
incident is one reason that gave him that name. Once a shooting was under progress. The
heroine, a highly emotional girl, got angry with the director and producer. While the whole set
stood stunned at this, the legal advisor recorded her voice without her permission and made
her listen to the playback, thus resulting the end of a rising actress.

Poets and writers: Gemini Studios had some great poets like Harindranath Chatopadhyaya
and a few others. Most of the insignificant poets considered so great of themselves. They had
no great talent, no great creativity, no political views yet they assumed the airs of the greatest
poets, wasting Vaasan’s money and time. They believed Gandhiji to be the last word of politics
and had developed an aversion to Communism.

Communism and MRA: Communism was a new political order that was spreading throughout
the world, especially in Asian countries. Communism preached equality of people and abolition
of poverty and class divisions while it discouraged private ownership. But Communism won a
negative impression due to the Capitalistic countries such as America. MRA (Moral
Rearmament Army) was an international team of actors and actresses that spread anti
Communist feelings throughout the world. The MRA came to Chennai and saw how influential
was Gemini Studios in the south of India. The team got permission from Vaasan to stage their
plays. Vaasan was only happy to give them permission because he hoped that his staff would
get inspiration from the international team. But little did Vaasan know of their intentions. MRA
staged their plays with hidden anti-communist messages and went away and it was yet after
some time that Vaasan realized that he had been fooled.

Stephen Spender: Anyway, Stephen Spender, who was once a prominent communist editor
and poet from England, came to the studio and gave his speech. His lecture was about
Communism on one side and about his struggles to establish as a poet on the other. Whatever
he spoke was great, exciting and inspiring, but no use because his accent was so terrible that
none of the Gemini staff could clearly understands what Spender had spoken. They fell into
shame for not being able to understand the poet and wished not to meet him again.

Asokamitran’s meeting with Spender: The lesson ends with two incidents in which
Asokamitran, our author, met Spender; not face to face, but in two different ways. While
attempting to send his short story to England to participate in a contest, Asokamitran
happened to read The Encounter, a magazine that had Stephen Spender as its editor. On
another occasion he happened to read the book, the God that Failed, an article by Spender.

Answer the following questions in 40 to 50 Words.

1. How does the writer describe the make-up room of Gemini Studios?
Ans. The make-up room of Gemini Studios looked like a hair cutting salon. It had around half
a dozen mirrors with incandescent lights at all angles around them. The artists would feel the
heat emanating from these lights. Thus, the writer uses the term ‘fiery misery’ to denote the
uncomfortable situation of those subjected to make-up.

2. What was the great deal of national integration that was prevalent in makeup
department?
Ans. The make-up division of the Gemini Studios was an example of national integration.
According to the author, this is so because people from different regions and religious groups
worked together in the same department. The department was headed by a Bengali who was
succeeded by a Maharashtrian. The other helpers included a Dharwar Kannadiga, an Andhra, a
Madras Indian Christian, an Anglo-Burmese and the local Tamils.

3. Who was ‘office boy’ and why was he disappointed with his job?
Ans. The ‘office boy’ was enrolled in the make-up department for the makeup of the people
who formed part of crowd in the films. He used to mix his paint in a giant vessel and slapped
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the paint on the faces of the players. He had joined the Gemini Studios years ago, aspiring to
become an actor, or a scriptwriter, or a director, or a lyricist. He was disappointed with the
studio that failed to recognise his talent.

4. What was the common perception of the staff for the author?
Ans. The job of the author was to cut newspaper clippings and file them. For the other
employees, all he seemed to be doing is tearing newspapers, which according to them did not
qualify as work.

5. Why was the office boy frustrated? Who did he show his anger on?
Ans. The office boy had joined the studio years ago in the hope of becoming an actor or a
screenwriter, or a director, or a lyricist. The fact that he ended up becoming none of these left
him frustrated. He used to direct his anger at the author even though it was meant for
Kothamangalam Subbu.

6. How was the legal adviser different from the others in Story department?
Ans. The legal advisor was a part of the story department at the Gemini studios. He wore
pants and a tie and sometimes a coat whereas everyone else in the Story Department wore
similar khadi dhoti with a slightly oversized and clumsily tailored white khadi shirt. Thus, the
lawyer stood out from others at Gemini Studios as if he is a dispassionate man who did not
take sides. Moreover, he was a logical man with no emotional attachment whatsoever.

7. What do we perceive of the political affiliations of people at Gemini Studios?

Ans. The people at Gemini Studios did not have any particular political affiliations. The
common political notions of the day managed to influence them but that was limited to
wearing khadi and admiring the Gandhian philosophy. They were averse to the term
‘Communism’ but had only an erroneous understanding of the concept.

8. Why was the Moral Re-Armament army a welcome change at the Gemini Studios?
Ans. Frank Buchman’s Moral Re-Armament army was welcomed at the studio mainly because
of their political association. The people at the Gemini Studios were averse to Communism,
and hence, were ready to play host to the MRA. Apart from that, the studio people hardly had
any occupation and suffered from boredom. The MRA came as a welcome change to their
monotonous days at the studio. Madras and Tamil drama community included scenes of
‘sunset and sunrise in the manner of Jotham Valley’ in almost all of their plays. This shows how
the plays, staged by MRA, influenced Gemini Studios.

9. Why is the Englishman’s visit referred to as unexplained mystery?

Ans. The Englishman's visit to the Gemini Studios is referred to as an unexplained mystery
because no one could decipher his identity, whether he was a poet or an editor. Besides, when
he spoke, no one at the studio understood what he intended to say as his accent was beyond
their comprehension.

10. What does The God that Failed refer to?

Ans. The God That Failed was a compilation of six essays written by six eminent writers,
namely, Andre Gide, Richard Wright, Ignazio Silone, Arthur Koestler, Louis Fischer and
Stephen Spender. In each of the essays, the respective writers described “their journeys into
Communism and their disillusioned return’.

11. What does the writer mean by ‘the fiery misery’ of those subjected to make-up’?
Ans. The make-up room of Gemini Studios looked like a hair cutting salon. It had around half
a dozen mirrors with incandescent lights at all angles around them. The artists would feel the
heat emanating from these lights. Thus, the writer uses the term ‘fiery misery’ to denote the
uncomfortable situation of those subjected to make-up.

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12. What is the example of national integration that the author refers to?
Ans. The make-up division of the Gemini Studios was an example of national integration.
According to the author, this is so because people from different regions and religious groups
worked together in the same department. The department was headed by a Bengali who was
succeeded by a Maharashtrian. The other helpers included a Dharwar Kannadiga, an Andhra, a
Madras Indian Christian, an Anglo-Burmese and the local Tamils.

13. Why was the office boy frustrated? Who did he show his anger on?
Ans. The office boy had joined the studio years ago in the hope of becoming an actor or a
screenwriter, or a director, or a lyricist. The fact that he ended up becoming none of these left
him frustrated. According to him, “great literary talent was being allowed to go waste in a
department fit only for barbers and perverts”. He used to direct his anger at the author even
though it was meant for Kothamangalam Subbu.

14. Subbu is described as a many-sided genius. List four of his special abilities.
Ans. Subbu was a multi-disciplinarian. He could provide solutions to problems and remain
cheerful all the time. He was an actor, a poet and a novelist.

15. Did the people at Gemini Studios have any particular political affiliations?
Ans. The people at Gemini Studios did not have any particular political affiliations. The
common political notions of the day managed to influence them but that was limited to
wearing Khadi and admiring the Gandhian philosophy. They were averse to the term
‘Communism’ but had only an erroneous understanding of the concept.

16. Why was the Moral Re-Armament army welcomed at the studio?
Ans. Frank Buchman’s Moral Re-Armament army was welcomed at the studio mainly because
of their political association. The people at the Gemini Studios were averse to Communism,
and hence, were ready to play host to the MRA. Apart from that, the studio people hardly had
any occupation and suffered from boredom. The MRA came as a welcome change to their
monotonous days at the studio.

Answer the following questions in 120 to 150 Words.

1. How does the author describe the incongruity of an English poet addressing the
audience at Gemini Studios?
Ans. The audience at the Gemini studios was not knowledgeable enough to understand the
thrills and travails of an English poet, of which the visitor poet-editor talked about, in his
speech. The studio made films for simple people whose limited resources did not provide them
with an opportunity to develop a taste in English poetry. The audience failed to understand
anything the poet said, all the more, because of the latter’s accent. The poet-editor, in turn,
looked baffled realizing the utter inappropriateness of his speech being directed to such an
audience.

2. What do you understand about the author’s literary inclinations from the account?
Ans. Though the author had a very tedious and unchallenging job at the studios, his interest
in literature and writing is apparent in his willingness to participate in the short story contest
organized by the British periodical, ‘The Encounter’. Moreover, the author appears to be a keen
reader visiting libraries and buying books on wide-ranging topics whenever he could afford
them. The narrative also establishes the fact that the author was one of the most
knowledgeable persons in Gemini Studios. His idea about how prose writing was not meant for
geniuses but for those with patience and perseverance, highlights his deep thoughts on
literature and creative writing.

3. The author has used gentle humour to point out human foibles. Pick out instances
of this to show how this serves to make the piece interesting?
Ans. ‘Poets and Pancakes’ has an underlying tone of humour which is satirical and has been
deployed by the author to point out human foibles. It is mainly manifested in his description of
the make-up room people. 8 The make-up room, he says, was in a building that had once been
the stables of Robert Clive. He further makes fun of the make-up team that slapped make-up.
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Ironically, the make-up turned any normal man into a hideous monster, far from being
presentable. He also refers to the fiery misery of the actors when their make-up was done
under the bright bulbs, large mirrors reflecting blazing heat. His description of Subbu’s No. 2
position in Gemini Studios, the frustration of the office boy and the opposite role played by the
legal adviser in the acting career of a countryside girl are humorously dealt with but effectively
bring out the flaws in the set-up. The showmanship of the boss and what influences his guest
list point out human weaknesses in a light-hearted manner. The humour is at its peak in the
description of the visit of Stephen Spender. S. S. Vasan’s reading a long speech in his honour
but he too knew precious little about him. Spender’s accent is highly unintelligible. Then the
author’s establishing long lost brother’s relationship with the English visitor is also funny and
humorous. All these slight digs at human foibles tickle in us humour.

4. Why was Kothamangalam Subbu considered No. 2 in Gemini Studios?

Ans. Kothamangalam Subbu was on the attendance roll with the story department and was
No. 2 at Gemini Studios not by virtue of any merit, but because he was a Brahmin with affluent
exposure. He was cheerful and had a sense of loyalty that placed him close to the Boss. He
was quick to delegate work to others. As if tailor-made for films, sparks of his creativity
showed in his suggestions on how to create shots. He composed poetry, scripted a story and a
novel. He gave direction and definition to Gemini Studios during its golden years. He
performed in a subsidiary role better than the main players. He had a genuine love for his
relatives and near and dear ones. His extravagant hospitality was popular among his relatives
and acquaintances, probably that is why he had enemies.

5. ‘In all instances of frustration, you will always find the anger directed towards a
single person openly or covertly… Do you think it is right to direct our anger towards
someone who is not responsible for the cause of anger? Justify.
Ans. No, it is not right to direct our anger towards someone who is not responsible for the
cause of the anger. We become angry when we find obstructions in out path and towards
growth, if someone challenges our authority, someone ridicules us and our self- respect is hurt
or when things not go the way you want them to be. Weaker people become the target to vent
out our anger because it is assumed that they won’t retaliate. But this is a wrong practice and
one should try to control one’s anger as far as possible.

6. Imagine you are the protagonist (the narrator) in "Poet and Pancakes" after your
visit to the film studio. Write a diary entry describing your thoughts and reflections
on the life and work of the famous poet.

10th June, 1955 9:30 pm

Monday

Dear Diary

Today, I had an eye-opening experience at the film studio. I was expecting grandeur, but I
was greeted with the most unexpected scenes. The poet, the one I had long admired for his
work, turned out to be a rather peculiar figure. Behind the scenes, his life is far from the image
I had built in my head.
He was surrounded by an entourage that seemed almost artificial, and his demeanor seemed
distant, almost uninterested in the film-making process. Yet, I couldn’t help but feel a strange
sense of respect for his aloofness. His poems, which I had read and admired, took on a new
meaning after seeing the poet himself – a man both exalted and defeated by his own fame.
As I watched him interact with the team, I couldn’t help but wonder if the poet was more a
victim of his own success than a creator of it. His life seemed to be consumed by the
artificiality around him. I now question how fame can either elevate or dehumanize a person.
There’s so much more to a poet than the public image we often admire.
Good Night
The Narrator

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7. Write a diary entry as the protagonist after encountering the film studio’s
glamorous exterior contrasted with its mundane reality. How does this contrast
affect your understanding of the film industry?

12th June, 1955 9:30 pm

Monday

Dear Diary

I visited the film studio today, and I still can’t shake the shock of it all. The building from the
outside looks so majestic, like a palace – full of promise, glamour, and excitement. But once
inside, I was hit with the harsh reality of the mundane. The atmosphere was not as I expected;
there was an air of disillusionment and fatigue everywhere.
I had thought that film-making was all about creativity and magic, but it seems it’s more about
routine, technicalities, and the balancing of egos. The workers, the actors, even the poet—
everyone seemed wrapped up in the mechanical nature of this industry, moving from one task
to the next with little passion or joy.
It makes me think about how we, as outsiders, are often seduced by the glittering surface of
things. The image we create in our minds is far from the truth. Maybe that’s the cost of fame,
the illusion of art when it becomes commercialized.
It’s a little sad, to be honest. Perhaps I will never look at films in the same way again.
Good Night
The Narrator

8. Write a diary entry where you reflect on how your perspective of the poet has
changed after learning more about his background and life.

15th June, 1955 9:30 pm

Monday

Dear Diary

I’ve been thinking about the poet all day. Before today, I viewed him through the lens of his
work – his beautiful, evocative poetry. But after getting a glimpse into his life at the studio, I
can’t help but feel that my admiration has become more complicated.
The poet’s life is not one of pure creative freedom. He seems almost imprisoned by his fame,
forever caught between the expectations of others and his own desires. His personality, or
what remains of it, seems to be drained by the constant need to perform. I find myself
questioning whether fame and creativity can co-exist without suffocating one’s true self.
I feel a little guilty now for having admired him so blindly. Perhaps, true art doesn’t reside in
the poet’s fame or his success in the industry, but in his ability to stay true to himself, even if
the world doesn’t notice.
I’m not sure I can ever look at his poems in the same way again.
Good Night
The Narrator

9. Write a letter to your friend describing your experience of visiting the film studio
and meeting the poet. How has this encounter affected your view of him?

House No. 56
Rama Vihar
Gurugram

15th June, 1955

Dear Friend

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I hope this letter finds you well. I’ve just returned from a rather surreal visit to the film studio,
and I simply must share my experience with you.
To my surprise, the poet, whom I had long revered, was nothing like I had imagined. He was
not the enigmatic figure I had pictured, but rather someone who seemed quite distant and
disillusioned. His role in the studio seemed more like a job than a passion, and I could sense
that the creative spark we associate with him had been dulled by the world around him.
The studio itself, too, was far from the glamorous place I had imagined. It was full of hustle
and bustle, but there was a lack of joy or artistry in the air. It made me realize how
commercialized everything has become, including poetry.
I suppose the experience has made me rethink the nature of fame and art. Perhaps the poet’s
true talent lies not in his public image but in his ability to endure the artificiality around him. In
any case, my perception of him has changed, and I now understand the hidden struggles
behind the poetry.
Looking forward to hearing from you soon.
Yours lovingly
The Narrator

10. Write a letter from the poet to the film studio director, explaining his reluctance
to engage with the film project. What are his concerns and frustrations?
House No. 56
Rama Vihar
Gurugram

16th June, 1955

Dear Director

I hope this letter finds you well. I am writing to express some concerns regarding my
involvement in the current film project. While I appreciate the opportunity, I must admit I have
reservations about participating any further.
The constant interference in my creative process and the commercial nature of the project are
starting to feel like a compromise of my artistic integrity. I never imagined that poetry would
be subjected to such mundane tasks, or that my work would be reduced to something so easily
consumed and discarded.
The more I see of the studio’s operations, the more I realize that I am not suited for this
world. My soul doesn’t align with the artificiality here. I feel that I have lost my true voice in
the pursuit of recognition and commercial success.
While I understand the need for practicality and financial success, I fear that the spirit of art is
being lost. I would appreciate it if you could consider these thoughts before we proceed
further.
Yours sincerely
The Poet

11. Write a letter from the protagonist to his mentor, seeking advice on how to
reconcile his admiration for the poet with his newfound understanding of the poet’s
life.
House No. 56
Rama Vihar
Gurugram

18th June, 1955

Dear Mentor

I trust you are well. I find myself in a bit of turmoil and would be grateful for your guidance. I
recently had the opportunity to meet the poet at the film studio, and my perception of him has
changed quite dramatically.
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Before meeting him, I admired him deeply, viewing his poetry as a form of pure art, something
untouched by the world’s commercialization. But after seeing him in person, I realized that the
poet’s life is far more complex. He seems worn down by fame, his work reduced to a mere
commodity in the film industry. I am struggling to reconcile the poet I admired with the one I
met.
I wonder if true artistic genius can survive the pressures of fame. Should I still admire his work
knowing the man behind it is far from the ideal I once imagined? How do we separate the art
from the artist when the artist is so deeply shaped by the world around him?
Your insights would mean a great deal to me.
Yours sincerely
The Narrator

12. Write an article on the impact of fame on creativity, using the poet from Poet
and Pancakes as a case study.
The Price of Fame: A Case Study of the Poet in Poet and Pancakes

By: Raman

Fame, often seen as the pinnacle of success for any artist, carries with it both prestige and
peril. In R.K. Narayan’s Poet and Pancakes, the poet stands as a prime example of how fame
can cloud the very creativity it is meant to honor.
The poet, once celebrated for his profound works, now finds himself caught in the mechanical
world of cinema, a realm where his artistic vision is often reduced to a mere commodity. The
poet’s decline into disillusionment is symptomatic of the broader issue many creative
individuals face: the tension between maintaining artistic integrity and succumbing to the
demands of commercial success.
In the studio, the poet’s role is detached from the artistry we associate with him. He is no
longer the genius creator, but a cog in a larger machine. This shift reflects a harsh reality for
many in the entertainment industry – where fame can often strip an artist of their individuality
and passion. The poet’s story challenges us to consider whether true creativity can survive the
pressures of public recognition.
Ultimately, Narayan’s story serves as a powerful reminder that the price of fame is often paid
in the erosion of the very qualities that made the artist great.

13. Write an article discussing the role of the film industry in Poet and Pancakes.
How does R.K. Narayan use the film studio as a metaphor for the commercialization
of art?

The Film Industry: A Metaphor for the Commercialization of Art in Poet and Pancakes

By : Ranjeet
In Poet and Pancakes, R.K. Narayan introduces readers to the stark contrast between the
glamorous public perception of the film industry and its more mundane reality. The film studio,
a place that should be brimming with creative energy, is instead portrayed as a space
consumed by mechanical routines and artificiality. Through this setting, Narayan crafts a
powerful metaphor for the commercialization of art.
The film studio symbolizes the commodification of creative work, where artistry is subjugated
to profit, routine, and spectacle. The poet, who once stood as an emblem of creative
independence, is now reduced to a mere cog in the industry’s machine. His personal identity
and the authenticity of his work are overshadowed by the demands of fame and the
expectations of the film world. Narayan critiques the way the film industry diminishes the value
of true artistry by emphasizing mass production over individuality.
The repetitive and transactional nature of the studio reflects how art becomes industrialized,
stripped of its soul and transformed into something that can be packaged and consumed by
the masses. Narayan's portrayal is a commentary on how the commercial world alters the
essence of creation, turning passionate artistic endeavors into profitable enterprises. The

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poet’s disillusionment serves as a cautionary tale, urging us to reflect on the impact of
commercialization on art.

14. Write an article examining how Poet and Pancakes highlights the conflict
between the artistic and commercial worlds. What does Ashoka Mitran suggest about
the role of an artist in a society dominated by the media and consumerism?

The Battle Between Art and Commerce: Insights from Poet and Pancakes

By: Ramanadn

In Poet and Pancakes, Ashoka Mitran highlights the complex conflict between the world of
artistic expression and the commercial forces that seek to shape it. Through the experiences of
the poet and his involvement with the film industry, Ashoka Mitran paints a picture of how art
can become distorted when it is thrust into the consumer-driven landscape of the media and
entertainment industries.
The poet’s transition from a revered literary figure to a compromised participant in the film
world underscores the struggle many artists face in maintaining their creative integrity while
catering to the expectations of the commercial world. Ashoka Mitran’s narrative suggests that
the demands of fame and the commercial pressures of the entertainment industry can
dehumanize and diminish the very qualities that make art valuable. The poet, once a symbol of
deep thought and original creativity, becomes a cog in the profit-driven machine of the film
industry, highlighting the conflict between personal artistry and the collective, impersonal
needs of the commercial world.
By placing the poet in the setting of the film studio, Ashoka Mitran also critiques the role of the
media in shaping public perception of art. The poet’s forced involvement in the industry is not
just a personal tragedy; it’s a larger commentary on how societal pressures can force artists to
sacrifice authenticity for the sake of popularity and profit.
Ashoka Mitran’s story ultimately calls into question the value we place on art in a society
driven by media and consumerism. Is the true essence of art lost when it becomes a
commodity? Poet and Pancakes seems to suggest that while art may thrive in its purest form,
the commercial world often demands a price that the artist must pay.

15. Imagine a conversation between the narrator of Poet and Pancakes and the poet.
How does the narrator express his disillusionment with the poet, and how does the
poet respond to these concerns?
The Narrator: "Sir, I used to admire you so much, your poems were the very soul of poetry
for me. But after meeting you here, in the film studio, I can't help but feel that something's
changed. You seem so... detached from your own work. You don't seem to care about the films
or the poetry anymore. What happened?"
The Poet: "You are not wrong to feel disappointed. The truth is, young man, I have been worn
down by all of this. I didn’t choose this path willingly. Fame, recognition, and the expectations
of others took me away from my true self. I thought the film industry would give me a
platform to express myself further, but instead, it’s swallowed me whole. I am not the man I
used to be."
The Narrator: "That’s tragic. But I thought poetry was your escape, your voice. Is this really
the only way forward for you?"
The Poet: "I once believed that art would remain pure, untouched by the world’s demands.
But the world does not allow purity; it demands conformity. The poet's role, at least in this
world, is not to inspire or reflect, but to entertain and sell. It’s a difficult truth, but it’s the one
I’ve had to accept."

16. In a conversation between the narrator and a fellow employee at the film studio,
the narrator expresses his frustrations about the studio's artificiality. How would this
conversation unfold?

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The Narrator: "I don’t know if I can stand another day here. Everything feels so fake – the
people, the process, the whole thing. We are supposed to be creating art, but instead, it’s all
about pleasing the audience, about selling something."
Fellow Employee: "That’s the way it works, kid. You can’t have art without commerce, not in
this world. The studio is about creating something that people will consume. If you think about
it too much, you’ll lose your mind. The poetry, the glamour, it all gets buried under a heap of
pancakes and makeup."
The Narrator: But doesn’t that trouble you? How can we call this art when it’s so hollow?"
Fellow Employee: It’s not about calling it art, it’s about surviving. The poet, he’s a perfect
example of someone who tried to hold onto the ‘art’ part, but eventually, he lost. Here, you
adapt, or you go home. That’s the truth of the film industry."

17. Imagine a conversation between the narrator and his mentor back home after
returning from the studio. How would the mentor help the narrator reconcile his
disillusionment with the poet and the film world?
The Narrator: I thought I was going to meet a great man, a true artist, but instead, I found
someone disillusioned and caught in the clutches of fame. The poet isn’t what I imagined. He’s
just another part of the system, a cog in the commercial machine."
Mentor: "Ah, my young friend, you have been disillusioned, yes, but that is not always a bad
thing. You are seeing the world for what it truly is, not through the lens of romanticism. The
poet, like many others, is not a saint. He is human, shaped by the forces around him. The
question is not whether he has changed, but whether you can still find something of value in
his work, even if the man is not the ideal you thought him to be."
The Narrator: "But how can I admire his poetry now? Knowing what he’s become?"
Mentor: Art, my dear, is not always about the artist. It is about what the art can make you
feel. Perhaps the poet’s life has lost its shine, but the poetry still holds something for you.
Don’t let the man’s flaws blind you to the beauty of his words. And remember, no artist ever
creates in a vacuum. They are shaped by their environment, for better or worse."

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 Lesson – 7
THE INTERVIEW
About the author

Christopher Silvester (1959) was a student of history at Peter

house, Cambridge. He was a reporter for Private Eye for ten years and
has written features for Vanity Fair. Following is an excerpt taken from
his introduction to the Penguin Book of Interviews, An Anthology from
1859 to the Present Day

INTRODUCTION
The Interview by Christopher Silvester is an excerpt taken from his Penguin Book of interviews.
In this, he talks about various opinions of the celebrities regarding an interview; its functions,
methods and merits. It also consists of an excerpt from an interview with the famous writer
Umberto Eco.

Celebrity Opinion about Interview

V. S. Naipaul : People are wounded by interviews and lose a part of themselves
Lewis Caroll : Horror of being lionised
Rudyard Kipling: It is immoral, crime, an offence against a person, an assault,
merits, punishment, cowardly and vile
HG Wells : Ordeal
Saul Bellow : Thumbprints on his windpipe
Denis Brian : Our most vivid impressions of our contemporaries are formed
through interviews
Mukundn Padmanabhan: from The Hindu - interviews Umberto Eco.
Umberto Eco : Versatile genius- Professor at the University of Bologna,

GIST OF THE LESSON

Part – I
 Interview has become a commonplace of journalism. Opinions on the functions,
methods and merits of Interview vary considerably.
 Some claim it to be the highest form, a source of truth and in its practice, an art.
 Some despise the interview as an unwarranted intrusion into lives, which diminishes
their personality.
 V. S. Naipaul feels that ‘some people are wounded by interviews and lose a part of
themselves.’
 Lewis Carroll never consented to be interviewed for he believed it to be ‘a just horror of
the interviewer’. Rudyard Kipling considered it ‘immoral, a crime, an assault that merits
punishment’.
 H. G. Wells referred interviewing to be an ‘ordeal’,
 Saul Bellow describes it ‘like thumbprints on his windpipe’.
 Despite the drawbacks interview is a supremely serviceable medium of communication.
The most vivid impression of our contemporaries are the interviews
Part – II
 An extract from an interview of Umberto Eco interviewed by Mukund Padmanabhan.
 Umberto Eco was a professor with a formidable reputation as a scholar for his ideas on
Semiotics, literary interpretation and medieval aesthetics before he turned into writing
literary fiction. He attained intellectual superstardom with his publication “The Name of
the Rose’.
 In the interview Eco shares his idea of empty spaces in our lives just as they exist in an
atom, which he calls ‘Interstices’. He says that he makes use of these empty spaces to
work.

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  Eco’s essays were scholarly and narrative. He likes to be identified more as a university
professor who writes novels.
 Eco’s ‘The Name of the Rose”, a serious novel, which delves into metaphysics, theology
and medieval history, enjoyed a mass audience. It deals with medieval past. He feels
that the novel wouldn't have been so well received, had it been written ten years earlier
or later

BRIEF INTRODUCTION
‘The Interview’ written by Christopher Sylvester throws light on various aspects of interview in
the field of journalism. Interview that was invented over 130 years, have become a
commonplace journalism. However, opinions of interview- of its functions, methods and merits
vary considerably. Part - II is an extract from an interview of Umberto Eco, author of the
popular novel, ’Name of the Rose’ by Mukund Padmanabhan from ‘The Hindu’. This interview
helps us to know many aspects of his writing style and ideas. Though he gives the impression
of doing many things at a time, he says, he is doing the same thing, pursuing his philosophical
interests through his writings and his novels. Through his modest answers, he tells the secret
of his success. He utilizes the ‘Interstices’ - empty spaces to his advantage.

THEME OF THE LESSON

The chapter is the reflection on the commendable and condemnatory aspects in interviews. A
part from being a record of varied views on this genre, the chapter contains also an excerpt
from an interview with a scholary celebrity.

MESSAGE OF THE LESSON

The chapter tells us that an interview can make a lasting impression. Moreover, as per an old
saying, when we make perceptions about a particular person, the original identity of their soul
is taken away. We learn how the most popular celebrities have criticized interviews.

Answer the following questions in 40 to 50 words.

1. What are some of the positive views on interviews?
Ans. Interview, in the 130 years of its existence, has become an inherent part of journalism.
It is a useful means of communication that is, at times, considered to be an art, serving as a
source of truth. Denis Brian has stated that in today’s world we get to know “our
contemporaries” through their interviews.

2. Why do most celebrity writers despise being interviewed?

Ans. Celebrity writers believe that interviews unduly interfere in their private lives. They
regard themselves as victims of interviews. They claim that the interview in some way
‘diminishes’ them, just like some ancient cultures believed that a portrait of a person takes
away his soul. Certain celebrities like V.S Naipaul have claimed that interviews leave them
wounded, while others like Rudyard Kipling have referred to it as a crime and an immoral act.

3. What is the belief in some primitive cultures about being photographed?

Ans. Some primitive cultures believed that getting oneself photographed would rob them of
their souls.

4. What do you understand by the expression “thumbprints on his windpipe”?

Ans. “Thumbprints on his windpipe” means to choke or suffocate somebody by applying
pressure on his throat. Saul Bellow uses this expression to refer to the pressure and discomfort
felt by a celebrity while giving an interview.

5. Who, in today’s world, is our chief source of information about personalities?

Ans. Interviews help us know our contemporaries and their opinions. They serve as a means
of communication between the celebrities and the audience. In this case, the interviewer is
endowed with a very special power and he becomes our chief source of information about
personalities.

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6. Do you think Umberto Eco likes being interviewed? Give reasons for your opinion.
Ans. Yes, Umberto Eco, in all possibilities likes being interviewed. He readily answers every
question asked by Mukund Padmanabhan in an energetic and lively manner. He does not seem
apprehensive about sharing his secrets, experiences and opinions with the interviewer, and
consequently, the world. There is no indication throughout the interview that he dislikes being
interviewed.

7. How does Eco find the time to write so much?

Ans. Whenever Eco has a few moments to spare in between two different tasks, instead of
wasting them, he uses the time to write. Eco explains that just like the universe has empty
spaces, our lives too, have a lot of empty spaces or ‘interstices’, as he calls them. He even
gives an example of his working technique. He says that while waiting for someone to come up
the elevator he keeps himself busy.

8. What was distinctive about Eco’s academic writing style?

Ans. Eco’s writing style is strikingly different from that of the standard academic mode. The
academicians first make a thorough research, then move on to prove their hypotheses, and
finally, give their conclusion on that subject. The final outcome, therefore, comes out as
tedious. Eco, on the other hand, tells the story of his research, including his “trials and errors”.
While the scholars usually use a very depersonalised and dull manner, Eco’s style is
personalised and playful, and in the form of a narrative.

9. Why do you think Christopher Silvester describes the viewpoints of other writers
and authors when discussing the concept of an interview? Support your opinion with
reference to any one writer cited.
Ans. Christopher Silvester describes the viewpoints of other writers and authors to illustrate
the diverse and sometimes conflicting perspectives on interviews. For instance, by referencing
writers like V. S. Naipaul, Lewis Carroll, Rudyard Kipling, H. G. Wells, and Saul Bellow, he
highlights the range of opinions on interviews, from being seen as a source of truth and art to
being condemned as intrusive and damaging. This adds depth and context to the discussion of
interviews in his prose.

10. How would you evaluate Mukund Padmanabhan as an interviewer? Mention at

least two qualities he displays in his interview, supported by textual evidence.
Ans. Mukund Padmanabhan exhibits two notable qualities as an interviewer in his conversation
with Umberto Eco.
Firstly, he demonstrates a strong capacity for asking thoughtful and probing questions, as seen
when he inquires about Eco's transition from academia to fiction.
Secondly, Padmanabhan's active listening and ability to engage in a meaningful dialogue with
Eco, allowing the author to share personal stories and insights, reflect his effectiveness as an
interviewer.

11. How does the author's writing style in ‘The Interview’ affect the reader's
understanding of the story?
Ans. The author’s writing style - often blends a conversational tone with introspective moments
-- deeply affects the reader's engagement and understanding of the narrative.
Use of direct dialogues interspersed with reflective commentary – this approach not only
makes the interactions more dynamic and engaging but enhances the reader’s insight into the
complexities of personalities and themes being explored.

12. Christopher Silvester shares the authors’ reservations about interviewing.

Bearing that in mind, would you interview a writer of your choice? If so, what would
you pay particular attention to in interviewing the said writer?
Ans. Yes, I would interview a writer of my choice. In doing so, I would pay particular attention
to their creative process, sources of inspiration, and the themes and messages they aim to
convey through their work, aiming to understand the deeper aspects of their writing beyond
the surface narrative.
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13. Umberto Eco, with reference to "The Name of the Rose" says, “I think if I had
written The Name of the Rose ten years earlier or ten years later, it wouldn’t have
been the same.” What could he have meant?
Ans. Umberto Eco suggests that the success of his book, "The Name of the Rose," was largely
due to timing. He believes that if he had written the book ten years earlier or ten years later, it
wouldn't have had the same impact.
This could be interpreted as Eco recognizing the importance of cultural context and how the
reception of a work of art is influenced by the historical, social, and political climate of its time.
Eco might be suggesting that the themes and ideas he explored in his novel resonated
particularly strongly with readers in the cultural moment in which it was published and that
this moment was fleeting.
Therefore, if he had written the book earlier or later, it might not have been as relevant or
timely, and might not have captured the same level of attention and interest.

Answer the following questions in 120 to 150 words.

1. Do you think Umberto Eco likes being interviewed?
Ans. Yes, I think Umberto Eco likes being interviewed. Following are the reasons for my
opinion:
(i) I infer from the way Umberto Eco replied the questions put by Mukund Padmanabhan that
he likes being interviewed.
(ii) Eco seems to be in a relaxed mood and at ease throughout the interaction.
(iii) Eco replies questions with patience. He never seems to be in a hurry.
(iv) He shows his sense of humour when he says while waiting for Mukund’s elevator to come
up from the first to the third floor, he has already written an article.
(v) His statement, “I am a professor who writes novels on Sunday’s shows that Eco likes being
interviewed.

2. How does Eco find the time to write so much?

Ans. Eco finds the time to write so much in the following way.
(i) Umberto Eco himself says that he is a professor who writes novels on Sunday. Thus he
utilises his holidays for writing work.
(ii) He also points out that he started writing novels by accident He had nothing to do one day
and so he started. Novels probably satisfied nothing to do one day and so he started. Novels
probably satisfied his taste for narration. He writes from his heart. Writing being his passion,
he finds time anyhow or other to satisfy his passion.
(iii) Eco himself explains how he gets time for writing we have a lot of empty spaces in our
lives Eco calls these empty spaces. He says to his interviewer, Mukund, “While waiting for your
elevator to come up from the first to the third floor, I have already written an article” Thus he
works in empty spaces and finds time to write so much. These moments between one action
and the other actions provides him time for writing.

3. Imagine that you are Christopher Silvester. You have been invited to a seminar
series titled-'Ethics and Techniques of Interviewing'. The organizers would like you
to speak about the challenges of conducting interviews, and skills interviewers must
have in order to conduct good and ethical interviews. Based on your reading of The
Interview, Part I and II, draft your speech. Include relevant details from the text in
support of your answer.
Ans. Ethics and Techniques of Interviewing- Common people think that an interview is the
only and best source of truth. It, according to them, is an art. Celebrities find themselves as
victims; they take interview as an unwarranted intrusion into their lives which somehow
diminishes them. Interviews are also described as thumbprints on windpipe because the
interviewee becomes exhausted by the questions of the interviewer. Despite its drawbacks, the
interview has its own advantages. Though, interview is an intrusion into the personal life of the
interviewee, it is always a supremely serviceable medium of communication. Through the
interviews only, we get vivid impressions of our contemporary celebrities. We get a glance of
their way of working for being a successful and well thought-out reporter, who always asks
answerable and dexterous questions to his interviewees, one has to plan and prepare to
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conduct an interview of a celebrity. Never ask ugly or your embarrassing questions and make
the celebrity whom you interview always feel comfortable with questions. Through the
interviews, readers not only get the information about the celebrities but many other important
aspects of interviewer's personality also come in their knowledge. Ask brief and quality
questions to his interviewees scrupulously. Let the interviewees speak in their own manner and
never try to interrupt or cross-question them.
In this way, interviewees will be free and frank with you. A prepared interviewer, in advance,
arranges the information and personality traits of his interviewees and then with full
preparations, starts his sessions. In all, I can say that all these traits make a disciplined and
dedicated interviewer.

4. Imagine that you are Christopher Silvester. You have been invited to a seminar
series titled – ‘Ethics and Techniques of Interviewing’. The organizers would like you
to speak about the challenges of conducting interviews, and skills interviewers must
have in order to conduct good and ethical interviews. Based on your reading of The
Interview, Part I and II, draft your speech. Include relevant details from the text in
support of your answer.
Ans.
Good Morning, Ladies and gentlemen, esteemed organizers, and fellow participants,
Today, I stand before you to discuss the captivating world of interviews, drawing inspiration
from my reading of "The Interview." Interviews, as we've seen, have evolved into a
commonplace in journalism and communication. They serve as a powerful medium for
extracting information, and they often offer us unique insights into the minds and lives of
individuals.
However, as "The Interview" has highlighted, interviews come with their own set of challenges.
Interviewers must navigate the fine line between probing for information and respecting an
individual's privacy. Our discussion of various authors' reservations regarding interviews,
including Lewis Carroll's "just horror" or Rudyard Kipling's belief that interviews are "immoral,"
underscores the ethical dilemmas interviewers can face.
To conduct good and ethical interviews, we need to hone our skills in crafting questions that
are insightful yet respectful, listening actively to our subjects, and maintaining a genuine
curiosity about their experiences. We must strike a balance between seeking information and
respecting boundaries, understanding that interviews are a delicate art where ethics and
techniques must coexist harmoniously.
Thank you.

5. Mukund Padmanabhan was gifted the ‘Penguin Book of Interviews - An Anthology

from 1859 to the Present Day’ edited by Christopher Silvester, after interviewing Eco.
He shared his thoughts on his personal blog exploring his own concerns about
interviewing a distinguished writer like Eco, followed by an evaluation of the
interview in light of his reading. As Mukund Padmanabhan, write the blog post.
Ans.
An Encounter with Eco: Navigating the Art of Interviewing
In the world of interviews, opportunities like the one I had with Umberto Eco are truly
exceptional. A writer of his caliber, renowned for his scholarly work and acclaimed novels,
presents a unique set of challenges and opportunities.
Before the interview, I couldn't help but share my concerns on my personal blog. Interviewing
a distinguished writer like Eco was a thrilling yet daunting prospect. Would I be able to do
justice to his intellect and creativity? Could I craft questions that would delve into his
philosophical interests and his journey from academia to fiction?
But I took courage in my preparation, drawing inspiration from Christopher Silvester's "The
Interview." I realized that the heart of a good interview lies in thoughtful questions and active
listening. It's about engaging in a genuine dialogue with the subject, respecting their narrative,
and letting the conversation unfold organically.
Now, looking back, I evaluate our conversation in light of my reading. I'm proud that I
managed to create a space where Eco could share his stories, his interests, and his thoughts.

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It was a momentous experience, and I hope that my interview added a new dimension to the
rich anthology of interviews that Silvester presented in "The Penguin Book of Interviews."
The journey of an interviewer is filled with uncertainties, but it is the quest for knowledge and
understanding that drives us forward. And in interviewing Eco, I discovered the power of
dialogue and the magic of storytelling.

6. Part - I of ‘The Interview’ is an excerpt from the Penguin Book of Interviews. Do

you think that the extract fails to present a balanced perspective about interviews?
Substantiate your answer with relevant textual details. If this were the entire
introduction, what would your expectation from the book be?
Ans. Part I of 'The Interview' from the Penguin Book of Interviews does seem to present a
somewhat unbalanced perspective about interviews. While it discusses various authors'
reservations and concerns about interviews, it doesn't provide an equal amount of space to
voices that may highlight the positive aspects and merits of this journalistic form.
For instance, it cites V.S. Naipaul's feelings of being wounded by interviews, Rudyard Kipling's
strong condemnation, and Saul Bellow's comparison of interviews to thumbprints on his
windpipe. The focus is primarily on the negative or skeptical views.
If this were the entire introduction to the book, my expectation would be that it is more likely
to delve into the challenges and controversies surrounding interviews, rather than celebrating
their value and significance. I might anticipate a critical exploration of interviews, which could
be valuable for understanding the complexities and ethical considerations but might not
provide a comprehensive overview of the broader world of interviews, which includes their role
in storytelling, journalism, and communication.

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 Lesson – 8
GOING PLACES
About the author

A. R. Barton is a modern writer, who lives in Zurichand writes in English. In the story Going
Places, Barton explores the theme of adolescent fantasising and hero worship.

Characters and Places

Sophie : A school going teenager

Jansie : A friend and classmate of Sophie
Geoff : An elder brother of Sophie
Derek : A younger brother of Sophie
Frank : Jansie’s brother
Danny Casey: A young Irish football player
Tom : A great football player
United : Name of the football team
Father & mother of Sophie

INTRODUCTION
The story revolves around a teenage girl Sophie, her family and friends. She is a daydreamer,
who is always lost in her dreams of becoming rich and sophisticated though in reality she
belongs to a worker family. The story suddenly twists up when Sophie make a wild imagination
of meeting Danny Casey, a famous footballer. She also makes a story in front of her brother
that Casey will come to meet her on a fixed day as per a promise he made to her.

TITLE OF THE LESSON

Going Places' is an idiomatic expression meaning ‘to move a step for one's career.
'The lesson is about Sophie's wish and fantasy to come out of the drudgery of belonging to the
lower strata of society to a higher one. Unfortunately, the protagonist, Sophie goes 'places' in
her fantasies to fulfill her dream but failed.

BACKGROUND
The whole story is about unrealistic dreams and how we love to indulge in them knowing all
the while that they have little possibility of coming true. But some, like Sophie, gets too much
involved in them and actually act on them. This is when disappointment makes its entrance
into life. The story seems to hint at us that it is okay to dream, but dream with limits. This is
the actual reality and do not believe too much in movies and novels where the characters
miraculously overcome their challenges. This is an unrealistic way of looking at things, but
sadly it is the true reality. Unless we are impossibly ambitious, hardworking, and have loads of
patience and perseverance, such dreams are best to be kept under locked unless we like the
taste of bitter disappointment.

GIST OF THE LESSON

 Sophie dreams to have her own boutique that will be the best in the city. She wishes to
buy it as soon as she gets money. She also says that she can become an actress if she
gets to run a boutique on the side. Since she has no experience and no money to make
her wish come true, it can be called a dream and not a plan.
 Jansie is practical and knows that both, she and Sophie are destined to work at the
biscuit factory. She advises Sophie to be sensible as she does not have the money or
experience to own a boutique. Jansie is very well aware of her financial background.
 Sophie and Jansie are extremely different. Sophie is an escapist and dreams big. She
wishes for things that are far away from her reach. Jansie is practical and knows her

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 stature. She is aware of her situation and that money and experience can take one a
long way.
 Casey is a young Irish football player who plays for United. He was skilled enough to
dodge the defenders easily and score goals. Sophie’s father admired him even though
he was majorly into the old heroes. He also had 3 colored photos of Casey on his
bedroom wall.
 Sophie’s dreams and disappointments are all in her head. She worships heroes and
imagines meeting Casey. She turns out to be sad because of her fantasies. They are far
from reality.
 The story uses a lot of metaphorical expressions.
 Sophie never really met Danny Casey. She had only seen him from a distance that too,
during the football matches.
 The title ‘Going Places’ is suitable as the protagonist, Sophie, is a daydreamer and goes
to places solely in her mind. She practically started believing that Casey was a part of
her life, even though it was all her imagination. The unknown always fascinated her, the
reason why she was attracted towards her elder brother’s life.

Answer the following questions in 40 to 50 words.

1. Where was it most likely that the two girls would find work after school?
Ans. They were most likely to find work in a biscuit factory. They had already been earmarked
for it. It was also possible that they could get work in some shop.

2. What were the options that Sophie was dreaming of? Why does Jansie discourage
her from having such dreams?
Ans. She was dreaming to buy a boutique. She also dreamt to be an actress or a fashion
designer. She dreamt that she could be a manager to begin with. But Jansie had her feet on
the ground. She knew Sophie belonged to a poor family and all her plans were nothing but
imaginary dreams.
3. Why did Sophie wriggle when Geoff told her father that she had met Danny Casey?
Ans. Sophie had great fear of her father. She knew he didn’t like her mixing with outsiders.
When Geoff told about her meeting with Danny, the father became very angry. He looked at
Sophie in disdain. It was her fear that made Sophie wriggle.

4. Does Geoff believe that Sophie says about her meeting with Danny Casey?
Ans. Geoff doesn’t believe what Sophie says. When Sophie tells about the meeting, he at once
says, “It’s never true”. When Sophie insists that she has met him, he asks her, “All right, What
does he look like?” These words clearly show that Geoff very much doubts what Sophie says.

5. How does Sophie’s father react when he learns of Sophie’s meeting with Danny
Casey? Does he believe her story?
Ans. The father is very angry to learn that Sophie has met Danny. He doesn’t believe it to be
true? But he expresses his displeasure by looking at her in disdain. Later he says, “This is
another of your wild stories”.

6. How does the father react when Sophie says that Danny Casey is going to buy a
shop?
Ans. The father doesn’t believe a word of what Sophie says about Danny. When she says that
Danny is going to buy a shop, the father says, “This is another of your wild stories.” He further
adds, “One of these days you are going to take yourself into a load of trouble.”
7. What secret does Sophie tell her brother about her meeting with Danny Casey in
the arcade?
Ans. Sophie tells her brother that she had asked for an autograph from Danny Casey. But
neither of them had any paper or a pen. So they just talked a bit. And just as he was leaving,
he offered to meet her the coming week.

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8. How does Sophie include her brother Geoff in her fantasy of her future?
Ans. Sophie is an ambitious and outgoing girl. In her fantasy, she imagines herself riding
behind his brother on his bike. He is wearing new shining leathers. She is wearing a yellow
dress. Her cape is flying out behind. She even imagines people rising to greet them and
applauding.

9. Why didn’t Sophie want Jansie to know about her story with Danny?
Ans. Sophie feared that if Jansie knew the story, she would tell the whole neighbourhood.
Then thousands of people would flock to her house. They would ask what the thing was all
about. And when her father saw all this, he would be very angry. He could even murder her,
she thought.

10. Sophie and Jansie were classmates and friends. What were the differences
between them that show up in the story?
Ans. Jansie was a down-to-earth girl. She had no false dreams. She knew her limitations and
those of Sophie also. But Sophie was an ambitious girl. She lived in a world of dreams. She
had plans that could never come true.

Answer the following questions in 120 to 150 words.

1. Sophie has her own dreams and disappointments, but they are all her creations-
the creations of her own mind. Justify the statement.
Ans. Sophie is a school going girl. She belongs to a poor family. But she is highly ambitious.
She always lives in the dream world. She talks with Jansie about her dream world who forbids
her against such false dreams. She has created a world of her own which has no relation with
the harsh realities of life. She dreams to have the finest boutique in the city. She thinks of
becoming an actress and run the boutique as a side business. She wishes to become a
manager. She even thinks to become a fashion designer. Although she has no source of money
yet she dreams of big and beautiful things.
Sophie develops a romantic fascination for Danny Casey, a young Irish football player and the
hero of her dreams. Her father calls it another of her “wild stories”. Even Geoff does not
believe her. She is an incurable dreamer. She always thinks about Danny. She sits alone and
waits for his arrival. She becomes sad when he does not come. Her dreams shatters. These
dreams and disappointments are all the creations of her mind.

2. Compare and contrast Sophie and Jansie highlighting their temperament and
aspirations.
Ans. Sophie and Jansie are class-fellows and friends. They belong to lower middle class
families. But they are poles apart in their character and temperament. Jansie knows and
believes in the harsh realities of life. She is sensible and worldly wise. She lives and wants to
live and work as per her standard and status. She is satisfied and happy with what she has.
But on the other hand Sophie is totally blind to the harsh realities of life. She is a day and
night dreamer. She desires what is beyond her reach.
She dreams of big and beautiful things. She wants to become a manager, fashion designer and
an actress. She wants to have a boutique. She wants to marry Irish football player Danny
Casey. She is a hero-worshipper. She develops a fascination for him. She is an incurable
dreamer and escapist. She shares her secret only with her elder brother. At last she becomes
sad and helpless but she doesn’t become wiser. She remains a romantic dreamer. Jansie is
practical and realist. She has no such unrealistic dreams.

3. Who was Danny Casey? How was he adored by the family of Sophie, and especially
by Sophie and her father?
Ans. Danny Casey was an Irish Prodigy. He was a wonder boy of football. He had won the
hearts of his countless fans. He played for United. Sophie’s family was obsessed with the Irish
genius. Sophie’s father compared young Danny Casey to another great football player Tom
Finney. He wished that Casey might be that good someday. Geoff considered him the best and
hoped that Casey would prove even a better player than Tom Finney. His father thought that
he was too young for the First Team.
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Sophie adored Danny Casey. She had a romantic fascination for the Irish Prodigy. Her young
heart throbbed for her hero. She imagined Casey coming to her. She would sit under an elm
tree, waiting for Casey and dreaming of him. She realized that he would not come. This made
her sad and dejected. Sophie became a victim of her own dreams and disappointments.

4. “It’s natural for teenagers to have unrealistic dreams.” On the basis of your
reading comment on the advantages and disadvantages of such fantasizing.
Ans. Our dreams are an integral part of our lives. Devoid of dreams, life will become dull,
drab morbid. It’s our dreams which remain our motivating force and make us strive for a
better life. Teenage is that phase in one’s life when one is preparing oneself to face the
challenges of life. Teenagers are still not acquainted with harsh realities of life and get
enchanted and allured with what life has to offer. Much of their dream world is influenced by
movies and media where the Cinderella Syndrome forms the basis of their creation. The
teenagers see the ordinary simple people like them, making it big as rock stars in just a span
of three hours. Their dreams draw them into this glamorous world. They idolize their heroes
and think that achieving high in life is not a distant dream. They start nurturing unrealistic
dreams like Sophie in the story. No doubt it is important for us to dream high. If one doesn’t
one can never be successful in life. However, dreaming the unachievable can be damaging to
the personality. We hear many cases of youngsters getting into depressions, developing
suicidal tendencies. Sometimes they even commit suicide, which is the outcome of unrealistic
goals and unrealized dreams. Dreams are certainly a part of life but if not dealt with
adequately, they may prove to be extremely harmful.

5. Justify the title of the story, ‘Going Places.’

Ans. This is an exotic journey into the dream world and thus is aptly titled. It’s only in dreams
that we can travel to the remotest parts in the world, dine with a celebrity or be on the top of
the world. Most of us can go to places only in the world of our dreams. The reality however is
contrary to this and confines us to the four walls of a room. Sophie who lives in the world of
her dreams, finds her reality quite suffocating. She belongs to a lower middleclass family but
imagines herself to be the owner of the best boutique in town. She sometimes sees herself as
the manager of some store, an actor or a fashion designer. It’s in her dreams that she visits
the Royce and meets Danny Casey, the sensational sports star. She even fixes up a date with
him in her imagination and actually travels to the place and waits for him to show up. Sophie is
seen to be moving from one dream to another in her mind.When the harsh reality stares at her
face, she refuses to let it defeat her. She continues to dream. The title ‘Going Places’ thus suits
the character and the story.

6. Imagine you are the protagonist in Going Places, Sophie, after her conversation
with her father. Write a diary entry expressing your thoughts and feelings after the
conversation.
18th January, 2025 10: 00 pm
Monday

Dear Diary

Today’s conversation with Dad left me feeling confused. He doesn't understand my dreams, my
vision of a life filled with excitement and adventure. I told him about my plans—how I dream
of opening a boutique or perhaps even making it big in the fashion world. But he just laughed
it off. I can’t help but feel that he’s always so practical, so grounded in reality. He doesn’t get
it!
I’m not like him, and I don’t want to live an ordinary life. I want to go places, see the world, do
something extraordinary. But maybe he’s right about one thing—life isn’t always about
dreams. Maybe I’m just a dreamer, but for some reason, I can’t shake the feeling that my
dreams are my only escape.
I wonder if I’ll ever really get to go to those places. I hope someday I will.
Good Night
Sophie
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7. Write a diary entry as Sophie, expressing your feelings after your visit to the shop
and your encounter with Danny Casey. Discuss how this experience has impacted
your view of the
15th January, 2025 10: 00 pm
Monday

Dear Diary

I can’t believe what happened today! I met Danny Casey – the football player I’ve always
admired – and it was surreal. It felt like everything I dreamed of was coming true. I had
imagined meeting someone like him for so long, and it felt so right, even though it was all in
my head. After all, he smiled at me, didn’t he?
But now I’m back home, and I realize something: he might not have even recognized me. It
was all just a fleeting moment, but for me, it felt like a glimpse of a world that was so far from
my own. I feel both excited and disappointed. Excited because for that moment, I lived my
dream. Disappointed because maybe it’s just another thing I’ve imagined.
Good Night
Sophie

8. Write a diary entry reflecting Sophie’s thoughts after seeing the reality of her
dreams. After a few days, she realizes that Danny Casey is not as special as she
thought, and things haven’t turned out the way she imagined.
18th January, 2025 10: 00 pm
Monday

Dear Diary

I’ve been thinking a lot about the whole Danny Casey thing. When I met him, I felt like I had
stepped into another world, a world where anything could happen. But now that the
excitement has died down, I feel different. It’s like a bubble has burst.
I know now that meeting him wasn’t the same as living the life I imagined. Maybe the world I
dreamed of was just that – a dream. The reality is much harsher. I can’t go on imagining a life
that’s far removed from what’s real. I need to figure out what I really want, not what I think
should happen. I’ve learned that sometimes, dreams are only meant to inspire, not dictate our
lives.
Good Night
Sophie

9. Write a letter to your best friend describing your dream of opening a boutique, and
how you’ve been thinking of going places, just like Sophie in Going Places.
House No. -108
Maya Nagar
Delhi

January 14, 2025

Dear Emma

I hope this letter finds you well. I’ve been thinking a lot lately about the future and what I
want to do with my life. You know how much I love fashion, right? Well, I’ve decided that I
want to open my own boutique someday! I’ve always dreamed of living a life that’s full of
excitement and adventure, just like the ones I read about in books.
I know it sounds like a far-fetched idea, but sometimes, I imagine myself surrounded by stylish
clothes, helping people look and feel their best. I want to go places, explore the world, and live
life to the fullest. Sophie in Going Places inspired me – she also had big dreams, and even
though things didn’t work out as planned, her aspirations were still important.

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I know it’s a lot to hope for, but who knows? Maybe one day, I’ll be the owner of a chic little
boutique, just like I’ve always dreamed of.
Hope to hear from you soon!
With Love
Sarah

10. Write a letter to Sophie, offering advice after her encounter with Danny Casey.
Explain that reality may not always match our expectations but encourage her to
keep dreaming.

House No. -108

Maya Nagar
Delhi

January 17, 2025

Dear Sophie

I was so thrilled to hear about your encounter with Danny Casey! I can only imagine how
exciting it must have been for you to meet someone you’ve admired for so long. I understand
that the experience didn’t turn out exactly as you had hoped, but I want to remind you that
sometimes our dreams and reality don’t align in the way we expect.
It’s okay to have big dreams, Sophie. The important thing is to hold onto them, even if things
don’t always unfold the way we imagine. Dreams are the things that keep us going, and they
can lead us to unexpected paths. Don’t let this one experience make you doubt yourself or
your dreams.
Keep dreaming big, and who knows what amazing things could come your way.
Take care
Your Friend
Hema

11. Write a letter from Sophie to her father explaining why she wants to keep
dreaming big, despite the practicalities of life. Mention her desire to explore and
experience new things.

House No. -108

Maya Nagar
Delhi

January 20, 2025

Dear Dad,

I know you’re always trying to guide me in the right direction, but I want you to understand
why I want to keep dreaming big. I know you think that my ideas about opening a boutique or
making something of myself are unrealistic. But for me, it’s not just about the destination – it’s
about the journey, the experiences I’ll gain along the way.
I want to explore life, see new things, and go places. I don’t want to be bound by a predictable
path. I know it’s important to be practical, but I also want to follow my passions and take
risks, even if it means failing sometimes. It’s about living life to the fullest and never giving up
on the idea that there’s something bigger and better out there.
I hope you’ll understand why I need to keep dreaming.
With love
Sophie

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12. Write an article discussing the theme of dreams versus reality in Going Places,
focusing on how Sophie’s expectations clash with the reality of life.

The Clash of Dreams and Reality in Going Places

By: Manindra

In A. R. Barton's Going Places, the protagonist, Sophie, represents the hopes and dreams of
youth. Sophie dreams of a life filled with excitement, glamour, and success, particularly in the
world of fashion and adventure. However, her encounter with Danny Casey, a football star,
reveals the harsh reality of how our dreams may not always align with the world around us.
Sophie’s visions of a grand life often clash with the practicality of her circumstances. While she
imagines meeting famous figures and living a life of luxury, the reality is far less enchanting.
This contrast between dreams and reality serves as a poignant commentary on the innocence
of youth, the complexities of ambition, and the inevitable clash between imagination and the
real world.
In the end, Sophie’s journey highlights the importance of balancing dreams with the
practicalities of life. Dreams are valuable, but it is also crucial to understand that not
everything will turn out as imagined. Still, they remain a vital force in shaping our goals and
aspirations.

13. Write an article about the role of imagination in shaping one’s goals, inspired by
Sophie’s daydreams in Going Places.

The Power of Imagination in Shaping Goals: Sophie’s Daydreams

By: Jagrit

Sophie’s daydreams in A. R. Barton’s Going Places reflect the power of imagination in shaping
one’s goals and ambitions. For Sophie, imagination is not just a way to pass time but a means
of escaping the mundane and envisioning a life full of excitement. She imagines a future in
which she is a successful businesswoman or someone important, and even believes in her
encounter with football star Danny Casey.
Though these dreams may not always align with reality, they serve as a driving force for
Sophie’s goals. Imagination allows her to see beyond her present circumstances and dream of
a better life. It gives her the courage to explore new possibilities, even if those dreams are not
fully realized.
Imagination fuels ambition, providing the vision to achieve great things. Even when faced with
setbacks or disappointments, Sophie’s dreams are a reminder of the power of the mind to
shape our future.

14. Write an article analyzing how Going Places highlights the contrast between
youth’s idealism and the adult world’s practicalities.

Youth’s Idealism vs. Adult Practicality in Going Places

By: Rashmi

In Going Places, A. R. Barton paints a striking contrast between the idealism of youth and the
grounded reality of adulthood. Sophie, the protagonist, embodies the dreams, hopes, and
fantasies that often accompany youth. She is filled with grand aspirations of opening a
boutique and living an adventurous life, fueled by her idealized view of the world.
However, Sophie’s encounter with her father and later her interaction with Danny Casey
expose the limitations of her youthful dreams. While adults often view the world through the
lens of practicality and experience, youth is characterized by the limitless possibilities of
imagination.

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This contrast in perspective highlights a universal tension between idealism and reality. While
youth is filled with dreams and possibilities, adulthood often brings the practicalities of work,
responsibility, and compromise. Going Places serves as a reflection on the passage of time and
the challenge of reconciling youthful aspirations with adult expectations.

15. Imagine a conversation between Sophie and her friend about her dream of
meeting Danny Casey. How does Sophie describe the encounter and her feelings
afterward?

Sophie: “You won’t believe it, but I actually met Danny Casey! It was like a dream come true!
I went to the store, and there he was. He looked at me, smiled, and everything just felt right.”
Friend: “Wow, Sophie! That sounds amazing. But do you think he recognized you?”
Sophie: “Well, I don’t know. I think he might have, but I can’t be sure. It didn’t matter,
though. For me, it felt like we connected. It was perfect, like everything I ever dreamed of.”
Friend: “That’s so cool! Do you think it changed anything for you?”
Sophie: “I don’t know… it was nice, but now I feel like maybe it was all in my head. I wanted
it to be real, but I don’t know if it actually meant anything.”

16. Imagine a conversation between Sophie and her father after Sophie shares her
dreams of opening a boutique. How does Sophie explain her ambitions, and how does
her father respond?

Sophie: “Dad, I’ve been thinking about the future. I want to open a boutique, a place where
people can come and buy unique things. It’s something I really care about.”
Father: “A boutique? Sophie, you need to be realistic. Life isn’t about dreaming; it’s about
working hard and getting a steady job. You can’t just expect things to happen because you
wish for them.”
Sophie: “But Dad, I don’t want to live a boring life! I want to do something exciting,
something I’m passionate about. I want to go places, see the world, and live life on my terms.”
Father: “Life doesn’t always work out like that. You need to be grounded. Keep your dreams,
but also be practical.”
Sophie: “I know, but I just can’t help wanting more. I want to make it happen, somehow.”

17. Imagine a conversation between Sophie and her mother after Sophie expresses
her disappointment about Danny Casey not remembering her. How does Sophie cope
with her feelings?

Sophie: “Mom, I thought Danny Casey would remember me after everything that happened,
but he didn’t. It’s like the whole thing was just a dream.”
Mother: “Oh, Sophie, I know you wanted it to be real, but sometimes dreams don’t turn out
the way we expect. It’s okay to be disappointed, but remember, there’s always something
bigger ahead.”
Sophie: “I guess you’re right. It just felt so real when it happened. But now, I realize it wasn’t
as important as I thought.”
Mother: “Exactly, sweetheart. Don’t let this small thing define you. Keep dreaming, but also
understand that sometimes reality is different from what we imagine.”

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 POETIC DEVICES
Simile: Simile is a figure of speech that compares two unlike things using the words “like” or
“as.”
 Ashen like that of corpse
 Pale as a late winter’s moon
 As old as

Metaphor: Metaphor is a comparison between two things that are otherwise unrelated.
 Bright topaz
 Clean clothes
 Bower quiet
 Dreams
 Morrow
 Flowery band
 Pall
 Endless fountain of immortal drink
 Gloomy days
 O’er-darkened ways
 Immortal drink
 Merry children spilling
 The flower of cities
 voice of the country seems to complain
 Ivory needle

Alliteration: Alliteration is the repetition of the same letter or sound at the beginning of
words.
 But after the airport’s security check
 Felt that old familiar ache
 But all I said was see you soon
 we will count
 we will all keep
 not move our arms much
 we would all be
 Sudden strangeness
 would not harm whales
 would look at his hurt hands
 would put on clean clothes
 walk about with their brothers
 what I want
 I want no truck with death
 If we were not so single minded
 are we wreathing
 a flowery band to bind us
 some shape of beauty
 Such the sun, the moon
 sprouting a shady boon
 That for themselves
 a cooling covert
 The little old house was out with
 A roadside stand that too pathetically pled,
 wild berries in wooden quarts
 golden squash with silver warts
 in a beautiful mountain scene
 You have the money, but if you want to be mean
 party in power is said to be keeping
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  It is in the news that all these pitiful kin
 Greedy good doers
 beneficent beasts of prey
 That waits all day in almost open prayer
 squeal of brakes, the sound of a stopping car
 one did stop, but only to plow up
 And another to ask the way
 ask the way to where it was bound
 to put me gently out of my pain
 Fingers Fluttering
 weight of Uncle’s wedding band
 her terrified hands

Symbolism: Symbolism is a literary device that refers to the use of symbols in a literary work.
 Fishermen
 Whales
 The man gathering salt
 Brothers
 his hurt hands
 Green wars
 wars with gas,
 wars with fire
 Clean clothes
 In the shade
 Ivory needle

Repetition: Repetition is when a single word or phrase is used multiple times in short
succession for effect.
 Smile and smile and smile
 without rush without engines
 wars with gas, wars with fire
 Life is what it is about
 and health and quiet breathing
 Such the sun, the moon
 The little old house was out with a little new shed
 with N turned wrong and S turned wrong
 You have the money, but if you want to be mean
 how to sleep they sleep all day
 Sometimes I feel myself I can
 They couldn’t ; they had none,
 No, in country money, the country scale of gain,
 I wonder how I should like you to come to me

Imagery: Imagery is used to make readers perceive things involving their five senses.
 Young Trees sprinting … their homes
 A flowery band … the earth
 Such the sun … grandeur of the dooms
 An endless … immortal drink
 World of green
 Men beneath the tree

Personification: Personification is a poetic device where animals, plants or even inanimate

objects, are given human qualities.
 Young Trees sprinting
 Face of the Earth
 The Earth can teach us
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  Chivalric tiger
 Earth can teach us
 A roadside stand that too pathetically pled,
 The sadness that lurks near the open window there

Irony: A contrast between reality and expectation; between what is said and what is actually
meant; between what appears to be true and the real truth.
 Green wars – Irony

Synecdoche: Synecdoche refers to a literary device in which a part of something is

substituted for the whole.
 her terrified hands

Oxymoron: A phrase that combines two words that seems to be the opposite of each other,
such as a deafening silence.
 Mighty dead

Hyperbole: A hyperbole is a rhetorical device that is mainly used to make something look and
sound a lot better than it actually is. In other words, it can be said to be a form of
exaggeration.
 Endless fountain
 Massive weight

Pun: An amusing use of a word that can have two meanings or of different words that sound
the same.
 Arms
 Ringed

Paradox: A situation or statement with two or more parts that seem strange or impossible
together.
 Victory with no survivors
 Ringed with ordeals she was mastered by

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 POEM – 1
My MotheR at sixty six
About the poet
Kamala Das: (1934) was born in Malabar, Kerala. She is recognised as
one of India’s foremost poets. Her works are known for their originality,
versatility and the indigenous flavour of the soil. Kamala Das has
published many novels and short stories in English and Malayalam
under the name ‘Madhavikutty’. Some of her works in English include
the novel Alphabet of Lust (1977), a collection of short stories
Padmavati the Harlot and Other Stories (1992), in addition to five books
of poetry. She is a sensitive writer who captures the complex subtleties
of human relationships in lyrical idiom, My Mother at Sixty-six is an
example.

GIST OF THE POEM

 Poetess travelling to Cochin airport with her old mother in a car.
 Looks at wan, pale face of her dozing mother.
 Old fear of losing her mother returns.
 Sprinting trees and merry children provide the scene of childhood full of vigour.
 After the security check the old familiar ache returns.
 Tries to hide her emotions by smiling.
 Bids good bye to her mother with a hope to see her again.

ENRICH YOUR VOCABULARY

Ashen : Pale or grey, often associated with death or illness.
Corpse : A dead body, especially of a human being.
Doze : To sleep lightly or briefly; to nap.
Merry : Cheerful and lively.
Open-mouthed: Having the mouth open, often due to surprise or fatigue.
Pale : Light in colour; lacking intensity or brightness.
Spilling : Flowing or pouring out in large quantities.
Sprinting : Running or moving quickly over a short distance.
Yards : Units of measurement for length.
Wan : Pale or sickly in appearance; lacking vitality or colour.

IN A NUT-SHELL
The poet is driving from her parent’s home to Cochin airport by car, her mother by her side—
dozing –open mouthed very pale, colorless and frail‐like a dead body indicating that her end
was near. The poet looks at her and feels intense pain and agony to realize that soon death
will cast her mother away from her. She tries to divert her mind, looks outside at the young
trees and happy children bursting out of their homes in a playful mood (a contrasting image).
After the security check at the airport she looked again at her mother’s face - pale and cold.
‘Familiar ache‐my childhood fear’ – the poet has always had a very intimate and close
relationship with her mother and she has always felt the fear of being separated from her
mother hence it is familiar. The poet reassures her mother that they will meet again.

THEME OF THE POEM

1. Aging and Mortality: The poem’s centeral theme is the aging process and the poet’s
realization of her mother’s mortality. The poet is acutely aware of her mother's old age,
evident by her ashen face and open-mouthed, dozing during the car journey. The image of her
mother resembling a corpse highlights the stark reality of aging.

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2. Transient Nature of Life: The poem emphasises the transient nature of life's moments.
The rapid movement of the trees and the cheerful children spilling out of their homes contrast
the mother's aging appearance. This contrast highlights how life moves swiftly, and youthful
energy contrasts with the reality of aging.

3. Fear of Loss of a Loved One: The speaker's reminiscences / remembrances of her

childhood fear associated with her mother's aging form a recurring undercurrent. This adds
depth to the poem's emotional landscape and showcases the universal fear of losing a loved
one or grappling with mortality.

4. Unspoken Emotions: The poem also touches on unspoken emotions. The speaker notices
her mother's aging, yet she doesn't vocalise her feelings of concern or sadness. The smiles
exchanged and the phrase "see you soon, Amma suggest a mix of tenderness, restraint, and
perhaps an attempt to shield herself and her mother from acknowledging the problematic
reality.

5. Filial / Loyal Love and Duty: The poem subtly hints towards the sneaker's love for her
mother and her sence of duty as a daughter. While she grapples with her emotions, she
chooses to convey warmth and comfort through her smile and casual words, embodying the
idea of caring for one’s parents in their old age.

TITLE OF THE POEM

The title, ‘My Mother at Sixty-six’ is an excellent example of showing an ever unfailing
relationship between a daughter and her mother. The title is apt as the subject of the poem is
the poet’s aged and frail mother. ‘My Mother’ at once establishes the context in which Kamala
Das is writing – the mother’s unexpected pain and the poet’s worry about her mother’s frail
health, old age and perhaps, inevitable death. The title prepares us for the frail old mother and
her daughter’s concern for her.

CENTRAL IDEA OF THE POEM

Aging is an important phase of human life. A person enters his childhood, experiences youth
when he is full of energy and dreams to have luxury of life. Finally, he approaches his old age
and encounters death. Relationship between people becomes stronger at every aspect of life
and they can’t bear separation due to aging.
In this poem, the poet relates a personal experience. She brings out a common paradox of
human relationships and portrays a sensational separation of a mother and a daughter. She
has been able to capture almost all the emotions which a daughter is filled with, on bidding
farewell to her beloved mother. Sometimes we do feel deep sympathy for someone but we fail
to express it in a proper manner.

TONE OF THE POEM

The tone in the poem is a mixture of nostalgia, tenderness and a sence of impending loss. The
speaker’s emotions shift from observing her mother's frailty and aging to attempting to mask
her anxiety and sadness. The tone evolves as follows:

1. Observation: The tone at the poem's beginning is observant and contemplative. The
speaker notices her mother dozing off in the car and notes her appearance, comparing it to a
corpse. The tone here is reflective and thoughtful.

2. Realisation: As the poem progresses, the tone becomes more sombre as the speaker
realises the impact of her mother's aging. The word "pain" indicates sorrow upon recognising
her mother's frailty and advancing age.

3. Distraction: The tone shifts as the speaker tries to push away her thoughts and distract
herself by looking at the surroundings- the young trees and merry children. This part has a
slightly lighter and distracted tone.

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4. Revaluation: The tone becomes more serious when the speaker passes the airport security
check. She looks at her mother again and describes her as "wan, pale as a late winter's moon."
The tone conveys a more profound sadness and an intensified emotional connection.

5. Acceptance and Concealment: The tone changes to emotional restraint in the closing
lines. The speaker hides her feelings behind a smile, implying that she's attempting to shield
her mother from her emotions. The repetition of "smile" highlights her effort to mask her
feelings and project reassurance.

Answer the following questions in 40 to 50 words.

1. How does the poet describe her mother in the poem?
Ans. The poet describes her mother as an old lady who has become pale, weak and worn out.
She often dozes and remains unconscious about herself like a dead body.

2. Why does the poet look outside? What activities does the poet see outside the car
window?
Ans. The poet feels very sad thinking that her mother is nearing death. This painful thought
makes her worried and anxious. So in order to divert her attention from her mother, she looks
outside. The poet sees young trees running past them. She also sees little children coming out
of their homes in a merry mood. She sees life and vitality in the outside world.

3. Why are the young trees described as ‘sprinting’?

Ans. The young trees are described as sprinting’ as the movement of the racing car makes
the trees appear as if they are running along.

4. Why is the mother compared to the late winter's moon?

Ans. The mother is compared to the late winter’s moon because like the moon of winter
season, the poet’s mother also looks pale, dull and grayish.

5. What childhood fears do you think; the poet is referring to in the poem?
Ans. The poet feels uneasy and unprotected with the thought of losing her mother. She does
not expect to see her mother again on her return. So she shows a childish unwillingness to
leave her mother.

6. Why has the poet brought in the image of the merry children ‘spilling out of their
homes’?
Ans. The poet, Kamala Das, has used the image of merry children spilling out of their homes
to bring a contrast between the old age and childhood. Her mother’s pale, colourless face
stands for old and fading age. Merry children symbolise the spring of life, vigour and
happiness. They also symbolize spontaneity of life in contrast to the passive and inactive life of
her aged mother.

7. What does Kamala Das do after the security check up? What does she notice?
Ans. After the security check up, the poet stands a few yards away from her mother and
gazes at her mother. She notices the declining age and finds her pale and worn out than ever
before.

8. The poet compares her mother to many things. Pick out two similes which
reinforce this comparison.
Ans. (a) The two similes are: “Her face ashen like that of a corpse.”
(b) “I looked again at her wan, pale as a late winter’s moon”

9. Cite an example of one device of contrast that the poet uses in the poem.
Ans. The device of contrast that the poet uses in the poem is old age of her mother and the
young trees and children playing merrily. The poet compares youth, energy, vitality and
jubilance of childhood.
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10. What do the parting words of the poet and her smile signify?
Ans. The poet’s parting words, ‘see you soon, Amma’ are expressive of the dilemma and
confusion in her mind. They not only hide her anxiety and fear about her mother’s rather frail
health but reflect also a faint hope that the old woman would survive long enough for the two
to meet again.

11. Why did the poet say “see you soon Amma”? What does the poet actually mean
by “smile and smile and smile….‟? What kind of smile is it?
Ans. The poet said, “See you soon Amma” in order to give her mother moral support and
encouragement. She said so to give her mother hope that she would see her again. By “smile
and smile and smile...” she means to make herself and her mother hopeful to see each other
again. It is actually a painful smile. The poet tries to conceal the swelling emotions by smiling.
By using this poetic device of repetition, the poet has made the poetic language rich by
depicting many hidden emotions through “smile”.

12. Discuss mother- daughter relationship as described in the poem.

Ans. Mother- daughter relationship as described in the poem is very sensitive and full of love,
care and emotions. Mother has a deep emotional link to her children and does not want them
to be away. In particular, when the mother reaches her old age, she becomes more concerned
and worried about her children. Daughter also tends to bear a specific kind of emotional link to
her mother. She tries to remain close to her mother and feels very bad and worried when
separated from her. In this poem, the mother does not want her daughter to leave her;
similarly, the daughter gives a mysterious and indefinable smile which is to show unwillingness
and anxiety of leaving her mother.

13. “My Mother at sixty-six” is an emotional account of the poet about her old
mother. Discuss.
Ans. “My Mother at sixty-six” is an emotional account of the poet about her old mother. She
feels very sad and depressed on seeing her pale, weak and worn out. She tries her best to
divert her thought but remains unsuccessful and this thought haunts her mind every now and
then. Till the end of the poem, she feels very sad and disappointed about the declining age of
her mother. She is unable to express her fears and emotions to her mother with the thought of
disheartening her. She bids goodbye to her mother by just smiling in order to hide her hurt
feelings and encourage her mother.

14. How does the poet's mother look like? What kind of images has the poet used to
signify her aging and decay?
Ans. The poet's mother is at sixty-six. She is sitting beside her. The mother is dozing as old
people usually do during the journey. She keeps her mouth open. This is also a sign of old age.
Her face looks pale and faded like ash. Actually, she is an image of decay and death. Her
'ashen' face looks like that of corpse.

15. Why does the poet feel her old familiar ache and what is her childhood fear?
Ans. The sight of her mother's corpse-like face arouses ' that old familiar ache' in her heart.
Her childhood fear returns. The fear is that with aging comes decay and death. Aging and
decay are inevitable. No one avoids them. Perhaps she herself may have to face all these
things. This idea is quite painful and fearful to her.

16. Describe the contrast of the scene inside the car with the activities going on
outside. Describe the use of images that poet employs to strike that contrast.
Ans. Inside the car sits an old mother beside the poet. She is sixty-six and aging. Her 'ashen'
face is pale and lifeless like a corpse. The world outside provides a stark contrast. The 'young'
trees seem to be running past or sprinting. The children are making merry. The 'ashen' and
'corpse-like' is contrasted with the 'young' trees 'sprinting' outside and the merry children
coming out of their houses.

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17. What were the poet's feeling at the airport? How did she hide them?
Ans. The poet experienced two opposite and contrasting feelings at the airport. The ashen
and the pale face of her mother brought an image of decay and death. But she immediately hid
her feelings. She composed herself and tried to look normal. She smiled continuously to assure
her mother that they would meet again soon.

18. Describe the poetic devices used by Kamala Das in 'My Mother at Sixty-Six'.
Ans. Kamala Das ' My Mother at Sixty-Six’ is rich in imaginary. The use of simile is very
effective. Her face has been described as 'ashen'. The ashen face is 'like that of a corpse'.
Again the 'wan, pale' face of a mother is compared to ‘a late winter's moon'. The poem excels
in contrasts.

19. Why does the poetess look at ‘young trees’ and ‘merry children’?
Ans.
 To distract her mind from unhappy thoughts of her mother’s old age.
 To look at the freshness of life.

20. What different images does the poet use to convey the idea of her mother's old
age?
Ans. Late winter’s moon
 Her pale, bloodless, and wrinkled face resembles that of a corpse.
 She has no vigor and energy left in her. She looks wan and pale.
The sprinting trees and merry children are happy and young.
 They present a contrast to the mother’s pain and old age and the poet’s worry and fear.
 They symbolize youth, vigor, and spring whereas the mother is old, decaying, and frail.

21. Comment on the tone of the poem with references to “My Mother at Sixty-Six”.
Ans. The tone of the poem "My Mother at Sixty-Six" by Kamala Das is poignant, melancholic,
and reflective. The speaker conveys a sense of sadness and nostalgia for the past, while also
expressing a profound appreciation and love for her aging mother.

22. 'A smile does not always indicate happiness.' Does My Mother at Sixty-Six reflect
this statement? Justify your response with an example from the poem.
Ans. Yes, the poem reflects this statement. This can be observed when the poet becomes
painfully aware of the possibility of losing her aging mother and chooses to hide it behind her
smile. She hides the fear of losing her mother behind her smile to show her mother a happy
face.

Answer the following questions in 120 to 150 words.

1. Throw light on the significance of the poet’s parting words and her smile in the
poem, ‘My Mother at Sixty-six.
Ans. In the poem My Mother at Sixty-six, the poet’s parting words ‘see you soon, Amma’ with
‘a smi le’ reveal a very close and amiable bond between mother and daughter. The poem is a
perfect image of a lovely relationship as Kamala Das expects to see her mother very soon
again and smiles to hide her pain of separation. Her mother was quite old and the fear of
separation makes her worried as she parts with her at the Cochin airport. In old age, it is
difficult to predict how long her mother would survive her childhood fears. The last line of the
poem is highly appealing and emotional as the poet says:
” … but all I said was, see you soon,
Amma, all I did was smile and smile and smile … “
The poet’s smile covers everything-her childhood fears as well as the pain of separation at the
moment with a wish to remain under the lovely umbrella of her mother’s hove and affection.

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2. Throw light on various images described in the poem My Mother at Sixty-six.
Ans. The poem My Mother at Sixty-six is a beautiful poem showing the profound relationship
between the mother and her daughter, i.e. the poet, Kamala Das through various images of
human world. The poem opens with the description of her mother’s old age heading further
with ‘her face ashen like that of a corpse’ and it disturbs her most as the fear of separation
from her mother heightens. As she looks at her mother again, she finds her like ‘a late winter’s
moon’ which arouses her childhood fears of separation strongly. With this natural process of
aging, she tries to do away with the sad thoughts and tries to strengthen her spirit the young
trees and merry children’:
…. but soon put that thought away, and looked out at young trees sprinting the merry children
spilling out of their homes … “
At last, the poet chooses to be optimistic for her mother and assures herself to see her again
with ‘see you soon, Amma’ hiding her pain of separation with a smile. All these images make
the poem highly appealing and bring out the real love between the poet and her mother.

3. In today’s fast life, children neglect their aging parents. What do you think
children can do to have an involved and inclusive relationship with their elderly
parents?
Ans. Children are caught up in their own world of stress and ambition. They sometimes ignore
their parents. However, if they live in the same city, they should take out some time for them.
If they are in another city, the children must ring them up regularly. Birthdays and festivals
are a good time to spend with their elderly parents and make them feel wanted. If children
accompany their parents for their medical check-up, the parents will feel reassured. Last but
not the least, children must let them know how much they are loved. This is the best gift
children and grandchildren can endow to the elderly parents.

4. Aging is a natural process. Have you ever thought what our elderly parents
expect from us?
Ans. Aging is a natural process. When a person becomes old, he becomes weak; he needs
both emotional and physical support. Thus, it becomes our duty to provide our old parents with
the love, emotional support, and respect they deserve. Our parents usually give us their best
period of life to bring us up. Therefore, it becomes our moral duty to reciprocate the same
when they become old. But unfortunately, due to rank materialism and nuclear family system,
the older people are treated as an unnecessary commodity. They are harassed and sometimes
even beaten up. Many a time, the older people are sent to old age homes, where they lack
emotional support which the family can provide it. It is very shameful for the younger
generation. Our parents do not deserve such shabby treatment in their old age.

5. Interpret the use of visual imagery by Kamala Das in her poem to depict the
passage of time.
Ans.
The image of her aging mother - ‘pale as a late winter’s moon,’ -- conveys the fragility and the
inevitability of aging -- highlights the physical changes brought by time and evokes a sense of
gentle, serene decline rather than abrupt decay.
The image with the vivid, lively description of young trees sprinting and merry children spilling
out of their homes --- contrasts sharply with her mother's stillness and silence --- enhances
the sense of her mother's isolation in her old age / the relentless passage of time that spares
no one -- life’s transient nature.

6. The pain of separation is expressed both literally and metaphorically in this poem.
Elucidate.
Ans. In the poem "My Mother at Sixty-Six," Kamala Das expresses the pain of separation both
literally and metaphorically.
Literally, the speaker and her mother are physically separated by distance and time, as the
mother is asleep in the car while the speaker drives. This physical distance creates a sense of
sadness and loss for the speaker, who is aware that she may not have many more
opportunities to be with her mother.
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Metaphorically, the pain of separation is expressed through the speaker's reflections on the
passage of time and the inevitability of aging and mortality. The mother's wrinkles and greying
hair are described as signs of her advancing age, which reminds the speaker that they are both
growing older and will eventually be separated by death.

7. Imagery was an effective literary device to bring out the contrast between the
“merry children” and the mother. Comment.
Ans. In the poem "My Mother at Sixty-Six," imagery is used as an effective literary device to
bring out the contrast between the "merry children" and the mother. The speaker uses vivid
and evocative descriptions to paint a picture of the scene, highlighting the stark difference in
mood and energy between the two groups.
The children are described as "spilling out of their homes" creating a sense of joy and energy.
In contrast, the mother is described as "pale," "sleeping," and "waning," creating a sense of
fragility and decline. The comparison to the late winter moon further emphasizes her aging and
mortality.

8. The poet does not directly mention the fear of her mother’s death and yet she is
successfully able to convey the same through different poetic techniques. Discuss.
Ans. The first technique used by the poet is the description of the mother's physical
appearance. The poet describes her as having an "open-mouthed" doze, and her face is
compared to that of a corpse, with an "ashen" color. This description creates a sense of unease
and suggests that the mother's age and mortality are on the speaker's mind.
The use of simile is another effective technique used by the poet. The mother is compared to a
"late winter's moon," which is a symbol of decline and impending death. This simile creates a
somber mood and further emphasizes the speaker's fear of losing her mother.
The use of sensory imagery also helps to convey the fear of the mother's death. The silence in
the car is described as "pale," which creates a sense of discomfort and anxiety. The slow, soft
breathing of the mother is also described in detail, which suggests that the speaker is paying
close attention to her mother's physical state and is fearful of any changes.
In addition, the use of repetition in the final lines of the poem, where the speaker repeats the
word "smile" three times, creates a sense of forced cheerfulness and suggests that the speaker
is trying to hide her true emotions of fear and sadness.

9. Imagine you are the poet’s friend. Write a dialogue exchange between yourself
and the poet where the latter confides in you about her fears and asks for your
advice. What would be your advice to face her fears, to ignore them, or something
else?
Me: Hey, what's up? You seem a bit down today.
Poet: Yeah, I've been feeling a bit anxious lately.
Me: Is everything okay? Do you want to talk about it?
Poet: It's just that I saw my mother recently and she looked so old and frail. It made me think
about her mortality and I can't shake this feeling of fear.
Me: I can understand why that would be scary. It's natural to be afraid of losing loved ones.
Poet: But I feel like I can't focus on anything else. I'm always worried about her and it's
affecting my work and my relationships.
Me: Have you considered talking to someone about your fears? Maybe a therapist or
counselor?
Poet: I haven't thought about that, but it might be a good idea. I just don't want to burden
anyone else with my problems.
Me: It's not a burden, it's important to take care of your mental health. And talking to
someone can really help you process your feelings and find ways to cope.
Poet: You're right, I think I'll look into that. Thank you for listening and for your advice.
Me: Of course, anytime. Remember, it's okay to feel scared and it's okay to ask for help. You
don't have to go through this alone.

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 POEM – 2
KEEPING QUIET
About the poet
Pablo Neruda (1904-1973) is the pen name of Neftali Ricardo Reyes
Basoalto who was born in the town of Parral in Chile. Neruda’s poems
are full of easily understood images which make them no less
beautiful. He won the Nobel Prize for Literature in the year 1971. In
this poem Neruda talks about the necessity of quiet introspection and
creating a feeling of mutual understanding among human beings.

GIST OF THE POEM

 In this poem the poet wants to make the readers understand the importance of work
and its effect.
 He requests us to keep quiet till he counts up to twelve for perfect introspection.
 He requests us not to use any physical and mental languages for a while as they will
become a hurdle in keeping quiet.
 When there is no rush, no movement and no noise of engines, the threat of sudden
strangeness will tie all of us together into an exotic moment
 This will bring relief to the fishermen in cold sea and the salt gatherers will also be able
to look after their injured bleeding hands.
 A good sense will also prevail on the war-mongers as they will understand the futility of
the same
 When the environment is endangered, human-existence is threatened, the survivor of
the war will realise the futility of war.
 The poet urges us not to mistake inactivity to death.
 He clarifies that single-minded indulgence in the rat-race of self-centered goals leading
to materialism is unwarranted.
 Keeping quiet and discharging our duties peacefully will evolve better understanding in
us.
 The achievement of mental peace will lead us to introspection and mutual
understanding.
 The absence of these two traits amounts to various conflicts in the world.
 With the development of mutual understanding comes empathy and then our life
becomes a pleasant experience.
 The poet says like the earth the potentials may not be exhibited all the time.
 Finally, he declares his departure while persuading us to keep quiet.

ENRICH YOUR VOCABULARY

Exotic : Foreign or unfamiliar; strikingly different or unusual.
Single-minded : Having one overriding purpose or goal; focused or determined.
Threatening : Expressing a menace or intention to harm or cause pain.
To have no truck with: To refuse to be involved with or to have nothing to do with
something or someone.

IN A NUT-SHELL
"Keeping Quiet" by Pablo Neruda encourages a moment of silence and stillness among
humanity, envisioning a world where people cease their activities and refrain from speaking
briefly. This pause allows for a profound connection among individuals, fostering empathy and
understanding.

In this tranquil moment, conflicts and violence cease, and people become aware of their
shared humanity and the beauty of existence. Neruda suggests that by embracing silence,
individuals can escape the relentless pursuit of progress and find solace in simply being alive.
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Through this poem, Neruda emphasises the importance of introspection and contemplation,
suggesting that in silence, humanity may find the answers to its questions and discover the
true of life.

1. Call to Stillness: In "Keeping Quiet," Neruda calls for a pause in the relentless activity of
life. The speaker asks people to stop moving, both physically and mentally, for a moment of
stillness. The poem begins with the suggestion to count to twelve and “remain quiet,”
advocating for a moment of collective silence. This call is not just a physical act but an
invitation to turn inward, to disconnect from the noise and rush of life, and to embrace a
reflective, contemplative pause.
"If we were not so single-minded / about keeping our lives moving, / and for once could do
nothing, perhaps a huge silence / might interrupt this sadness of never understanding
ourselves."

2. Embracing a Moment of Calm: Neruda emphasizes that stillness can lead to

introspection, offering a moment of calm that contrasts with the chaotic nature of daily
existence. The poet suggests that through embracing quietness, we can better understand our
actions and interactions, creating space for peace and self-awareness. The poem evokes an
image of serenity in contrast to the noise of life, which can be both healing and enlightening.
"It would be an exotic moment without rush, / without engines. We would all be together / in a
sudden strangeness."
This suggests that through stillness, we might discover something new about ourselves and
the world around us.

3. The Imagery of Harmony and Redemption: The poem conveys a sense of universal
harmony through stillness. When the speaker calls for a break from action, it is a reminder of
the interconnectedness of all beings. This idea is rooted in the belief that peace and
redemption are possible when humanity stops and listens. Neruda uses imagery of quietness
and stillness to suggest a chance for personal and collective healing.
"What I want should not be confused with total inactivity. Life is what it is about; I want no
truck with death."
The speaker is not calling for complete inertia, but rather a moment of quiet contemplation
where one can restore balance and harmony within themselves and with the world.

4. The Power of Silence: Silence, in the poem, is not seen as emptiness, but as a powerful
force that can inspire reflection, understanding, and connection. By stopping the noise of daily
life, Neruda suggests that silence can provide clarity, insight, and peace. Silence is shown to
have the power to foster a deeper understanding of oneself and the world around us.
"Perhaps the earth can teach us / as when everything seems dead and later proves to be
alive."
Here, Neruda hints that silence, like the earth, holds profound wisdom and can lead to
renewal.

5. Learning from the Earth: The poem draws a parallel between human behavior and the
natural world. By urging us to be still and quiet, Neruda suggests that, like the earth, we can
find lessons in stillness. The earth "teaches" us by being silent, offering a reminder that life
continues even in silence, and there is much to learn from nature’s cycles of growth and
renewal.
"The earth can teach us / as when everything seems dead and later proves to be alive."
In this line, Neruda is suggesting that, just as nature has periods of stillness and dormancy, so
too can humans find rejuvenation in quiet reflection, and in doing so, we can learn valuable
lessons from the natural world.

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THEME OF THE POEM
1. Unity and Stillness: The poem's central theme is the power of collective silence to unite
humanity. It urges people to cease their activities momentarily and come together in stillness,
suggesting that at this moment, divisions could dissolve, and a sense of unity could be
achieved.

2. Environmental Consciousness: The poem touches on ecological themes by imagining a

world where harm to nature ceases. The image of fishermen not harming whales and people
refraining from polluting actions highlights the potential for humanity to coexist harmoniously
with ature.
3. Self-Reflection: The poem encourages readers to pause and reflect on their lives, actions,
and self- understanding. It highlights that individuals can better understand their existence
and the world in silence.

4. Transformation and Renewal: The poem implies that a moment of silence and inactivity
can lead to personal and global transformation. By interrupting the busyness of life, a "huge
silence" might lead to a deeper understanding of ourselves and a break from the cycle of
misunderstanding and conflict

TITLE OF THE POEM

The title is very appropriate as the poem celebrates the necessity of quiet introspection and
silence. This moment of silence will act as an antidote to war, violence, hatred, exploitation
and turmoil. By keeping quiet, mankind can try to understand himself and stop harming
himself and others with death and destruction.

CENTRAL IDEA OF THE POEM

In the poem the poet tries to tell us that we should stop our destructive activities and keep
quiet for some time. By keeping quiet he means that we should look into ourselves and see
what our behaviour is doing to others. We should analyse ourselves and change accordingly.

MESSAGE OF THE POEM

To promote the international brotherhood, peace and cooperation we need to introspect our
activities in regards to the community.

SYMBOLISM "KEEPING QUIET":

Counting to twelve and keeping still symbolises unity and global introspection. It suggests a
break from the world's chaos, inviting readers to transcend language barriers and personal
concerns to pursue a common understanding. The counting serves as a metaphor for shared
mindfulness.

Why the number 12?

(Possible Interpretation) The number 12 is often associated with completeness and
wholeness in various cultures. There are 12 months in a year, 12 zodiac signs, and 12 hours
on a clock face. By instructing the readers to "count to twelve," the poet may suggest a sense
of totality, encompassing the entirety of existence.
In conclusion, the analysis of Keeping Quiet highlights Pablo Neruda's views on the futility of
war and destruction and its impact on humans, countries, and nature.

Answer the following questions in 40 to 50 words.

1. What does the poet call an exotic moment and why?
Ans. The poet calls the moment of calm introspection ‘an exotic moment’. He calls it so
because it will give us a very unusual feeling. We shall feel ourselves as one with all others. We
will come out of all our greed, selfishness and cruelty.

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2. What does the poet say about those ‘who prepare green wars’?
Ans. The poet says that there are people who enjoy making wars. They want to win victories
even if there are no survivors after the victory. The poet says that these people will stop
making wars if they can take out sometime for quiet introspection. They will then look upon all
others not as their enemies but as their brothers.

3. What should not be confused with total inactivity? Why?

Ans. The poet says that we should stop all our activities for a few moments and do quiet
introspection. But his, this saying should not be confused with total inactivity. He says that the
essence of life is activity while inactivity is death.

4. How, according to the poet, can earth teach us?

Ans. When it is winter, everything on the earth seems to be dead. But later in spring, it is
proved that the earth is alive, not dead. It has new colours and beauties added to it. Similarly,
after the silence and stillness of quiet introspection, man can start his activities in a better and
purposeful manner.

5. Explain: ‘sudden strangeness’.

Ans. Just after counting to twelve, all of a sudden we all become ‘silent and still’. It is a
sudden strangeness.

6. Explain: ‘a huge silence’.

Ans. When for once, all of us on earth, are in silence and stillness, it becomes very
widespread silence all around.

7. Explain: ‘interrupt this sadness’.

Ans. Interference in sadness of life means getting rid of it at that moment to create
cheerfulness.

8. What are the two types of sadness named in the poem ‘keeping Quiet’?
Ans. One is ‘sadness of never understanding ourselves’. The other is threatening ourselves
with death.

9. Give two reasons why, according to Pablo Neruda, is ‘keeping quiet’ essential to
attaining a better, more peaceful world.
Ans. 'Keeping Quiet' is essential to attaining a more peaceful world as it:
 Makes us introspect and reflect upon our actions.
 Helps us better understand ourselves and what we want.
 Enables us to realize that many of our mindless actions are only harming us and not
giving us happiness.

Answer the following questions in 120 to 150 words.

1. What will counting up to twelve and keeping still help us to achieve?
Ans. Counting up to twelve and keeping still can help us to achieve:
Unity: It fosters a sense of togetherness among humanity.
Peace: It allows for a moment of tranquility and calmness.
Reflection: It prompts us to contemplate our actions and behaviors.
Introspection: It encourages self-examination and understanding.
Breaking the cycle: It helps disrupt the cycle of noise, chaos, and violence.
Shared humanity: It reminds us of our interconnectedness as human beings.
Transformation: It can lead to personal and collective growth and change.

2. What is the ‘sadness’ that the poet refers to in the poem?

Ans. In the poem "Keeping Quiet," the "sadness" that the poet refers to is the pain and
suffering experienced by individuals and communities due to various reasons such as conflict,
division, and lack of understanding among people. The poet suggests that this sadness can be
mitigated or overcome through the act of stillness, introspection, and unity. By practicing
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silence and contemplation, individuals can break free from the cycle of violence and chaos,
leading to a sense of peace and harmony. The "sadness" serves as a catalyst for the poet's call
to action, urging readers to reflect upon their own roles in creating a more empathetic and
compassionate world.

3. What does Neruda mean by ‘an exotic moment without rush’ in his poem, ‘Keeping
Quiet’?
Ans. In the poem "Keeping Quiet," when Pablo Neruda refers to "an exotic moment without
rush," he is describing a unique and extraordinary moment of stillness and tranquility. Here's
what he means by that phrase:
Exotic: The word "exotic" suggests something rare, unusual, or unfamiliar. Neruda is
emphasizing that this moment of stillness and quiet is distinct from our everyday experiences.
Moment: It refers to a specific point in time, highlighting the temporary nature of this serene
state. It is an opportunity to pause and be fully present in the current moment.
Without rush: The absence of rush signifies a lack of haste or urgency. It implies a deliberate
slowing down and letting go of the fast-paced, busy nature of our lives. It's a time to pause,
reflect, and be free from the pressures of time.
Neruda encourages us to embrace and appreciate this extraordinary moment of stillness, which
allows us to break away from the constant rush and noise of the world. It presents an
opportunity for self-reflection, introspection, and a deeper connection with ourselves and the
world around us.

4. What symbol from Nature does the poet invoke to say that there can be life under
apparent stillness?
Ans. In the poem "Keeping Quiet," the poet Pablo Neruda invokes the symbol of a tree to
illustrate that there can be life under apparent stillness. Here's how he conveys this idea:
Tree as a symbol: The poet uses the tree as a representation of nature's resilience and
hidden vitality. Trees may appear still and motionless, but beneath the surface, they are
teeming with life.
Life in stillness: By referring to the tree, Neruda suggests that just as a tree appears
dormant and motionless during certain seasons, there is an unseen life force at work within it.
This implies that even in moments of apparent stillness, there is a vibrant and active existence.
Nature's example: The poet draws upon the natural world to emphasize that life can thrive
even in moments when external appearances might suggest otherwise. It serves as a
metaphor for the potential for growth, renewal, and transformation that lies within each
individual.
Through the symbol of the tree, Neruda encourages us to recognize that beneath the surface
of apparent stillness, there is a richness and vitality that can be discovered and nurtured. It
reminds us to appreciate the hidden depths of life and find meaning even in moments that may
seem quiet or stagnant.

5. In a world that is constantly running after ‘more’ and chasing the next new thing,
would it be fair to think of Neruda’s call as merely a fanciful idea?
Ans. No, because of the following reasons:
Relevance of stillness: In a fast-paced world consumed by the pursuit of material gain and
instant gratification, Neruda's call for stillness and introspection holds significant value. It
serves as a reminder to pause, reflect, and connect with ourselves and others beyond the
relentless pursuit of more.
Countering the cycle: Neruda's call to break the cycle of noise, chaos, and violence is a
profound message that challenges the status quo. It encourages individuals to question the
incessant chase for "more" and consider alternative paths toward unity, peace, and deeper
understanding.
Importance of introspection: The idea of stillness and introspection has practical benefits.
Taking a moment to reflect allows individuals to gain clarity, make conscious choices, and
cultivate a sense of inner peace. It can lead to personal growth, empathy, and a more
meaningful existence.

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Therefore, rather than dismissing Neruda's call as fanciful, it is important to recognize its
relevance and potential to counterbalance the constant pursuit of "more" and bring about
positive change on both individual and collective levels.

6. The world has become a global village, and people across boundaries,
nationalities, and communities are now connected to one another. With the
advancement of technology, and the advent of social media, do you think that the
task of keeping quiet, as envisaged by Neruda, has become easier or more
complicated? Justify your stance.
Ans. With the advancement of technology and the global interconnectedness brought about by
social media, the task of keeping quiet, as envisioned by Neruda in the poem "Keeping Quiet,"
has become more complicated rather than easier. Here's a justification for this stance:
Constant stimulation: Technology and social media provide a constant influx of information,
notifications, and distractions. The ease of access to news, updates, and virtual interactions
keeps individuals engaged and connected at all times. This constant stimulation makes it
challenging to find moments of stillness and silence.
Fear of missing out: Social media platforms foster a fear of missing out (FOMO) mentality,
where individuals feel compelled to be continuously connected, informed, and engaged. This
fear drives the desire for constant activity and engagement, leaving little room for quiet
contemplation.
Shortened attention spans: The digital age has led to shorter attention spans and a
preference for quick, bite-sized content. This can make it difficult for individuals to invest the
time and focus required for deep introspection and silence.
Comparison and validation: Social media often promotes a culture of comparison and
seeking validation through likes, comments, and shares. This constant need for external
validation can hinder the ability to disconnect and find solace in silence.
However, it is important to note that technology and social media can also be used as tools to
promote mindfulness, self-reflection, and meaningful connections. It ultimately depends on
how individuals choose to utilize these platforms and their conscious efforts to create
boundaries, prioritize stillness, and disconnect when needed.

7. The last two years of school tend to be about planning for life after school. This
can be motivating, overwhelming, or encouraging for some, and stressful for others.
Write a diary entry recording your thoughts on the following: Neruda’s ideas in
‘Keeping Quiet’ as a guide in this situation. Thinking differently about your decisions
with reference to Neruda’s ‘Keeping Quiet’.
Ans.
15th January, 2025 9:30 pm
Monday

Dear Diary
Today, I find myself contemplating Neruda's ideas in 'Keeping Quiet' and how they can serve
as a guide during this crucial time of planning for life after school. The last two years of school
can indeed be a mix of emotions, ranging from motivation and encouragement to
overwhelming stress. Neruda's perspective offers a fresh approach that encourages me to
think differently about my decisions.
His idea of unity and interconnectedness resonates with me as I navigate through this
transitional period. Instead of getting caught up in the individualistic pursuit of personal
success, I am reminded to consider the impact of my decisions on others. By seeking unity and
cooperation, I can build connections, collaborate, and contribute to a supportive community in
my future endeavors.
Neruda's call to break the cycle of violence holds relevance here as well. While planning for the
future, it's easy to get caught up in competition, comparison, and the pressure to conform.
However, I now realize that I have the power to challenge these norms. By embracing stillness
and introspection, I can make decisions that align with my values and bring about positive
change in my own life and the lives of others.

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This newfound perspective encourages me to think differently about my decisions. Rather than
succumbing to societal expectations or succumbing to stress, I am inspired to take a moment
to reflect and listen to my inner voice. I can prioritize my own well-being, dreams, and
passions while also considering the broader impact I want to have on the world.
In light of Neruda's ideas, I feel empowered to approach this planning phase with a sense of
purpose and authenticity. I can find a balance between setting realistic goals and embracing
the unknown possibilities that lie ahead. By keeping his words in mind, I believe I can make
informed decisions that reflect my true self and contribute to a more harmonious and
compassionate future.
Good Night
Raman

8. It could be said that the poem ‘Keeping Quiet’ presents the poet’s philosophy for a
different kind of world. If you were asked to highlight elements of Neruda’s vision
that resonate in your specific social, political, and cultural context, which three main
ideas would you engage with?
Use relevant textual details to support your analysis.
Ans. Here are the three main ideas from Neruda's vision in "Keeping Quiet" that resonate in
today's context:
Unity and Interconnectedness: Neruda emphasizes coming together and recognizing our
shared humanity.
Breaking the Cycle of Violence: He calls for a pause to reflect and find alternative ways to
resolve conflicts.
Personal Responsibility and Transformation: Neruda highlights the importance of self-
reflection and individual contributions to positive change.
These ideas are relevant in our social, political, and cultural context, promoting empathy,
peace, and personal growth.

9. Imagine you are Pablo Neruda, the poet of Keeping Quiet. What advice you might
offer to Robert Frost, the poet of A Roadside Stand, in the context of his conflicted
emotions, as displayed in the given lines.
The requisite lift of spirit has never been found,
Or so the voice of the country seems to complain,
I can’t help owning the great relief it would be
To put these people at one stroke out of their pain.

Pen down your advice, in a letter to Frost.

You may begin this way:

Dear Robert
I recently read your poem, "A Roadside Stand," and...

You may end this way:

I hope this advice is helpful to you. Please let me know if there is anything else I can do to
support you.
Warmly,
Pablo Neruda

Ans.
Dear Robert

I recently read your poem, "A Roadside Stand," and was struck by the conflicting emotions
that you expressed towards the end. I understand that it can be difficult to make decisions
when we are overwhelmed by our emotions.
In my own experience, I have found that taking a moment of stillness and reflection can be
very helpful in gaining a deeper understanding of the situation and connecting with our own

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humanity and that of others. This is the message that I try to convey in my poem, "Keeping
Quiet."
I would advise you to take a moment to be still and contemplative before making any decisions
about the fate of the people at the roadside stand. By quieting your mind and being present in
the moment, you may be able to understand their struggles and pain objectively and gain a
new perspective about your own place in the world too. I also feel that by breaking from your
routine and taking a moment of stillness and reflection, you might gain a deeper understanding
of the situation and make a more functional decision.
I believe that this moment of reflection could help you to see beyond your conflicting emotions.
We are all human, after all, and before connecting with others, and resolving their issues, we
must try to connect with our own selves to advice from a place of balance and calm.
I hope this advice is helpful to you. Please let me know if there is anything else I can do to
support you.
Warmly,
Pablo Neruda

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 POEM – 3
A THING OF BEAUTY
About the poet
John Keats (1795-1821) was a British Romantic poet. Although
trained to be a surgeon, Keats decided to devote himself wholly to
poetry. Keats’ secret, his power to sway and delight the readers, lies
primarily in his gift for perceiving the world and living his moods and
aspirations in terms of language. The following is an excerpt from his
poem ‘Endymion; A Poetic Romance’. The poem is based on a Greek
legend, in which Endymion, a beautiful young shepherd and poet
wholived on Mount Latmos, had a vision of Cynthia, the Moon
Goddess. The enchanted youth resolved to seek her out and so
wandered away through the forest and down under the sea.

Enrich your vocabulary

Bower : A pleasant shady place under trees
Morrow : The following day
Wreathing : Surround / encircle.
Spite : Desire to offend / annoy someone.
Despondence : Disheartened/ hopeless/ depressed
Noble : Of superior quality / having high moral principles
Pall a cloud : (here) a dark cloud of gloom and sadness.
Spirits : The soul where lie our emotions and character.
Sprouting : To develop suddenly in large numbers.
Shady boon : A shade which is helpful to someone.
Rills : Streams of running water.
Covert : Not openly known or displayed.
Grandeur : So as to impress.
Dooms : Last day of existence.
Immortal : Living forever/ never dying
Heaven's brink : The door of God's home.
Gloomy : Sad
Boon : Blessing
Brake : A process to slow down
Grandeur : High rank or socially important
Mighty : Enormous
Brink : Edge

GIST OF THE POEM

 Based on a Greek legend, the poem is an excerpt from 'Endymion'
 According to the poet a beautiful thing is a constant source of joy. Its loveliness never
ends but increases forever.
 It gives sweet dreams and peaceful sleep, fine breathing and good health. Hence, a
boon to all.
 We are surrounded by jealousy and disappointment.
 The ignoble qualities make our life gloomy and miserable resulting in suffering and pain.
 A thing of beauty removes the gloom (sadness) from our spirits.
 The sight of nature such as- clear streams of water, daffodils (a flower), musk-rose and
forest thickets -make our lives sweet, soothing and happy
 This beauty is also experienced in grandeur of the dooms that we have imagined for our
powerful dead forefathers - Doom-refers to the ruins of the great deeds of the
legendary heroes.

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  Lovelier than lovely tales, the incessant beauty of nature is pouring unto us like an
immortal drink through an endless fountain from the heaven meaning that nature's
beauty acts as an elixir for humanity.

SUMMARY OF THE POEM

"A Thing of Beauty" by John Keats celebrates beauty's enduring and uplifting power. The poem
portrays beauty as a source of eternal joy that grows with time and never fades away.
It provides solace and tranquillity as a refuge for pleasant dreams, good health, and calm
breathing. Keats urges people to embrace beauty daily, forming a strong connection with the
Earth.
Despite challenges and humanity's flaws, beauty brightens spirits. Natural elements like the
sun, moon, trees, and daffodils exemplify this revitalising beauty.
The poem also highlights stories and legends that inspire, nourishing the human spirit like a
divine source of refreshment. In essence, it emphasises the lasting significance of beauty in
providing eternal joy and inspiration to human life.

BEAUTY IN DIFFERENT WAYS

The poem ‘A Thing of Beauty’ is part of John Keats’ longer work, ‘Endymion’. It lasts forever
and can change our lives. Keats says beauty makes us happy, gives comfort, and helps us feel
better even when times are hard.

Beauty Brings Joy: Keats starts by saying that a beautiful thing always brings joy. Its beauty
grows over time and never fades. It stays with us and makes us happy.

Beauty's Deep Meaning: Beauty is not just about looks. It creates a peaceful place where we
can relax. It helps us sleep well, have good dreams, and stay healthy. This shows that beauty
can make us feel better physically and emotionally.

Daily Connection to Beauty: Because beauty lasts forever, people try to stay connected
daily. Keats says we make a "flowery band" daily, meaning we appreciate nature and beauty
daily. We do this even when we feel sad, when there are not many good people around, an on
life is tough. This daily appreciation of beauty helps us to deal with the hard past of life.

Different Forms of Beauty: Keats gives examples of different kinds of beauty that can lift
our spirits:
 The sun and moon
 Old and young trees giving shade to sheep
 Daffodils in a green world
 Clear streams provide coolness in hot weather
 Forests with musk-rose flowers
These show the balance and harmony in nature.

Beauty in Stories: Keats also talks about the beauty in stories of great people from the past.
Whether real or imagined, these stories show heroism, love, and they inspire us just like
beautiful scenes do. These stories are like an "immortal drink that inspires us, similar to a
divine source.
In 'A Thing of Beauty,' Keats celebrates beauty's lasting and healing power. He shows that
beauty can be found in nature and inspiring stories. Beauty offers comfort, helps us feel
connected to something bigger, and makes life richer and more meaningful.

THEME OF THE POEM

1. Beauty and Permanence: The central theme revolves around the enduring quality of
beauty. Keats suggests that true beauty is everlasting, bringing joy and solace to individuals
regardless of time and circumstance.

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2. Nature's Influence: The poem can be found in nature. To exemplify beauty, Keats uses
natural elements like the sun, moon, trees, and flowers. Nature is depicted as a source of
inspiration and a means of connecting with the eternal.

3. Human Response to Beauty: The poem explores how humans respond to beauty,
portraying it as a balm for the soul. Keats suggests that beauty can counteract negativity and
uplift human spirits.

4. Escapism and Imagination: Beauty serves as a means of escape from the hardships of
life. The idea that beauty can create a "bower quiet" and a "sleep / Full of sweet dreams"
indicates its role in providing an al more positive reality.

5. The Power of Art: Through the reference to "lovely tales that we have heard or read," the
poem highlights the role of literature and art in conveying beauty and inspiration. These
creations are portrayed as avenues through which beauty is shared and experienced.

6. Embrace the Present: Despite the challenges and darkness of life, the poem encourages
readers to find and appreciate beauty in the present moment. The act of wreathing / A flowery
band "symbolises the ongoing pursuit of beauty as a way to ground oneself in the world.

In essence, 'A Thing of Beauty' explores the relationship between beauty, nature, human
emotion, and the enduring impact of aesthetic experiences. Keats elevates the idea of beauty
to a spiritual and transformative force that enriches human existence.

CENTRAL IDEA OF THE POEM

Beauty is a heavenly tonic/drink – an endless fountain of nectar. This beauty comes in different
forms– a tale, a poem, a play, a lovely object of nature or the heavenly bodies. It soothes our
spirits and gives us good health, sound sleep and mental peace. It removes sadness from our
lives and gives an everlasting joy.

MESSAGE OF THE POEM

Keats, an ardent lover of nature, in his poem refers to the powers of nature. He urges mankind
to realize these powers and make his life enjoyable and worth living. He tells us how a thing of
beauty provides perennial joy to us.

TITLE OF THE POEM

The poem 'A thing of beauty' is written by John Keats. It is the poem where poet described
about the importance of life and the beauty of life. It is like a romantic poetry. The poet picked
up here the beauty of life like if we don't do anything wrong life will be colourful. We can get
limitless happiness in life. Corruption, greed, murder these are not the quality of life. John
Keats is a famous poet. He has perfected this poem by its title, figure of speech, inner
meanings, rhythmic words.

Answer the following questions in 40 to 50 words.

1. How does a thing of beauty provide us shelter and comfort?
Ans. John Keats is a great Romantic poet. He creates images that soothe our senses. Nature
bestows us with things of rare beauty. It keeps the shade of trees ready for us to be
comfortable and peaceful in it. Beautiful things also provide peace and security so that we can
enjoy sound sleep. We are able to enjoy sweet dreams, good health because of them.

2. What spreads the pall of despondence over our dark spirits? How is it removed?
Ans. Man makes his life miserable and full of suffering because of his own actions. The pall of
despondence is the sadness that is a result of one’s own actions. A thing of beauty works
wonders for man and removes the cover of gloom from his dampened spirits.

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3. How do the ‘daffodils’ and ‘clear rills’ enrich our environment?
Ans. Daffodils are lovely white flowers that bloom in green surroundings. The “clear rills” or
clear streams of water create cooling comfort or passage for themselves as they pass through
the thick bushes and ward away the heat of the sun.

4. What is the ‘grandeur of the dooms’ and ‘endless fountain of immortal drink’?
Ans. The “grandeur of the dooms” is a reference to our mighty and dead ancestors who have
created beautiful objects for us. On the other hand, the “endless fountain” is the everlasting
joy provided to us by the bounties of nature in the form of nectar pouring on us from heaven.

5. What makes human beings love life in spite of all troubles and sufferings?
Ans. Human beings love life because nature is the best healer and brings beauty and joy to
our life. The memory of beautiful experiences helps us to bear our sorrows.

6. How is a thing of beauty a joy forever?

Ans. John Keats, a great Romantic poet, considers that a thing of beauty is a joy forever. It is
a constant source of happiness and pleasure. Its loveliness increases every moment. A thing of
beauty is never devalued. It never passes into nothingness.

7. How do we bind us to the earth every morning?

Ans. Like all the Romantic poets, Keats stresses the unbreakable bond of man with nature
and the earth. The beauties of the earth fascinate man. Every object of nature is a source of
beauty and happiness. Every day we are weaving a wreath through these beautiful things. This
flowery band binds us with the earth.

8. Why does Keats associate 'grandeur' with 'the mighty dead'?

Ans. The 'mighty dead ' were people of great power, authority and grandeur. They were
wealthy, brave and awesome people. They are dead in their grave but their grandeur and glory
survives. It is believed that they will be handsomely rewarded on the dooms day.

9. How is the pall of despondence moved away from our dark spirits?
Ans. Man makes his life miserable by his own nature and actions. He faces miseries and
pains. Amid these miseries and sufferings, a thing of beauty provides the only hope to
humanity. A thing of beauty works wonders. It is a joy forever. It removes the pall of
despondence ad sadness from our 'dark spirits'.

10. What is the message that John Keats wants to give through 'A thing of Beauty'?
Ans. The very first line of the poem conveys the message of the poet. John Keats was a
worshipper of beauty. A thing of beauty is a joy forever. Beauty never fades. Nor is it
devalued. It never passes into nothingness. A thing of beauty removes the pall of sadness and
sorrows and gives us joy and pleasure.

11. Mention any two things which, according to Keats, gives us pain and suffering.
Ans. According to Keats man suffers from pain and suffering due to the inhuman dearth of
noble natures on earth and due to the inhuman and hostile attitude that makes our days sad
and darkness our ways with distress and wretchedness.

12. If you were given an opportunity to share your perception of beauty, what would
you say? Explain.
Ans. Beauty, to me, is a radiant harmony that touches my soul. It can be found in nature's
wonders, in the laughter of loved ones, and in acts of kindness. Beauty uplifts my spirit,
bringing joy and a sense of peace that transcends words.

13. ‘Beauty is best left undefined’. Support your position on this statement with your
rationale, coupled with ideas in the poem.
Ans. The statement "Beauty is best left undefined" holds merit as beauty is a subjective
experience, unique to each individual. In the poem, Keats emphasizes the transformative
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power of beauty, suggesting that trying to confine it within a rigid definition would limit its vast
and personal impact on our lives.

14. Artists, singers, and musicians have a different perception of beauty as compared
to people who are in other professions. Comment.
Ans. Artists, singers, and musicians often have a heightened sensitivity to beauty, as their
creative expressions rely on capturing and conveying aesthetic experiences. Their professions
demand a deep understanding and appreciation of various forms of beauty, making their
perception of beauty more nuanced and profound compared to those in other professions.

15. Rationalize why Keats uses the metaphor ‘an endless fountain of immortal drink’
in his poem, A Thing of Beauty.
Ans.
 Things of beauty are just like the immortal drink of the gods that flow continuously and
never dies.
 Just as the endless fountain of immortality is an elixir of life, similarly things of beauty
are constant/ perennial in providing everlasting joy/ motivation/bliss.

Answer the following questions in 120 to 150 words.

1. How does Keats’ poem, A Thing of Beauty appeal richly to the senses, stimulating
the reader’s inner sight as well as the sense of touch and smell?
Ans. Introduction
 Keats’ descriptions allow for a deeper perception of the imaginary, converting it into a
life-like experience stimulating the reader’s inner sight as well as the sense of touch
and smell.
Justification
 Keats establishes this with powerful imagery and wordplay.
 The cooling comfort of the bower, dancing daffodils in its green environs, the babbling
stream, and the mid-forest brake with the musk rose blooms evoke our imagination,
sense of hearing, touch, and smell.
 The stories of the mighty and the doom that befalls them appeal to our intellect.
 The endless fountain may be an allusion of the fountain of youth however it has a
sublimating effect on the reader.
 Keats's poetic descriptions present beauty that appeals to our senses and gives delight.

2. We have often heard the phrase: ‘Beauty is skin deep’. In spite of that, we often
see people idolizing actors and celebrities who are good-looking and attractive. You
have a conversation regarding this with your friend who believes that physical
beauty defines a person. Write down that conversation.
Ans.
Friend: You know, I truly believe that physical beauty defines a person. It's what attracts
people and makes them idolize actors and celebrities who are good-looking and attractive.
After all, we often hear the phrase "Beauty is skin deep," and it seems to hold true in our
society.
You: I understand where you're coming from, but I have a different perspective on this. While
physical beauty can initially catch someone's attention, it doesn't define a person's worth or
character. True beauty goes beyond external appearances.
Friend: But don't you think that attractive people have an advantage in life? They are more
likely to succeed and be admired.
You: It may seem that way on the surface, but it's important to remember that beauty fades
over time. What truly matters is a person's inner qualities, such as kindness, intelligence, and
empathy. These are the qualities that create lasting connections and make a person truly
admirable.
Friend: I guess I never thought about it that way. But still, why do people idolize attractive
celebrities so much?
You: People idolize celebrities for various reasons, and physical attractiveness may play a part.
However, it's essential to separate the persona projected by the media from the real person.
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It's their talent, achievements, and the impact they make in their respective fields that should
be admired, rather than solely focusing on their external beauty.
Friend: I see your point now. It's a reminder to look beyond appearances and value what truly
makes a person beautiful from within.
You: Exactly! Beauty lies in the depths of one's character, their actions, and the positive
contributions they make to the world. That's the kind of beauty that truly matters and should
be celebrated.
Friend: I appreciate your perspective. It's given me something to think about. Thanks for the
conversation.
You: You're welcome! I'm glad we could discuss this topic openly. It's always valuable to
explore different viewpoints and challenge societal norms.

3. You are a blogger who loves to record travel stories. You recently visited a
picturesque location and you were enamored by its beauty. Pen down the post for
your blog giving vivid descriptions of the natural beauty of this place. Supplement
your writing with Keats’ ideas about beauty.
Ans. Greetings, fellow wanderers! Today, I am thrilled to share with you the breathtaking
beauty I discovered during my recent escapade to a picturesque location that seemed straight
out of a fairy tale. As I roamed through its enchanting landscapes, I couldn't help but be
captivated by the sheer magnificence of nature.
Every step I took immersed me in a world painted with vibrant hues and adorned with delicate
details. Keats' ideas about beauty echoed in my mind as I witnessed the transformative power
of nature. Like Keats, I found that a thing of beauty truly becomes a joy forever.
The rolling hills, dressed in lush green carpets, stretched as far as the eye could see. The sun-
kissed meadows danced with wildflowers, their vibrant petals swaying in harmony with the
gentle breeze. Majestic trees reached for the sky, their branches whispering tales of ancient
wisdom.
A pristine river meandered through the landscape, its crystal-clear waters reflecting the azure
sky above. The melodious symphony of birdsong filled the air, orchestrating a harmonious
chorus that uplifted my spirit.
As I climbed higher, I was rewarded with a breathtaking view. A cascading waterfall, like a
celestial veil, showered sparkling droplets that glistened in the sunlight. Its soothing sound
created a symphony of serenity, transporting me to a realm of tranquility.
Keats believed that beauty could be found even in the darkest corners of life. And in this place,
I witnessed the truth of his words. Amidst the rugged cliffs and hidden caves, I stumbled upon
a hidden gem—a secret garden bursting with vibrant blossoms. Its fragrance mingled with the
whispers of the wind, enveloped me in a sensory embrace.
In every corner of this paradise, beauty beckoned. It was in the delicate petals of a blooming
rose, the symphony of colors at sunset, and the gentle touch of a butterfly's wings.
As I bid farewell to this haven, I carried with me the essence of its beauty—a reminder that
amidst life's chaos, there are moments of unparalleled grace and harmony. Just as Keats
revered the enduring power of beauty, this journey reinforced my belief that nature's
masterpiece is an eternal gift to be cherished.
Remember, fellow explorers, to seek out the beauty that surrounds us. It is there, waiting to
be discovered and celebrated. Until our paths cross again, may your travels be filled with
wonder, and may the beauty you encounter leave an indelible mark on your soul.
Happy trails!

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 POEM – 4
A ROADSIDE STAND
About the poet
Robert Frost (1874-1963) is a highly acclaimed American poet of the
twentieth century. Robert Frost wrote about characters, people and
landscapes. His poems are concerned with human tragedies and fears,
his reaction to the complexities of life and his ultimate acceptance of
his burdens. Stopping by the Woods on a Snowy Evening, Birches,
Mending walls are a few of his well-known poems. In the poem A
Roadside Stand, Frost presents the lives of poor deprived people with
pitiless clarity and with the deepest sympathy and humanity.

Enrich your vocabulary

Out with : Extended
Traffic : Vehicles
Sped : Passed in great haste and speed
Roadside stand : A little shed that sells cheap essentials for the passersby
Dole : Piece, City money: Big amount of money
Feel in hand : The poor people do not want promises. They want the promises
To be fulfilled. Feel money in hand is different from having money
between the giver and the taker
Being : Life
Expand : Improve
Crossly : Angrily
They had none : They had no gas to sell
Didn’t it see : Haven’t you seen?
Requisite lift of spirit : The most important thing to make one feel confident and safe
(money)
The voice of the country : Cry of the poor villagers
I can’t help owning the great relief it would be : I keep on feeling an unreal relief of the
villagers
At one stroke : Instantly
As I come back into the sane : As I come back to my senses/reality
My pain : My pain is the sufferings/plight of the poor people
Put me out of my pain : I hope you the rich promise to open your hands for these poor
people

GIST OF THE POEM

 The rural folk have erected a roadside stand by adding a shed to an old house by the
side of the road.
 They sell berries, squash, etc.
 The 'polished' city people feel irritated at the shabby stand which is clumsily painted
and the signs turned into wrong direction.
 The roadside people have self-respect, their aim is not to beg but to earn some cash to
improve their living standard.
 The rural folk are promised a better life by re-locating them near cities and
rehabilitating them.
 But the 'greedy good doers' and `beneficient beasts of prey'(politicians, etc.) exploit
and cheat these honest, hardworking rural people.
 The stand owners suffer a 'childish longing' i.e. a desire that city people would stop and
purchase a few items, thus helping them to earn hard cash.
 But this longing is `vain'(useless) as the car owners stop only to enquire about fuel,
where the road was leading to and for taking a U-turn.
 The poet feels the pain and disappointment of the people at 'roadside stand'.
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THEME OF THE POEM
The poem A Roadside Stand depicts the lives of the rural poor. Robert Frost is critical of the
contemptuous way in which the city dwellers look at the villagers who yearn to sell their
vegetables by setting up a roadside stand by the side of the high way. He reminds us that the
economic well- being of a country depends on a balanced development of the villages and the
cities.
1. Urbanisation and Modernization: The poem portrays the encroachment of urban life
upon the rural setting. The "polished traffic" and the "flower of cities" represent the bustling
modern world that contrasts with the simplicity of the countryside. "Moving pictures promise"
alludes to the allure of urban life and technological progress

2. Economic Struggles: The roadside stand" is a poignant symbol of the economic difficulties
faced by the rural population. The stand's pies for money and the depiction of signs offering
goods for sale highlight the struggle for financial stability

3. Loss of Authenticity: The "artless paint on the signs and the commodification of nature
through the sale of berries and squash suggest a loss of authenticity and commercialisation of
the natural world.

4. Trust and Disappointment: The poem explores the themes of trust and disappointment
resulting from unfulfilled expectations. The residents hope for cily money to "make our being
expand" and for the promises of the party in power to be fulfilled, but their disappointment is
palpable.

5. Desire for Relief: The poem touches on the desire for release from suffering both
economic and emotional, At times, the speaker considers the relief it would be to put the
struggling rural people "out of their pain. This theme reflects the speaker's internal conflics.

TONE AND MOODOF THE POEM

The tone of the poem is reflective and melancholic. Frost conveys a sense of nostalgia for a
simpler past while acknowledging the challenges of the present and the uncertainties of the
future. As the poem progresses, the mood shifts from contemplative to frustrated and bitter.

CENTRAL IDEA OF THE POEM

‘A roadside Stand’ highlights the stark reality of class difference between the city rich and the
rural poor and calls for deepest sympathy and concern for the latter. The roadside stand
owner, representing the rural poor, complains of the indifferent attitude of the city folk as
represented by the city motorists and appeals to them to come forward to relieve the rural
poor of their want and poverty.

MESSAGE OF THE POEM

There is a universal appeal to the rich and the government for the upliftment of the poor rural
folk. The poor rural folk can make progress only when the rich do not exploit them. The
government and the big money magnets should take the responsibility to improve the
condition of the poor. Instead of promises grass root action should be taken the right direction
for their betterment. Let their hopes not shatter in this materialistic and dazzling world.

TITLE OF THE POEM

The poem “A Roadside Stand” is an apt title. It highlights the poignant picture of the deprived
section of the society who are born in misery, spend their life in misery and die in misery. Their
wish to live a life of dignity is a just a dream never to be fulfilled. On the one hand the affluent
city dwellers enjoy the dazzle of the world to the fullest of their desire. But on the other hand
the poor rural folk want their fresh and pure goods to sell to earn some gold (money) for the
betterment of their life. They also want to give good education to their wards to change their
lot. But their dreams shatter when the city dwellers do not bother to have even a look to their
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goods. They even hate thinking that their sheds mar the natural beauty. They just make
enquiry about their direction and move on. Thus this title describes the gap between haves and
haves not. So, the title is quite apt.

Answer the following questions in 40 to 50 words.

1. What should the government do for the rural Poor?
Ans. The government should give food, cloth and shelter to the rural poor. Facilities of health,
education and opportunities employment are very necessary for their up lift.

2. What do you mean by ‘polished traffic?

Ans. Polished traffic refers to the rich city dwellers travelling in big, luxurious cars. They
appear to be ‘polished’ outside but their minds do not understand the sufferings of the poor
people.

3. Explain, ‘passed with a mind ahead.’

Ans. The city people who passed by the roadside stand were self-centred and their minds
were restless with greed for money and ambitions for great profits in their business.

4. What are the usual complaints made by the city men when they stop at the
roadside stand?
Ans. The rich people to and from the cities usually have the same sets of complaints. Having
failed to see the wretchedness of the poor, they complain that the roadside stand, with the
tasteless way in which it is painted, ruined the beauty of the nature. Another complaint is that
direction boards are wrongly written.

5. State the reasons for which the cars from the city halt at the roadside stand?
Ans. Some cars stop at the roadside stand to take a reverse and some of them ask for
directions to their destinations. A few of them demand fuel.

6. Why and where was the roadside stand set up?

Ans. The road side stand was set up at one edge on a busy road in countryside. It was set up
to attract the city folk who passed from there. It was hoped that the stand would fetch some
cash to the rural poor.

7. What is the ‘childish longing ‘that the poet refers to? Why is it ‘in vain’?
Ans. The poet refers to intense and futile desires of owners of roadside stand to sell goods to
the passers- by. It is vain because not many people stop by things from them.

8. Which things irritated those passers-by who stopped at the Roadside stand?
Ans. If at all the passers- by stopped, they were upset with the artless paint of the roadside
stand. They complained that the stand marred the scenic beauty of the landscape. They also
complained about the wrong signs put up on the board.

9. What is “the party in power” keeping away from these rural poor?
Ans. The party in power is indifferent towards the pathetic condition of these rural folk. It is
depriving these villagers of a luxurious/comfortable lifestyle.

10. What does the life of the ‘moving pictures’ imply?

Ans. The life of moving pictures implies the glamorous life style of the rich people- full of
luxuries and comforts, unlike the life of the poor village folk who are leading a miserable life,
struggling hard for their existence.

11. Though money holds the same value everywhere, the poet draws a distinction
between city money and country money. Elaborate.
Ans. In the poem "A Roadside Stand," the poet Robert Frost draws a distinction between city
money and country money. He implies that while money may have the same value
everywhere, the way it is earned and spent in the city differs from how it is earned and spent
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in the country. In the city, money is acquired through complex and impersonal transactions,
whereas in the country, it is earned through hard work and personal connections. The poet
suggests that city money lacks the genuine human touch and simplicity found in country
money.

12. The roadside stand and the moving cars are a contrast around which the entire
poem is woven. Expound.
Ans. In the poem "A Roadside Stand," the contrast between the roadside stand and the
moving cars is a central theme. The stand represents a fixed, simple, and traditional way of life
in the countryside, while the moving cars symbolize fast-paced, modern, and impersonal city
life. This stark difference highlights the clash between old and new, tradition and progress, and
reflects the poet's contemplation on the changing times and the loss of rural simplicity.

13. Comment on the significance of the symbol of the car in the poem.
Ans. The symbol of the car in the poem "A Roadside Stand" represents urbanization,
modernity, and progress. It contrasts with the traditional rural life depicted by the roadside
stand, emphasizing the impact of urbanization on the simplicity and authenticity of the
countryside.

14. Does the poet reach a conclusive solution for the issue at hand? Discuss.
Ans. No, the poet Robert Frost does not provide a conclusive solution for the issue at hand in
the poem "A Roadside Stand." Instead, he presents the contrasting images of the roadside
stand and the moving cars to provoke contemplation on the impact of urbanization and
modernization on traditional rural life. The poem does not offer a definitive answer but
encourages readers to reflect on the complexities of societal changes.

15. State any two characteristics that can be inferred about the people from the
countryside in The Roadside Stand.
Ans. The people from the countryside wait endlessly for the kindness of the people from the
city, as shown by the poet. This demonstrates their patience/persistence.
They have a desire to live an ideal/a perfect/a happy life like it is shown in the movies, which
shows that they are hopeful/optimistic.

Answer the following questions in 120 to 150 words.

1. 'The cry of not having money to do anything except carry on the business of
making bangles, not even enough to eat, rings in every home.’ (The Lost Spring)
'...far from the city we make our roadside stand and ask for some city money to feel
in hand’. (A Roadside Stand)
Create a conversation between a bangle maker and the owner of a roadside stand
with reference to the above extracts.

You may begin the conversation like this:

Owner of a roadside stand: Your bangles are pretty. Tell me about your experience in this
business.
Ans. Owner of a roadside stand: Your bangles are pretty. Tell me about your experience in
this business.
Bangle Maker: Thank you. Well, it's a tough life being a bangle maker in Firozabad. We have
been doing this work for generations, but it doesn't pay enough to meet our needs. We barely
have enough to eat, let alone educate our children. The lack of education keeps us trapped in
this business, and we can't find better job opportunities. It's like a vicious cycle of poverty that
never ends.
Owner of a roadside stand: I can understand. We, too, struggle to make ends meet here at
the roadside stand. We wait all day for city people to stop by and buy something from us. We
depend on their city money to get by.
Bangle Maker: It's sad to know that we all face similar financial difficulties. In Firozabad, we
fear the police, bureaucrats, and sahukars who exploit us and prevent us from forming a
collective to demand our rights.
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Owner of a roadside stand: Here, in the countryside, people are misled by promises from
the government and other agencies pretending to help us. But in reality, our situation remains
the same.
Bangle Maker: It seems like there's no easy solution for either of us to improve our financial
positions. Poverty is a constant shadow, and it's disheartening.
Owner of a roadside stand: Yes, it is. We can only hope for a better future, but for now, we
must carry on with our struggles.
Bangle Maker: Indeed, we must keep going. Thank you for listening and understanding our
plight.
Owner of a roadside stand: Thank you for sharing your story. Let's continue to support each
other as we try to survive in this harsh world.

2. Imagine a car stops and actually buys from the roadside stand. Keeping in mind
the reaction you think the peasants would have, write a diary entry as the farmer
describing not only your immediate experience but also your after-thoughts on being
able to earn “city money”.
You may begin this way:

2nd January, 2025 9:00 pm

Dear Diary

We had an unexpectedly good day today!...

Ans.
2nd January, 2025 9:00 pm

Dear Diary

We had an unexpectedly good day today! As the scorching sun slowly set behind the horizon, a
miracle occurred - a car actually stopped at our humble roadside stand. My heart pounded with
excitement and nervousness as a well-dressed city dweller stepped out and looked at our
handmade crafts.
To my amazement, the city visitor admired our work and purchased a few items. The joy in our
hearts was immeasurable, and a sense of pride swelled within me. We exchanged a few words,
and I noticed how different our lives were - the way we dressed, the way we spoke, and the
worlds we came from - so contrasting, yet connected at that moment.
As the car drove away, leaving behind a trail of dust, I couldn't help but reflect on the
significance of this encounter. Earning "city money" felt like a triumph, a glimmer of hope
amidst the endless struggle for survival. With a hint of optimism, I thought about the
possibilities this could bring - perhaps a chance to provide better opportunities for my children,
to break free from the chains of poverty that bound our family for generations.
But even in my excitement, a part of me feared that this could be a fleeting moment of relief.
The reality of our harsh lives gnawed at me, reminding me of the uncertainty that still lay
ahead. Would the car return tomorrow? Would others like them to come by? Or was this just a
temporary stroke of luck in an otherwise unchanging landscape?
As I lay under the starry sky, I felt gratitude mixed with apprehension. The taste of "city
money" was sweet, but I knew that true change required more than occasional encounters. It
demanded resilience, unity, and a collective effort to break free from the cycle of poverty. Until
then, I would cherish this day as a glimmer of hope and a reminder that amidst the struggles,
there still exists a chance for a better tomorrow.
Good Night
Ramesh

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3. Imagine a child from the farmer’s family migrates to the city for their education.
As the child, write back to your family telling them whether you would or would not
want to turn into a city person. Use the context of the poem “A Roadside Stand” in
mind to pen down this letter.
You may begin this way:
House No. 12
Davidson County
23rd January, 2025
Dear mom
I have been thinking about the roadside stall lately. Now that I find myself surrounded by city-
people all the time, I think……………………………………..
With love
Jennifer

Ans.
House No. 12
Davidson County

23rd January, 2025

Dear mom

I have been thinking about the roadside stall lately. Now that I find myself surrounded by city
people all the time, I think about our little stand in the countryside. The memories of our hard
work, the simplicity of life, and the genuine connections we shared with our customers flood
my mind.
Living in the city has its perks, and I cherish the opportunity to pursue education and explore
new horizons. But amidst the bustling streets and fast-paced life, I can't help but miss the
tranquility of our village and the warmth of our community.
In the city, I witness both the wonders of progress and the harsh realities of urban life. The
city people are always on the move, seemingly chasing something elusive. While the glittering
lights and towering buildings are captivating, I see the struggles and loneliness that often lurk
behind the facade.
As I navigate through this new world, I yearn for the simplicity and authenticity of our roadside
stand. The city money may offer comforts and possibilities, but it cannot replace the value of
genuine human connections and the sense of belonging we had back home.
For now, I am grateful for the chance to learn and grow in the city, but my heart will always
carry a piece of our countryside. I hope to return someday, not as a city person, but as
someone who brings back the knowledge and experiences to uplift our community and
preserve the essence of our humble roadside stand.
With love
Jennifer

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4. Imagine you are Pablo Neruda, the poet of Keeping Quiet. What advice might you
offer to Robert Frost, the poet of A Roadside Stand, in the context of his conflicted
emotions, as displayed in the given lines?
The requisite lift of spirit has never been found,
Or so the voice of the country seems to complain,
I can’t help owning the great relief it would be
To put these people at one stroke out of their pain.

Pen down your advice, in a letter to Frost. You may begin this way:
Dear Robert
I recently read your poem, "A Roadside Stand," and...
You may end this way:
I hope this advice is helpful to you. Please let me know if there is anything else I can do to
support you.
Warmly,
Pablo Neruda

Ans.
Dear Robert

I recently read your poem, "A Roadside Stand," and was struck by the conflicting emotions
that you expressed towards the end. I understand that it can be difficult to make decisions
when we are overwhelmed by our emotions.
In my own experience, I have found that taking a moment of stillness and reflection can be
very helpful in gaining a deeper understanding of the situation and connecting with our own
humanity and that of others. This is the message that I try to convey in my poem, "Keeping
Quiet."
I would advise you to take a moment to be still and contemplative before making any decisions
about the fate of the people at the roadside stand. By quieting your mind and being present in
the moment, you may be able to understand their struggles and pain objectively and gain a
new perspective about your own place in the world too. I also feel that by breaking from your
routine and taking a moment of stillness and reflection, you might gain a deeper understanding
of the situation and make a more functional decision.
I believe that this moment of reflection could help you to see beyond your conflicting emotions.
We are all human, after all, and before connecting with others, and resolving their issues, we
must try to connect with our own selves to advice from a place of balance and calm.
I hope this advice is helpful to you. Please let me know if there is anything else I can do to
support you.
Warmly
Pablo Neruda

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 POEM – 5
AUNT JENNIFER’S TIGERS
About the poet
Adrienne Rich (1929 - 2012) was born in Baltimore, Maryland, USA.
She is widely known for her involvement in contemporary women’s
movement as a poet and theorist. She has published nineteen volumes
of poetry, three collections of essays and other writings. A strong
resistance to racism and militarism echoes through her work. The
poem Aunt Jennifer’s Tigers addresses the constraints of married life a
woman experiences.

Enrich your vocabulary

Prance : Walk or move around with high springy steps.
Topaz : A bright yellow coloured stone.
Denizens : (here) an animal that lives or is found in a particular place.
Sleek : Elegant
Chivalric : Being courteous esp. to women, an act of a gentleman.
Ordeals : Extremely severe tests or experiences.
Prancing : To move around proudly.
Fluttering : To move in quick, irregular motions as if being agitated.

GIST OF THE POEM

 The desire of a woman for freedom & strength has been brought out by the poet.
 Aunt Jennifer has embroidered bright yellow tigers on a screen.
 These tigers move about freely, fearlessly & confidently in the green forests.
 They are not afraid of the hunters.
 In contrast, Aunt Jennifer is weak & nervous.
 To make her embroidery she finds the ivory needle hard to pull.
 The wedding ring is symbolic of the burden of commitments & bindings of married life.
 Her marriage with uncle has taken away her freedom & confidence to live life the way
she wishes.
 After her death, the mark of the wedding ring will continue to show her sad, burdened
life.
 She is mortal (dies) whereas the embroidery of tigers (Art) that she has made is
immortal.

SUMMARY OF THE POEM

Aunt Jennifer's Tigers' by Adrienne Rich is a short but powerful poem that explores themes of
oppression, marriage, and the enduring strength of art. The poem depicts Aunt Jennifer
engaged in needlework, creating a tapestry with tigers. These tigers symbolise her inner
desires and aspirations. The tigers are described as bold and unafraid, representing a stark
contrast to Aunt Jennifer's life, which is weighed down by the oppressive presence of her
husband (Uncle).
The poem hirits at Aunt Jennifer's marriage, where she feels trapped and powerless, as
suggested by the reference to the "massive weight of her wedding band. When Aunt Jennifer
dies the poem means that the tigers she creates in her art will outlive her and remain a
testament to her inner strength and desires despite the constraints imposed on her by her
marriage.
To summarise 'Aunt Jennifer's Tigers' explores the tension between personal aspirations and
societal constraints, highlighang the lastirig impact of art and creativity to express inner
struggles and desires.

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VALUES RAISED IN THE POEM
Respect for women, equality, equity, gender sensitivity, empathy, feminism, value for art.

THEME OF THE POEM

1. Marriage is unequal due to male domination/Inequality: The woman is the centre of
the poem, Aunt Jennifer, is a nervous and fearful wife. She lacks inner conviction or ‘certainty’,
unlike the tigers she portrays. Aunt Jennifer is ‘mastered’ in her life. She lives a life of
inequality. She is so nervous that her fingers ‘flutter’ through the wool she is using in her
tapestry or panel. The poet portrays the marriage of Jennifer as an unhappy one for her. Aunt
Jennifer feels the burden of duty and obedience. This is shown by the symbol of the wedding
ring that she wears. It is described as her husband’s property: ‘Uncle’s wedding band’. It ‘sits
heavily’ on her hand because he dominates her life. Her life with her husband is described as a
life of ‘ordeals’. The poem, therefore, provides a negative picture of marriage. The poem is
probably saying that the ‘Uncle’ or husband is behaving like a tiger, and the tigers are
‘chivalric’ like the husbands. Each world is the reverse of what it should be.

2. The world of art is happier than the real world/Dream versus Reality: Aunt
Jennifer’s hobby is making designs and pictures from wool. Jennifer produces wool tapestries
that she places on panels. The creatures she places there are free and proud, the opposite to
herself. She is ‘ringed’ or mastered in marriage and, therefore, she is not free, but controlled.
It seems that she creates a happier looking world than the one she lives in. She makes precise
and brightly coloured pictures like the sharp yellow tigers of the poem, pictured against a
green background. These bright contrasting colours are probably much more vivid than
Jennifer’s everyday world. Her artistic work will live on after she dies, as, according to the
poet, her tigers will ‘go on prancing’. The figures she creates are stronger and happier than she
is. They are proud and ‘prance’ about, unlike their creator, who is nervous and fears her
husband. The word ‘prance’ or parade contrasts sharply with ‘fluttering’, meaning trembling.
The tigers do not fear the men the aunt places under some trees in her tapestry. Therefore,
the imaginary tigers produced by Aunt Jennifer live a type of proud and free life that she can
only dream about. Perhaps Aunt Jennifer uses art as an escape from her troubles. In her
artwork Jennifer imagines the kind of life she would have liked.

TITLE OF THE POEM

“Aunt Jennifer’s Tiger” is an appropriate title in that it refers to a tapestry Aunt
Jennifer has made. It contains some ferocious tigers. The title also suggests the “tiger
like terror” Aunt’s husband was. She was in constant fear of him and felt trapped and
suffocated in marriage. She felt that her husband was her master and she was a tame
animal who must carry out his command. It is a very suggestive title, indeed.

CENTRAL IDEA OF THE POEM

"Aunt Jennifer's Tigers" by Adrienne Rich is how the power of the patriarchy controls women's
bodies but not their minds. The poem makes this point by presenting the wild, exotic,
powerful tigers embroidered by Aunt Jennifer and contrasting them with Aunt Jennifer herself.

MESSAGE OF THE POEM

“Aunt Jennifer's Tigers” is a statement of conflict in women, specifically between the impulse to
freedom and imagination. Aunt Jennifer wants a life that she embroiders on the panel. She
wants a colourful vibrant life which every woman should have the power to create.

Answer the following questions in 40 to 50 words.

1. How do ‘denizens’ and ‘chivalric’ add to our understanding of the tiger’s attitudes?
Ans. Denizens means inhabitants of a forest. Tigers are the inhabitants of forest. They live in
the world of green. They love to live in their natural habitat. They are brave and warlike. They
freely prance and unafraid of human beings. They walk elegantly.

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2. Why do you think Aunt Jennifer’s hands are ‘fluttering through her wool’ in the
second stanza? Why is she finding the needle so hard to pull?
Ans. Aunt Jennifer seems to have grown very old and weak. That is why her hands are
fluttering through her wool. She is finding it hard to pull the ivory needle because her weak
hands are trembling.

3. What is suggested by the image ‘massive weight of uncle’s wedding band’?

Ans. Aunt Jennifer’s marriage was just like a heavy band put on her. With her marriage, she
lost all of her former freedom. Now she was tied to the daily chores of uncle’s home. She had
no liberty or will of her own.

4. Of what or whom is Aunt Jennifer terrified in the third stanza?

Ans. Aunt Jennifer is terrified of the hard chores she has been performing so far in her life.
She is afraid that she will have to do the same ones even after her death.

5. What are the ‘ordeals’ Aunt Jennifer is surrounded by? Why is it significant that
the poet uses the word ‘ringed’? What are the different meanings of ‘ringed’ in the
poem?
Ans. Aunt Jennifer’s ordeals are the ordeals of keeping her husband happy. She can do
nothing against the wishes of her husband. The word ringed’ conveys the idea that Aunt
Jennifer can never get out of her slavish routines.

6. Why do you think Aunt Jennifer created animals that are so different from her own
character? What might the poet be suggesting through this difference?
Ans. Perhaps Aunt Jennifer has created through the tigers a picture of her own husband.
There is also a suggestion that women create men but those very men dominate and
tyrannizes over women when they grow up.

7. Interpret the symbols found in this poem.

Ans. The two main symbols used in the poem are the tigers and the screen. Tigers represent
the creative energy of woman. The screen represents the range on which that creative energy
works. Thus tigers are symbol of men produced by woman. The screen is a symbol of the
woman’s life on which men prance about.

8. Do you sympathize with Aunt Jennifer? What is the attitude of the speaker
towards Aunt Jennifer?
Ans. Aunt Jennifer wins all our sympathy. She works tirelessly to create her tigers. The tigers
prance across the screen fearlessly. The speaker feels great sympathy for Aunt Jennifer. She
says that while Aunt Jennifer will be lying dead in her grave, her tigers will still go on prancing
proud and unafraid.

9. After Aunt Jennifer’s death, where will the tigers in the panel go?
Ans. Even after Aunt Jennifer’s death the tigers in the panel can’t run away. They are made
by Aunt Jennifer by her fine design work with her wool. The tigers will go on jumping, proud
and unafraid as before.

10. In the poem 'Aunt Jennifer's Tigers', why does the poet describe the tigers as
'bright topaz denizens of a world of green’?
Ans.
 She describes the tigers in this manner to show them as strong characters who are not
afraid to show themselves to the world.
 She uses this description which has imagery to help readers paint a vivid picture of
tigers that are clearly visible against a green background.
 She describes the tigers this way to create a contrast later in the poem between the
tigers and how the women of her time behave in a world of men.

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11. In the poem Aunt Jennifer's Tigers, what is the contrast between the reality of
Aunt's life and her imagination?
Ans.
 Aunt is timid, nervous, and living a fearful existence/under male domination.
 Embroiders tigers are bold, proud, fearless, and are prancing free/masters of their
kingdom.

12. How can we say that marriage was a compromise for Aunt Jennifer? Support your
response with two justifications.
Ans.
 Couldn’t live the way she wanted to or do what she wanted to.
 Burdened by responsibilities.
 Oppressed by her husband.

13. How are Aunt Jennifer’s tigers different from her?

Ans.
 Aunt is weak, meek, submissive, and scared of expressing her feelings openly. The aunt
is bonded in matrimony and faces several restrictions.
 The Tigers are strong, fearless, and confident. They are bold creatures and are scared
of no one. On the other hand, the tigers move about freely.

14. 'It is only when we are fearless that we begin to create.’ Does this statement
hold true in the case of the poem, Aunt Jennifer's Tigers? Support your stance with
evidence from the text.
Ans. No, this statement does not hold true with respect to the poem.
Even though Aunt Jennifer was fearful of her husband, which is indicated by her 'fluttering
hands' / was burdened by her marriage to him, which is indicated by the weight of her wedding
band, she channeled that fear/burden into creating her art. Her fear did not stop her from
creating her art.

15. How does the poet use the image of ‘fingers fluttering through the wool’ to
highlight Aunt Jennifer’s victimization?
Ans.
 She is burdened by the weight of her marriage/ gender codes she has to follow as a
woman, and even holding wool firmly is a task.
 Highlights the oppressed state of women.

16. Read the given quote. In your opinion, what silence does the poem ‘Aunt
Jennifer’s Tigers’ break? “Every poem breaks a silence that had to be overcome. –
Adrienne Rich”
Ans. The poem "Aunt Jennifer's Tigers" by Adrienne Rich breaks the silence about the
oppression of women in a patriarchal society. Through the character of Aunt Jennifer, Rich
shows the impact that this oppression can have on women's lives. The poem is a reminder that
we must all work to create a more equitable world for women.

17. Adrienne Rich chose to express her silent revolt through her poem, Aunt
Jennifer’s Tigers, just as Aunt Jennifer did with her embroidery. Explain.
Ans. Adrienne Rich, through her poem, criticizes the traditional institution of marriage, in her
times, suggesting that it oppresses women. Similarly, Aunt Jennifer, a victim of an unhappy
marriage, under a domineering husband, chooses embroidery to vent her angst. Both use their
creative outlet as a form of protest against societal expectations.

18. Would you say that the poem ends on a note of hope? Justify your opinion.
Ans. The third stanza of "Aunt Jennifer's Tigers" offers a glimmer of hope, suggesting that
even in the face of oppression, women can find ways to express their strength and resilience.
The poem's final line, "The tigers in the panel that she made/Will go on prancing, proud and
unafraid," is both hopeful and tragic. It suggests that even though Aunt Jennifer herself was
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unable to achieve freedom and empowerment, her tigers will continue to live on and inspire
others.

Answer the following questions in 120 to 150 words.

1. How might the message of the poem, ‘Aunt Jennifer’s Tigers’ be different if the
following last four lines were omitted?
When Aunt is dead, her terrified hands will lie
Still ringed with ordeals she was mastered by.
The tigers in the panel that she made
Will go on prancing, proud and unafraid
Ans. If the last four lines were omitted, the poem would have a more somber tone.
Without the image of the tigers continuing to prance, the poem would end on a note of
despair, with Aunt Jennifer's hands still ringed with the ordeals she was mastered by.
The message of the poem would refer to the oppression and suffering of women, without any
hope for liberation.
By ending the poem on these lines, the author achieves a sense of hope and transcendence.
The image of the tigers continuing to prance, proud and unafraid, suggests that there is a way
to transcend the oppression and suffering of women, even if it is only through art. The poet
suggests that art can provide a kind of liberation, even in the face of social and cultural
constraints.

2. ‘Their mother sighed. Sophie watched her back stooped over the sink and
wondered at the incongruity of the delicate bow which fastened her apron strings.’
The prose selection, Going Places includes this telling comment about Sophie’s
mother.
In Aunt Jennifer’s Tigers, we are told that – ‘The massive weight of Uncle’s wedding
band sits heavily upon Aunt Jennifer’s Hand.’
Imagine a conversation between Sophie’s mother and Aunt Jennifer. Create this
exchange with reference to the two extracts given above.
You may begin the conversation like this …
Sophie’s mother: Your embroidery is so beautiful. Do you love tigers?
Ans.
Sophie's Mother: Your embroidery is so beautiful. Do you love tigers?
Aunt Jennifer: Thank you, dear. Yes, I do love tigers. They symbolize something I wish I
could be - free and fearless, unlike me.
Sophie's Mother: I understand that feeling. My life revolves around the needs of my family. I
spend my days tending to the household, just like that delicate bow on my apron, a superficial
adornment to my servile role.
Aunt Jennifer: It's the same for me. The weight of my husband's wedding band is a constant
reminder of the heavy burden I carry, and the control he exerts over me. My embroidery is my
escape, a means to express my hidden desires and feelings.
Sophie's Mother: I know what you mean. I stay at home while the rest of the family enjoys
life outside. We both have domineering husbands, and our voices go unheard in family
matters.
Aunt Jennifer: Yes, it's as if we're trapped in this never-ending cycle, with no likelihood of
change in our status.
In this conversation, Aunt Jennifer and Sophie's mother bond over their shared experiences of
feeling burdened and constrained by their roles in their respective households, where their
desires and voices are suppressed. Aunt Jennifer uses her art as a form of silent rebellion,
while Sophie's mother finds solace in understanding Aunt Jennifer's struggles. Both women find
common ground in the need for change, even though it seems unlikely in their current
circumstances.

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3. Read the given extract from an article published in The Independent:
“Turn your pain into art”: it’s a phrase most of us have heard before… The theory
that achieving something great requires suffering dates back to ancient times… Pain,
however, is less an artistic necessity and more a result of “contagion” – a term used
for the spreading of a harmful idea or practice…In the context of the struggling
artist, it allows mental illness to fester; to be glamourized and admired; even
encouraged in the name of art.
i. Do you think Aunt Jennifer “turned her pain into art”? What kind of “contagion”
might her pain be a result of?
ii. Evaluate Aunt Jennifer and her artistry in light of the above extract.
Ans. i. Yes, I think Aunt Jennifer "turned her pain into art." The tigers in her tapestry
represent the freedom and strength that she longs for but cannot achieve in her own life.
Through her art, she is able to express her inner strength and longing for freedom.
The "contagion" that Aunt Jennifer's pain is a result of is the oppression of women in a
patriarchal society. Aunt Jennifer is trapped in a marriage that is dominated by her husband.
She is unable to express her true self or achieve her full potential.
However, Aunt Jennifer is not simply a victim of her circumstances. She is also a survivor.
Through her art, she is able to create a world where women are strong and powerful. The
tigers in her tapestry represent the potential that she embodies, even though she is unable to
fully realize it in her own life.
In light of the extract from The Independent, I believe that Aunt Jennifer's artistry is a
powerful example of how art can be used to transform pain and suffering. Aunt Jennifer's
tigers are a symbol of hope and resilience for women who are struggling to achieve their full
potential in a patriarchal world.
Aunt Jennifer's artistry is also a reminder that pain and suffering are not necessary for the
creation of great art. Aunt Jennifer's tigers are beautiful and powerful works of art, even
though they were created by a woman who was in pain.

4. Imagine that Aunt Jennifer read the poem that Adrienne Rich wrote about.
Every poem breaks a silence that had to be overcome. - Adrienne Rich.
After much contemplation, she decided to write a letter to her husband expressing
her feelings and thoughts. Write the letter as Aunt Jennifer.
Ans.
Dearest Husband,
I recently read a poem by Adrienne Rich called "Aunt Jennifer's Tigers." It is a poem about a
woman who is trapped in a loveless marriage and unable to achieve her full potential. The
woman in the poem creates tigers in her tapestry, which represent the freedom and strength
that she longs for.
I read this poem and I saw myself in Aunt Jennifer. I am also trapped in a marriage that is
dominated by you. I am unable to express my true self or achieve my full potential.
I know that you love me, but you do not understand me. You do not see the strength and
creativity that lie within me. You only see me as your wife, your property.
I am writing this letter to you in the hope that you will finally see me for who I am. I am a
woman with a voice, dreams, and aspirations. I am not just your wife.
I know that you may not understand this, but I need to be free. I need to be able to express
myself fully and achieve my full potential.
I am not asking you to leave me. I am asking you to change. I am asking you to see me for
who I am and to love me unconditionally.
If you cannot do that, then I will have to find a way to free myself. I will find a way to create
my own tigers.
Love always
Aunt Jennifer

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5. Observe the following lines from two different poems.
When Aunt is dead, her terrified hands will lie
Still ringed with ordeals she was mastered by.
(Aunt Jennifer's Tigers)

I can’t help owning the great relief it would be

To put these people at one stroke out of their pain.
(The Roadside Stand)

There are many commonalities between the two poems. Imagine that you are
interviewing Adrienne Rich and Robert Frost together. Ask them any two questions
that would highlight two points of similarity between their poems, and create their
responses to each.

You may begin this way:

Interviewer:
Rich:
Frost:

Ans. Interviewer: Thank you for joining us, Adrienne Rich and Robert Frost. My first question
to both of you is - What are the central themes of your poems?
Rich: My poem highlights the oppression that women face at the hands of men, particularly as
wives to their husbands. Women's freedom and rights are a social issue.
Frost: Yes, my poem is also centered on a social issue. It talks about the oppression of the
country folk. They remain poor because of the privileged city folk's ignorance.
Interviewer: Thank you for sharing. My next question is --- What solution do you both
propose in your poems?
Rich: Well, I don't have a solution. I think women will die being oppressed. Men have been,
and always will be, in power.
Frost: I agree. In my poem too, I state that the country folk would be at peace if they died.
The city folk will always have the upper hand. I, like Adrienne, don't have any hope for change.

6. The different portrayals of women in the texts 'Aunt Jennifer's Tigers', 'Going
Places', 'Lost Spring', and 'My Mother at Sixty-six', offer insights into the experiences
of women in society.
You have been asked to address your peers and share.
 The ways these portrayals highlight the diversity of the female experience.
 The importance of understanding each individual woman's challenges and
experiences.
Compose this draft, with reference to any three of these prescribed texts listed
above.
You may begin this way:
Good morning, everyone.
As I analyzed the allotted texts...

To conclude, I’d like to say that ...

Thank you
Ans.
Good morning, everyone.
As I analyzed the allotted texts, I noticed that though each portrayal of women was unique,
they all offered varied insights into the experiences of women in society.
To begin with, Aunt Jennifer was portrayed as a victim of patriarchy, living in a world where
women were expected to conform to societal norms and expectations and was unable to attain
the freedom and strength she desired, due to the limitations imposed upon her by society.
In contrast, Sophie was portrayed as ambitious and determined to break free from societal
norms. She refused to be limited by her gender and sought to challenge the restrictions placed

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upon her. Sophie's mother, on the other hand, from a generation prior, had chosen to conform
and sacrifice her individuality to societal expectations.
Similarly in "Lost Spring," the grandmother and daughter-in-law, in Firozabad, were portrayed
as resilient in the face of poverty and the societal constraints of their caste. However, unlike
Sophie’s and Aunt Jennifer’s need to find an outlet, they found ways to make the best of their
situation, despite the limitations placed upon them.
When we analyze the portrayal of the aged mother, in "My Mother at Sixty-six,", she is
presented as vulnerable and in need of protection. Sadly, it does make one wonder about the
unaddressed vulnerability of Sophie’s mother and the grandmother in “Lost Spring”. A point
worth considering is that Kamala Das’ mother’s acceptance of her circumstances comes across
as a voluntary decision, whereas that of the women in “Lost Spring” is akin to resignation.
These portrayals of women offer valuable insights into the experiences of women in our society
-from victimization to resilience in the face of poverty - and offer us important lessons about
strength, vulnerability, and the need for empathy and respect.
To conclude, I’d like to say that as readers, we can learn from their experiences and strive
towards a more equitable and just society. These characters, stress that it is important to
recognize the complexities of each woman’s experiences and refrain from passing sweeping
judgments as women are not a uniform group, but rather unique individuals.
Thank you

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 LESSON – 1
The THIRD LEVEL
About the author

Jack Finney: The Third Level is named for a short story by Jack
Finney (1911-1995) which appeared in a 1957 collection of the same
name. In the story, the disenfranchised protagonist discovers a third
level to Grand Central Station, from which he takes a train back in
time to the year 1894. Realizing that the third level can transport one
to any place as well as any time, he tries to get back to his old
hometown: Galesburg, Illinois, the home of Knox College.
Finney was graduated from Knox with the class of 1934 and went on
to become a noted author of speculative fiction with several short
story collections and novels like The Body Snatchers and Time and
Again. The Knox College Archives has a collection of rare, out-of-
print, and autographed copies of Finney's works.

INTRODUCTION
The Third Level by Jack Finney is an interesting story that is set after the world wars.
Consequently, the life was full of fear, insecurity, war & worry. This story talks about the
figments of imaginations that can be used to escape from reality. It takes readers back in the
time of joy and peace. Charley, the protagonist wants to escape from the harsh realities of
modern world and imagines the world of 19th century where the people were living peaceful
life and they had ample time for themselves. The story weaves together psychological journey
of the narrator into the past, present and progresses towards future.

GIST OF THE LESSON

 Grand Central Station of New York has two levels. But Charley, a thirty-one-year-old
resident of New York, talks about a third level. He believes in the existence of this
hypothetical third level and claims to have been there.
 Charley visits a psychiatrist friend to talk about this problem. The psychiatrist calls it a
“waking dream wish fulfillment” and rationalizes Charley's experience by saying that the
“modern world is full of insecurity, fear, worry, and war...” and everybody wants to
escape a “temporary refuge from reality.” According to him, even hobbies like stamp
collection is a manifestation of this escape. Charley thinks about his grandfather who
didn’t need any refuge from reality. Charley’s grandfather started his collection.
 The fast growing Grand Central station at times seems to be amazing to Charley. He
had lost his way a couple of times earlier too while taking the subway.
 Once, he entered the lobby of the Roosevelt Hotel while the other time he emerged at
an office building that was three blocks away. But this time when he loses his way,
something unique happens. He visits the third level!
 Charley keeps walking in the quiet corridor, angling left and slanting downward, till he
reaches an architecturally old station that is completely different from the two familiar
levels.
 The antiquated small room with fewer ticket counters and train gates, a wooden
information booth, flickering open flame gas lights and brass spittoons remind him of
the architecture of the 1800s.
 He also finds that people are dressed in outmoded outfits. He notices that the date on
the newspaper ‘The World’ is printed June 11, 1894. As he tenders money to the clerk
at the counter to buy two tickets, he realizes that he needs to have old currency bills to
do so.
 He had always wanted to travel to Galesburg with his wife, Louisa. In his mind, it is “a
wonderful town still, with big old frame houses, huge lawns, and tremendous trees....”

175
 It is a place with long and pleasant summer evenings and where people have time for
each other.
 So, the next day during lunch, he exchanges three hundred dollars for old style bills
amounting to some two hundred only.
 The loss doesn’t bother him much as he believes that in Galesburg everything will be
cheaper and that he can manage even with a small amount. But, he could never again
find the corridor leading to the third level.
 His wife Louisa is worried after knowing all this and asks him not to look for the third
level any further. Suddenly Charley realizes that his friend, Sam Weiner, is nowhere to
be found, so he and his wife keep looking for him in the weekends.
 Philately is not just stamp collection but a broad term including the study of stamps,
postal history and other related items.
 When a new stamp is issued, on the first day, people mail a blank paper to themselves
and then retain that unopened letter with the date on the postmark. Such an envelope
is known as a ‘first day cover’. Charley has inherited his grandfather’s collection of first
day covers.
 One day while fidgeting (restlessness/move restlessly) with his stamp collection,
Charley comes across a letter that was not there earlier. It bears the postmark on a
faded six-cent stamp with a picture of the President Garfield.
 The envelope was sent on July18, 1894 to Charley's grandfather in Galesburg and was
addressed to Charley.
 The letter was written by Sam Weiner, who was Charley's psychiatrist! Sam has
reached Galesburg and is having whole of a time there.
 He also invites Charley and Louisa to Galesburg. When Charley goes to the stamp and
coin store, he is apprised of Sam's exchanging eight hundred dollars for the old
currency bills.

THEME OF THE STORY

The story ‘Third Level’ clearly explores the science fiction genre (classification) of ‘time travel’.
Jack Finney, the recipient of the world fantasy award interweaves fantasy with the reality in
the most futuristic projection of time travel. Charley wishes to be transported to the third level,
the world of 1894 which is supposedly much happier and quieter place to be. It is one of the
most concise and entertaining story about time travel. The question whether the third level
exist in real or only in charley’s mind can be inferred from Sam’s letter.
The story also dwells on the theme of escapism, not only as a psychological refuge from the
grim realities of the present day world but also as a desire to stay with the past or to keep the
past alive in the complexities of the present. In the story charley not only expresses desire to
escape but also prepares and tries very hard, a desire which is not contested by the wife
either. Sam is also happily escaped with no plans to resort to his old profession along with
scores of other people who cross the grand central everyday… to escape seems to be an all
pervasive feeling.

MESSAGE OF THE STORY

The modern world is full of insecurity, fear war, worry and all the rest of it and all people want
to escape from them. They just want a little peace and relaxation from these situations.

TITLE OF THE STORY

Oppressed by the pulls and pressures of modern life, man yearns for an escape from all the
tensions and worries. He looks for a level of existence that would yield peace and tranquility.
Trying to delve deeper into life, he wanders whether it is possible for him to live on a different
plane and he looks for this ideal world, hopping to come across it someday. It is this Utopian
world that the author has chosen to call the third level.
Third level can also refer to a level of reality that exists in our mind only and not in space and
time. It is this faculty of mind that makes virtual travel in time possible and opens innumerable
ways to escape, defence mechanization and rationalization. Hence ‘the Third Level’ is an
appropriate title.

176
Answer the following questions in 40 to 50 Words.
1. How do Charley's wife Louisa and his friend Sam react to the narrator’s
observation?
Ans. Charley the narrator states that there are three levels at Grand Central Station. His
assertion is based on his personal observation. But his friend Sam said that Charley was
unhappy and wanted to escape. His wife Louisa was shocked and worried. They both
disbelieved him.

2. What do you learn about Galesburg, Illinois during 1894?

Ans. Galesburg has been described peaceful place that was not ravaged by the two world
wars. It has old framed houses, huge lawns and splendid trees with expanded branches. The
men would smoke cigar talk quietly. The women would be waving palm leaves fAns. They
have ample time for themselves.

3. What do you know about the 'First Day Cover '?

Ans. When a new stamp is issued in any country, stamp collectors buy some and use them to
mail envelopes at their address on the very first day of release. They put a blank paper in the
envelopes. The postmark proves the date of issue. The envelope is called a first day cover. It
remains unopened.

4. Do you think that the third level was a medium of escape for Charley? Why? How
did Charley’s psychiatrist friend interpret his unique experience?
Ans. Yes, the third level was a medium of escape for Charley from the unhappy modern -
Grand Central Station. Charley did not agree with his psychiatrist friend when the latter called
his experience of visiting the third level ‘a waking-dream wish fulfillment.’ His friend tried in-
vain to make him realize that his hallucinations are a result of his strong desire to escape to
the peaceful times of the 1890s.

5. How did 'The World' help Charley to confirm his doubts regarding the existence of
a third level?
Ans.
 In the beginning, when Charley reached the third level, he was confused.
 Later on, he noticed that 'The World' a popular newspaper that had stopped its
publication before 1894 was still available.
 He saw that day’s edition of 'The World'. It was dated, June 11, 1894.
 The lead story said something about President Cleveland.
 This confirmed that he was back in 1894.

6. In his letter to Charley, Sam writes, ‘…then I got to believing you were right.’
What could have made Sam begin to believe?
Ans.
 Sam had not believed Charley when he had mentioned the third level at the Grand
Central.
 Sam liked the description of 1894 life and living.
 Sam must have gone in search of the third level and found it.

7. Why do you think Charley withdrew nearly all the money he had from the bank to
buy old-style currency?
Ans. In "The Third Level," Charley withdraws nearly all of his money from the bank to buy old-
style currency because he becomes convinced that the third level of the Grand Central
Terminal is a portal to the past, and he wants to be able to survive financially in the year 1894.
He believes that the currency from that time period will have a higher value in the past and
that he will be able to use it to support himself and his wife, Louisa if they are unable to return
to the present day.

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Answer the following questions in 120 to 150 words.
1. The story reveals refuge from reality to illusion. Do you think it is obvious to
escape from reality of life?
Ans. Jack Finney portrays Charley's transition from reality to imaginary world through the
story the Third Level. lt seems probable as the author employs authenticity to the experience.
Charley worked late night at the office and was in hurry to reach his apartment to be with his
wife Louisa. He thinks of taking the subway since it seems faster than bus. Grand Central
Station has been described mysterious and mushrooming with subways, staircases and
corridors that leads to many ways and places. Moving through the tunnel Charley recounts his
past experience that appears safe and quite normal. Modern world is full of insecurity, fear,
war, worry and tension. He wants to escape from the harsh realities of modern world. His
friend Sam also agrees with the escape theory. They claim that our hobbies also lead us to a
temporary escape from reality. Finally, his Psychiatrist friend reaches the Third Level and
suggests Charley and his wife Louisa to keep on searching till they get it. The story weaves
psychological phenomenal yarn to make it obvious.

2. What does the third level refer to?

Answer. The Grand Central Station of New York has subways on two levels from where the
commuters take trains to different destinations. No third level was ever built. However, the
protagonist of the story, Charley, believes in the existence of a third level, operating in a
timeframe of 1890s. The third level signifies an escape from the modern world that is “full of
insecurity, fear, war, worry and all the rest of it....” The period of 1890s represents a peaceful
life not possible in the present era. From this level, the protagonist wants to travel to
Galesburg, Illinois, with his wife Louisa. For him, it is a part of reality while his psychiatrist
friend calls it a “waking-dream wish fulfillment.”

3. Would Charley ever go back to the ticket-counter on the third level to buy tickets
to Galesburg for himself and his wife?
Ans. After reading the story we get to know that Charley was interested in travelling to
Galesburg with his wife Louisa. However, he couldn’t locate the third level again. The first time
round, he found the third level by accident. When he reached the ticket-counter, he realised
that the currency he had with him was not useful as it belonged to a different period. He went
back to convert his three hundred dollars into the “old-style currency” that could enable him to
buy two tickets to Galesburg. However, when he returned to the Grand Central, he could not
find the corridor leading to the third level. He couldn’t go back looking for the third level as his
wife was too worried about him. Moreover, he himself had stopped looking for it after
sometime.

4. What do you infer from Sam’s letter to Charley?

Ans. The letter was addressed to Charley but mailed to his grandfather in Galesburg, Illinois.
It was mailed in 1894 and now appears in his grandfather’s collection. The letter was suddenly
found among the first-day covers where it had never been seen earlier. Moreover, the contents
of the letter are exactly what Charley thought about Galesburg of 1890s. Sam's letter to
Charley is a mystery that blends together the worlds of reality and fantasy, and thus, needs
further exploring. There are two perspectives from which one can look at the letter. At one
level, it proves that Sam has reached Galesburg of 1984. However, if we look at a deeper
level, we can infer that the letter is just another instance of his hallucination or dreams of
escapism. It is possible that while Charley was looking at the old first-cover letter, he was
carried away to a different world where the letter was sent to Charley by Sam. The letter
reflects Sam’s undeterred urge that forces him to keep looking for the third level.

5. How would you evaluate Sam’s character? Elucidate any two qualities, and
substantiate them with evidence from the text.
Ans. In "The Third Level," Sam is a friend of the protagonist, Charley, who works as a
psychiatrist.
Firstly, Sam is intelligent and knowledgeable in his field, as evidenced by his ability to diagnose
Charley's condition accurately and his understanding of the psychological mechanisms behind
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his obsession. For instance, he says to Charley, "Your Third Level, in short, is a form of escape,
of wish fulfillment, from the stresses and problems of your life and your times." This shows
that Sam has a good grasp of Charley's situation and is able to explain it in a clear and concise
manner.
Another quality of Sam's character is his skepticism. Throughout the story, Sam maintains a
skeptical and rational attitude toward Charley's claims of having discovered a portal to the
past. He questions Charley about his experiences and suggests that they may be a product of
his own psychological state, rather than an actual time-traveling adventure. However, at the
end of the story, the reader is told that Sam has found the third level and traveled back in time
himself.

6. At the beginning of the story, Sam is skeptical of Charley’s discovery of the third
level. By the end of the story, the reader is told that he found the third level and
traveled back in time. How would Sam diagnose himself?
Ans. At the beginning of the story, Sam is initially skeptical of Charley's discovery of the third
level, and he questions Charley's belief that it is a portal to the past. However, by the end of
the story, the reader learns that Sam has indeed found the third level and has traveled back in
time. This suggests that Sam's skepticism may have been replaced by a newfound belief in the
possibility of time travel.
If Sam were to diagnose himself, he may recognize that his initial skepticism was a product of
his rational, logical mind. However, he may also acknowledge that his curiosity and openness
to new experiences ultimately led him to discover the truth about the third level. Sam's
experience may have taught him to keep an open mind and to consider the possibility of things
that may seem impossible or unlikely at first glance.

7. ‘It’s easy to judge others and give advice, but much more difficult to apply it to
ourselves.’ Elaborate with reference to the character of Sam in The Third Level.
Ans. In the story "The Third Level," the character of Sam initially expresses skepticism and
doubt about Charley's belief that the third level of the Grand Central Terminal is a portal to the
past. He is quick to judge Charley's claims and to offer rational explanations for the seemingly
impossible phenomenon.
However, as the story progresses, Sam begins to experience a change of heart. He becomes
increasingly fascinated by Charley's obsession with the third level and begins to wonder if
there might be some truth to his friend's claims. Eventually, Sam himself discovers the third
level and travels back in time, confirming Charley's belief in the process.
Sam's journey in the story highlights the difficulty of applying our own advice and beliefs to
our own lives. Despite his rational mind and skepticism, he eventually comes to believe in the
possibility of time travel and the existence of the third level. This suggests that it can be much
harder to change our own minds and beliefs than it is to offer advice or solutions to others.

8. In the story, ‘The Third Level’ by Jack Finney, Charley is obsessed with finding the
third level. In an attempt to thrash out whether this obsession is a good quality or a
harmful one, Charley’s wife expresses her thoughts in a diary entry.
As Louisa, Charley’s wife, write this diary entry. Support your response with
reference to the story.
You may begin this way:
15th January, 2025 10:00 pm
Saturday

Dear Diary

I have been married to Charley for a few years now and I have always known him to be an
intelligent man with an imaginative mind. However, his recent obsession with finding the Third
Level has …

179
Ans.
15th January, 2025 10:00 pm
Saturday

Dear Diary

I have been married to Charley for a few years now and I have always known him to be an
intelligent man with an imaginative mind. However, his recent obsession with finding the Third
Level has left me quite worried. While he talks about it with excitement, I cannot help but
wonder if it is a good quality or a harmful one.
On one hand, Charley’s obsession displays his determination and persistence in achieving his
goals. It shows that he is willing to go to great lengths to unravel the mysteries of life. His
imagination and curiosity are admirable qualities that have always attracted me to him.
However, his obsession has caused him to become detached from reality. He is no longer able
to differentiate between what is real and what is not. He spends all his time and money
searching for a place that may not even exist. This could be harmful not only to himself but
also to our family.
I understand that he feels overwhelmed by the stress and pressures of his present life and
Sam indicated that he uses his obsession as a coping mechanism. I think this is harmful as it
prevents him from addressing the underlying issues that are causing him stress.
Furthermore, Charley’s obsession has caused him to neglect his responsibilities. He has been
absent from work and has not been able to contribute financially to our household. His
obsession is affecting our relationship, and I am afraid that if he continues on this path, it
might lead to irreparable damage.
Finally, all I can say is, I believe that Charley’s obsession with finding the Third Level may have
started as a harmless curiosity, but it has now become a harmful one. I love him dearly and I
hope that he realizes that his obsession is affecting not only himself but also those around him.
Now I am going to sleep.
Good Night
Louisa

9. Imagine that you come across Louisa’s diary. What might you find in it about the
third level? Compose at least one diary entry based on any of the events from the
story, ‘The Third Level’.
Ans.
15th January, 2025 10:00 pm
Saturday

Dear Diary

Today, my husband Charley came home with a wild story about a third level in the Grand
Central Terminal that leads to the past. At first, I thought he was joking or maybe even
delusional. But as he continued to explain his theory and show me evidence, such as the old-
style currency he had withdrawn from the bank, I began to wonder if there might be some
truth to it.
Charley is so convinced of the third level's existence that he has withdrawn almost all of our
savings to buy old-style currency. I am worried about our financial security, but I also can't
help but be intrigued by the idea of time travel. What if it's true? What if Charley really can
travel to the past?
I must admit, part of me is envious of Charley's passion and belief. He is so sure of himself and
his theories, while I am constantly plagued by doubts and fears. Perhaps I should try to be
more like him, to believe in something so strongly that I am willing to risk everything for it.
I don't know what the future holds, but I am excited to see where Charley's journey into the
third level will take him. Maybe, just maybe, I will get to travel through time too.
Now I am going to sleep.
Good Night
Louisa
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10. In the story ‘The Third Level’, Charley wanted to go to Galesburg, Illinois in the
year 1894. If you had an opportunity to go to another time and place, where would
you like to go? Why? How would Sam analyze your choice of alternate time and
place?
Ans. If I were to choose a time and place to travel to, I would love to go back to ancient Egypt
during the reign of Pharaoh Ramses II. I have always been fascinated by the rich history and
culture of Egypt, and I would love to witness the construction of the pyramids and the temples
firsthand.
I am sure Sam would find my choice interesting, as he himself was fascinated by the idea of
time travel and the third level. He might ask me about the historical significance of ancient
Egypt and what I hope to gain from witnessing it firsthand. He might also caution me about
the potential dangers and cultural differences that I would encounter during my time travel
journey.

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 LESSON – 2
The TIGER KING
About the author

Ramaswamy Aiyer Krishnamurthy: (09-09-1899 to05-12-

1954) Pen name ‘Kalki’. He was a Tamil writer, journalist, poet,
critic and Indian Independence activist. He penned 120 short stories,
10 novelettes, 5 novels, 3 historical romances, editorial and political
writings and hundreds of film and music reviews.

CHARACTERS AND PLACES

The Tiger King : A hero of the story, the Maharaja of Pratibandhpuram, also known as
His Highness Jamedar, General Khiledar-Major, Sata-Vyaghra samhari,
Maharajadhiraja Visva Bhuvana samrat, Sir Jilani Jung Jung Bahadur,
M.A.D., A.C.T.C., or C.R.C.K.
Crown prince : A ten-day old baby who later became the Maharaja of
Pratibandhpuram.
Chief astrologer : A royal foreteller of the state.
Durai : Means “chief, leader” in Tamil. A British high ranking officer & his
secretary
Dewan : A chief administrative office of the Maharaja.
Duraisani : The wife of the high ranking British officer, a greedy woman who
took all the 50 or so diamond rings for herself.

INTRODUCTION
Kalki takes his readers to the days of autocratic and eccentric kings. These kings lived under
the thumb rule of the British, hence they fear them. In order to make the story mysterious
Kalki has added supernatural element in the story. The haughty king disapproved the prophecy
made by the astrologer about his death, but his death from the wooden tiger (100th tiger)
approved it.
The story ‘The Tiger King’ is satire on the conceit of those in power. Most of the time the rulers
are not interested in serving the people or work for the welfare of the public; instead they
spend their time foolish pursuits. Even the coteries who surround these power centres are
interested in taking advantage of the proximity for their own welfare. This is a story about
transience-of life, of power and reverberates (echo) the maxim (precept): “Too many slips
between a cup and a lip.”

TITLE OF THE LESSON

“The Tiger King” is a very appropriate title for the story for several reasons. First of all, the
king is crazy about tiger hunting so much that he marries a princess whose father’s kingdom
has a sizeable tiger population. He kills one hundred tigers just to fulfill his vow. Secondly, the
king with all his frenzy, anger and ruthlessness is as ferocious as a tiger. Thirdly, he dies of a
silver prick received from a wooden toy tiger. Finally, the prediction that a tiger would cause
the king’s death also comes true. Since the story revolves round the king and the hundred
tigers that he kills, it could not be better titled than “The Tiger King”.

IRONY
‘The Tiger King’ is replete (filled with) with irony that reveals the follies of autocratic and
willful (obstinate) rulers who flout all laws and bend them to suit their selfish interests. The
dramatic irony in the story is sharp when the Tiger King alone is unaware that his bullet had
not killed the hundredth tiger. The other characters and the readers anticipate his doom as he
celebrates his triumph over his destiny. We realize how misplaced the King’s pride at killing the
first tiger was. The astrologers had prophesied, “You may kill ninety-nine tigers like this, but
your death will be brought on by the hundredth tiger.” The King wanted to prove the astrologer
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wrong and to save his life. Ironically, to avert death he actually invites it. The lofty titles used
to introduce the Tiger King, suggesting an invincible ferocity are indeed ironic for he is finally
killed by a cheap, crudely made wooden toy tiger which became the tool of Nature’s revenge.
He had killed a hundred tigers in vain and must be punished for it. Irony is indeed sharp when
the surgeons announce the operation successful and declare the king dead.

THEME OF THE LESSON

Animals and birds are as much part of the nature as human beings. The destruction or
haphazard killing of one species may not only lead to its extinction, but it will adversely affect
the ecological balance. Those animals which serve as food for the wild animals, will increase in
large number, if the beast of prey are wiped out. Each species, howsoever fierce, deadly,
ferocious or poisonous has its role in maintaining ecological balance in nature.

MESSAGE OF THE LESSON

The story tiger king conveys that getting obsessed too much in winning over something and
losing the control over oneself leads only to mishappening and upheavals. The tiger
king’s extreme urge to win over the prophecy lead to his death.

GIST OF THE LESSON

 The Maharaja Sir Jilani Jung Jung Bhadur was called “Tiger King”
 When he was just 10 days old he asked intelligent questions to the astrologer and was
told that he would be killed by a tiger. He uttered “Let tigers beware!”
 No other miracle took place, the child grew like any other Royal child drinking white
cow’s milk, taught by an English tutor, looked after by an English nanny and watched
English films.
 When he was 20, he was crowned as king. It was then the whisper of the prediction of
his death by the tiger reached the Maharaja’s ear and he in turn to safe guard himself
killed a tiger and being thrilled he told the astrologer who replied that he can kill 99
tigers but should be careful with the 100th.
 From then he started killing tiger and none was allowed to hunt tigers. A high-ranking
British officer visited the state that was fond of hunting tiger and his wish was declined.
 The officer requested for getting a photograph with the tiger killed by Maharaja and this
request was rejected.
 So, to please the officer’s wife, he sent 50 diamond rings expecting that she would take
1 or 2 instead she kept all the rings costing 3 lakh rupees and sent ‘thanks’ to the
Maharaja. Thus, his state was secured.
 In 10 years he killed 70 tigers and didn’t find any in Pratibandapuram. So, he decided
to marry a girl from royal state which had more tigers to complete his target. Whenever
he visited his in-laws, he killed 5 to 6 tigers. So, he killed 99 tigers and was feverishly
anxious to kill the 100thbut couldn’t find true news about the presence of a tiger near a
village, proved disappointing.
 Now the Dewan was warned of his danger. So, he visited ‘People’s Park in Madras’ and
brought an old tiger, kept it reserved and finally placed it in the forest and informed the
Maharaja.
 The Maharaja in excitement took aim and shot the tiger and left the place with great
triumph. The bullet missed the target and the weak and old tiger became unconscious
hearing the sound of the bullet. Then the hunter killed the tiger and brought it in grand
procession.
 It was the 3rd birthday of the Maharaja’s son and he wanted to buy a present from the
toyshop. He bought a wooden tiger which was poorly carved.
 While the Maharaja was playing with the prince a tiny sliver of the wooden tiger pierced
his right hand which later caused his death. Thus the hundredth tiger takes his final
revenge upon the “Tiger King”. Then nemesis (curse) proved right.

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Answer the following questions in 40 to 50 words.
1. Who is the Tiger King? Why does he get that name?
Ans. The Maharaja of Pratibandpuram is called the Tiger king. As soon as the boy was born,
the astrologer predicted that the royal infant would be killed one day by a tiger. Hearing these
words, the ten-day old prince spoke "Let tigers beware"! After becoming a king, he went on a
tiger hunt and started killing tiger one after another. Thus he came to be known as the Tiger
King.

2. What did the royal infant grow up to be?

Ans. The royal infant grew taller and stronger day by day. He grew up to become the warriors
of warriors, hero of heroes and champion of champions. He grew up to be a tiger king. He
started killing tigers fearlessly.

3. How was the Tiger king brought up?

Ans. As a child the tiger king was brought up like all other princes of that time. He drank milk
of an English cow. He was looked after by an English nurse. An English teacher taught him. He
watched English movie only.

4. Even though the Maharaja lost Rs.3 lakhs, he was still happy. Why?
Ans. Though the tiger king had lost three lakh rupees he was happy because he felt that he
had succeeded in saving his kingdom. He spent 3 lakh rupees to pay the bill of various rings
that he had sent as gift to the wife of the British officer to prevent tiger killing. To the tiger
king each tiger was very important as he needed to kill one hundred tigers.

5. How did the Tiger king feel after killing the hundredth tiger?
Ans. The tiger king felt on top of the world. He was elated and his happiness kept no bounds.
He had proved the astrologer's prediction wrong. He ordered his men to bring the tiger to
capital in a grand procession. A tomb was erected over it.

6. How did the state astrologer react to the comment "If the hundredth tiger were
also killed"?
Ans. The state astrologer was dead sure of his prediction. He, with conviction, announced that
he would cut off his ceremonial tuft, crop his hair short and become an insurance agent if his
prediction would prove wrong. These words had so much impact that it appeared that the
hundredth tiger would definitely kill the king.

7. How will the Maharaja prepare himself for the hundredth tiger which was
supposed to decide his fate?
Ans. The Maharaja thought that he had to be extremely careful with the last tiger. It seemed
easier to find tiger's milk than alive tiger. He announced a three-year exemption from all taxes
for that village in which hundredth tiger was seen and set out on the hunt at once with
extreme care.

8. How did the Dewan try to help the Maharaja achieve his mission?
Ans. The Dewan made advance arrangements for a tiger from People's Park in Madras. One
night he and his wife dragged the tiger to their car, shoved it into the seat and took it straight
to the forest. There he hauled the beast out of the car and pushed him to the ground near
Maharaja's camp.

9. Why did the Dewan decide to give up his own tiger to be killed by the Maharaja?
Ans. The Dewan decided to give up his own tiger to be killed by the Maharaja because he was
warned by the Maharaja to produce a tiger to complete his vow of killing 100 tigers. He feared
that if Maharaja did not get a tiger to hunt, he would be angry and the result would be
catastrophic and he might lose his job.

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10. What was the Dewan's tiger like? How did he take it into the forest?
Ans. The Dewan had brought an old tiger from the People's Park in Madras and hid it at
home. It was a weak and senile tiger. He and his aged wife dragged the tiger to the car and
shoved it into the seat. He drew the car to the forest. There he hauled the beast out of the car
and pushed him to the ground near Maharaja's camp.

11. Why did the Maharaja decide to marry?

Ans. The Maharaja had killed all the tigers of Pratibandpurm. So he decided to marry a girl
from royal family in whose estate had a lot of tigers which would help him to fulfill his aim.

12. ‘I shall cut my tuft, crop my hair short and become an insurance agent'. Explain
the context.
Ans.
 The astrologer had predicted that the hundredth tiger would be the cause of Maharaja's
death.
 The Maharaja challenged the astrologer that what if he killed the hundredth tiger also.
 At this the astrologer promised to cut his hair, burn all his books and leave the
profession.

13. Comment on any one aspect of the writing style of the author, Kalki in The Tiger
King.
Ans. A satire on those in power – use of humor, exaggeration, and harmony to criticize
Conversational, narrative style.

14. Do you think an author who includes several instances of satire in a story faces
the risk of being too cynical? Explain.
Ans. Satire can be a great way for writers to poke fun at problems in society, like a funny
mirror. But, if a writer uses too much satire, it can feel like they're just complaining all the
time. People might get tired of the negativity and not pay attention to the problems the writer
is trying to show. It's like yelling fire too many times – people might stop listening.

15. Did the prophecy of the astrologer come true at the end of the story? How?
Ans. Yes, the king was killed by the hundredth tiger, as prophesied by the astrologer. The real
hundredth tiger escaped the bullet of the king, so the wooden tiger became the hundredth
tiger and killed the king A sliver from the wooden tiger pierced into his arm, caused infection,
and ultimately killed him.

16. How did the Tiger King’s Diwan prove to be resourceful?

Ans.
 After the Tiger King killed 99 tigers, no more tigers are left.
 After some time there are indications of the presence of a tiger in the forests of a
village.
 He goes there but does not find the tiger.
 Then he asks the Chief Minister (Diwan) to find the tiger or he would remove him from
his job.
 The Diwan had hidden in his house an old tiger that had been brought from the People’s
Park in Madras.
 He takes that 100th tiger to the forest to be killed by the king.

Answer the following questions in 120 to 150 words.

1. There is a satire on the conceit of those in power. How does the author employ the
literary device of dramatic irony in the story?
Ans. Dramatic irony is a situation wherein the author as well as the reader is aware of the
situation, but he character is completely ignorant of the same. The character behaves in the
most inappropriate manner or expects the opposite of what fate holds in store for him. Kalki
has very skillfully employed dramatic irony in this story. After killing the first tiger, the haughty
king shows off the dead tiger to the astrologer. He wants to prove that he is more powerful
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than the tiger and also that he was a king and could do anything he desired. Once he kills the
hundredth tiger, which actually does not die, he feels elated for having proved the prediction
wrong. Ironically a mere sliver on a wooden tiger leads to the death of the king.
Through the dramatic irony the author drives home the point that people in power behave in a
conceited and ruthless manner. They refuse to respect the words of elders and finally are
defeated. As readers we are able to foresee the doom of the king. But he is so drunk in power
that he mindlessly continues his act of killing the tigers.

2. The author through the story 'The Tiger King' is trying to comment on man's ill-
treatment of animals. Justify.
OR
What is the indirect comment of the author on subjecting innocent animals to the
willfulness of human beings?
Ans. The author wants to tell his readers that man is living in a world created by God and
every creature in this world has an equal right to live his life. God wishes that all living beings
should live in harmony with each other. There is no need to interfere in the existence of other
living beings. Those who intrude into the privacy of others or kill fellow human beings, birds,
trees or beasts for pleasure are guilty of committing the gravest and most unpardonable sin.
Through this story the author is trying to comment on the way man is treating animals. The
tiger king symbolizes the cruel, insensitive, foolish man who for his own gains, kills the tigers.
This act of the king is against the divine. We all are expected to lead a normal life. All
creatures and animals also have the right to live a respectful life. Thus the author exposes the
folly, cruelty and heartlessness of human beings with regard to their behavior towards innocent
animals. And then there is the case of British offices also. He wants to have a tiger killed
simply because he wants himself photographed holding the gun and standing over the dead
tiger. Thus the author wants to convey a message 'Live and let others live.'

3. The astrologer's prediction about the death of the Tiger King came to be true. Do
you agree with this statement? Explain why and why not?
Ans. Yes, I agree that the astrologer's prediction about the death of the tiger king came to be
true. The astrologer at the birth of the Tiger King predicted that the death would come to the
king from the tiger. He told the Maharaja that he might kill 99 tigers but he must be cautions
with the hundredth tiger.
When the king came to know that he was destined to be killed by a tiger someday, he hit upon
a campaign of tiger hunting. When tigers became extinct in his kingdom, he married a girl of a
state which had a large tiger population. Thus he was able to kill ninety-nine tigers.
The Maharaja felt elated when the hundredth tiger was killed. But the destiny had something
else in store for Maharaja. The Maharaja's bullet had missed its target and the tiger had only
fainted and not died. One of the hunters killed the tiger as they feared losing their jobs.
The Maharaja presented a wooden tiger to his son on his third birthday. While playing with his
son, a tiny sliver of the toy pierced his right hand which caused infection in the arm. He was
operated upon and died on the operation table. Thus, he was killed by the hundredth tiger and
the astrologer's prophesy came to be true.

4. Do you think the Maharaja's minions were sincere and loyal to him or are they
driven by fear when they obey him? Do you find a similarity in today's political order?
Ans. The Tiger King was an eccentric, whimsical and foolish character. He never saw reason.
When he is told about the presence of a tiger, he immediately announces tax exemption for
the villagers. But when the tiger is not traced he doubles the taxes. He throws officers out of
their job.
Under such circumstances one can't expect officers and minions to be loyal to the king. They
obey him not because they respect him but because they are afraid of losing their jobs. They
bow before him to avoid his anger. The Dewan brings an old tiger for the king to hunt, in order
to save his job. The hunters also do not inform him that the hundredth tiger was not dead.
They fear his anger and keep quiet. Even the state astrologer is afraid of speaking the truth in
front of him. They only pretend to be loyal to him but in reality have no respect for him.

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The situation today is virtually the same. Everybody in the ruling and serving class is busy
serving his own end. Nobody dare bring out the truth in front of the powerful one.

5. How did the Tiger King meet his end? What is ironical about his death?
Ans. It was the third birthday of the Maharaja's son. He had purchased a wooden toy tiger for
his son's birthday gift. But it had been made by unskilled carpenter. It had tiny slivers all over
its surface. One of these pierced the Maharaja's right hand while playing with his son with the
toy. Although the king pulled it out but infection developed in the king's hand. In four days, it
developed all over the arm. The king died while being operated upon.
The king's death is ironical. He was happy to think that he had killed the hundredth tiger. He
was fulfilled his vow and disproved the prediction of the royal astrologer. He ordered to bring
the tiger to the capital in grand possession. But he didn't know that the hundredth tiger was
not killed by him but by other hunters. That is indeed quite ironical. It is also ironical that this
brave and fearless king dies of a mere 'silver' on the body of a wooden tiger. Thus nemesis
overtakes the king ultimately and ironically death does come to him from a tiger.

6. The Maharaja justified his actions based on the maxim: ‘You may kill even a cow in
self-defense,’ so there would be no objection to killing tigers in self-defense.’ Do you
think it is right to justify our actions in this way? Elaborate.
Ans. The Maharaja's justification for killing tigers in self-defense based on the maxim "You
may kill even a cow in self-defense" and the astrologer's prediction raises ethical questions
about the use of violence to protect oneself or others. While it may be necessary to defend
oneself or others in certain situations, it is important to consider the context and consequences
of such actions.
In the case of the Maharaja, his actions were motivated by fear and superstition rather than a
rational assessment of the threat posed by tigers. The astrologer's prediction that he would be
killed by a tiger created a sense of fear and urgency that led him to kill hundreds of tigers,
even when they posed no immediate threat.
Instead of relying on violence to solve conflicts, it is important to explore non-violent
approaches to conflict resolution and coexistence between humans and wildlife. This may
include measures such as habitat conservation, education, awareness campaigns, and non-
lethal methods of protecting livestock, such as fencing and guard animals.

7. The Tiger King's quest for tigers was full of hurdles and challenges. Justify the
statement.
Ans.
 The Tiger King fought tigers with his bare hands.
 His refusing permission to a high-ranking British officer to hunt tigers in
Pratibandhpuram or even be photographed with a dead tiger put his kingdom at stake.
 Pacified the officer by sending some fifty expensive diamond rings to his wife for which
he emptied the royal treasury.
 The tiger population in Pratibandapuram had become extinct so he got married to the
daughter of the neighboring kingdom with the largest tiger population.
 The search for the 100th tiger proved difficult.
 Eventually, the Dewan had to procure an old tiger from the People’s Park.
 Even that tiger could not be killed. Instead, he fainted out of shock and had to be later
killed by the officers of the king.

8. 'Knowing too much of your future is never a good thing.’ In light of this quote,
examine how knowing the future paved the way for the king’s end.
Ans. The quote "Knowing too much of your future is never a good thing" is quite relevant to
the story of "The Tiger King" by Kalki, as it is clear that the Maharaja's downfall was ultimately
caused by his obsession with his own fate and his attempts to control it.
The Maharaja's fate was first foretold by an astrologer, who told him that he would be killed by
a tiger. This prediction caused the Maharaja to become paranoid and obsessed with the idea of
hunting and killing tigers, in order to prove his own superiority and avoid his prophesied fate.

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He even went so far as to kill over 100 tigers, using a variety of weapons and tactics, in an
attempt to show that he was invincible and could not be killed by a tiger.
However, the Maharaja's fate was ultimately sealed by his own actions. When he was playing
with his son with the wooden tiger, a sliver of wood got into his right hand and developed into
a suppurating sore and finally became the cause of his death.
This story serves as a cautionary tale about the dangers of becoming too obsessed with one's
own fate and trying to control the future. It suggests that sometimes it is better to simply
accept what the future holds and live one's life to the fullest, rather than becoming consumed
by a desire for control and power.

9. Imagine you are an ardent environmentalist who is involved in the Save the Tiger
campaign. You have been asked to deliver a speech in a seminar related to your
campaign and the need for the youth to be involved in such campaigns. Draft your
speech.
Ans.
Good Morning, Ladies and gentlemen,
I stand before you today as an ardent environmentalist and a passionate supporter of the Save
the Tiger campaign. We are all aware of the alarming rate at which our natural habitats are
being destroyed. Every day, countless animal species are on the brink of extinction, and the
tiger is no exception.
The tiger is not just a majestic creature; it is an essential component of our ecosystem. The
loss of the tiger will have far-reaching consequences, not just on the environment but also on
the economy and the well-being of our communities.
As young people, we have the power to make a difference. We have the energy, the passion,
and the creativity to effect change. We cannot afford to sit back and watch as our planet
deteriorates. It is our responsibility to take action and ensure that future generations inherit a
healthy planet.
We must work to raise awareness about the importance of preserving our natural habitats. We
must encourage our governments to take concrete actions to protect our wildlife and their
habitats. We must work to educate our communities on the importance of conservation and
sustainable living.
We must act now to save the tiger and other endangered species. Our future depends on it.
Let us join hands in this noble cause, and together we can make a difference.
Thank you.

10. You visited a wildlife sanctuary recently and were appalled at the condition of the
sanctuary and the plight of the animals there. Write an article for an e-zine
expressing your concern and the need to alleviate the facilities at the sanctuary and
provide the animals with a secure habitat.
Ans.
The Plight of Animals in Our Wildlife Sanctuaries

By: Aditya

Recently, I had the opportunity to visit a wildlife sanctuary in my area. I had high hopes of
witnessing the animals in their natural habitats and enjoying the beauty of nature. However,
my visit left me appalled and deeply concerned for the welfare of the animals in our
sanctuaries.
The condition of the sanctuary was appalling, with inadequate facilities and limited space for
the animals. Many of them appeared malnourished, and their enclosures were poorly
maintained. The sanctuary's staff seemed overworked and understaffed, and they did not seem
to have the resources or knowledge to provide proper care for the animals.
It is disheartening to see such neglect of our wildlife. We must remember that these animals
are an integral part of our ecosystem and play a critical role in maintaining ecological balance.
It is our responsibility to ensure that they receive the necessary care and protection.
We must urge the authorities to invest in our sanctuaries, provide adequate funding, and hire
trained professionals to take care of the animals. Additionally, we need to raise awareness
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among the public about the importance of wildlife conservation and the need to protect the
animals and their habitats.
As responsible citizens, we have a duty to protect our natural heritage and the wildlife that
inhabits it. We must work towards providing secure habitats for the animals and ensure that
they receive the care they deserve. Let us pledge to take action and make a difference in the
lives of these voiceless creatures.

11. The king was callous as a ruler and behaved whimsically. Thus, the people in his
kingdom suffered while he fulfilled his desire of killing a hundred tigers. Do you find
leaders or politicians in the world today being indifferent to the needs of the people
and behaving in the same way? Comment with relevant examples.
Ans. Unfortunately, there are many leaders and politicians in the world today who behave in a
callous and indifferent manner toward the needs of their people. Instead of working towards
the betterment of their citizens, they prioritize their own selfish desires and personal agendas.
One relevant example is the government of North Korea, led by Kim Jong-un. The country
faces extreme poverty and malnourishment, yet the government continues to prioritize its
nuclear weapons program over the welfare of its people. The government's propaganda
machine has brainwashed the citizens into believing that their leader is a god-like figure who
can do no wrong.
Another example is the Brazilian government, led by President Jair Bolsonaro. His policies have
been criticized for exacerbating deforestation and environmental destruction in the Amazon
rainforest, which not only harms wildlife but also threatens the livelihoods of indigenous
communities. Despite widespread criticism, Bolsonaro has continued to prioritize economic
growth over environmental protection.
In both of these examples, the leaders have shown callousness towards the needs of their
people and the environment. It is important for citizens to hold their leaders accountable and
demand that they prioritize the welfare of their people and the planet.

12. Both the general (The Enemy) and the Maharaja (The Tiger King), deal with
death. They are powerful figures confronted by a similar fate.
You wish to include both of these characters in an upcoming play. As a part of your
research essay, compare and contrast their experiences and their responses to these
experiences in 120–150 words. [Clue: Include the similarities and differences of their
circumstances - their way of dealing with things - their ultimate fate]
Ans.
 Both of them face death, one owing to old age and disease while the other was destined
to die at the hands of the hundredth tiger he came across.
 The general, weak yet hopeful, turned to a doctor to cure him of his illness. Anticipating
that he would die, he went to the extent of keeping Sadao in the country instead of
letting him go to the war front like others. The king challenged death and decided to kill
a hundred tigers to ensure his safety.
 In order to protect Sadao from possible arrest because this would leave him without a
doctor, the general offered his personal assassins to murder Tom. The king decided to
marry a girl from a royal family whose kingdom had a healthy tiger population. Thus,
both of them took extreme measures for their safety, albeit differently.
 The king was careless and so self-absorbed that he did not kill the 100th tiger properly,
which eventually led him to be killed by a toy tiger instead. The general behaved
similarly because he was so preoccupied with his illness that he forgot to send the
assassins.
 However, this carelessness cost the king his life while the general recovered.

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 LESSON – 3
JOURNEY TO THE END OF THE EARTH
About the author

Tishani Doshi is an Indian poet, journalist and dancer

based in Chennai. In 2006 she won the Forward Prize for
her debut poetry book Countries of the Body. Her poetry
book A God at the Door has been shortlisted for the 2021
Forward Prize under best poetry collection category.

INTRODUCTION
In ‘Journey to the End of the Earth’ Tishani Doshi describes the
Journey to the coldest, driest and windiest continent in the world: Antarctica. The world’s
geological history is trapped in Antarctica. Geoff Green’s ‘Students on Ice’ programme aims at
taking high school students to the ends of the world. Doshi thinks that Antarctica is the place
to go and understand the earth’s present, past and future.

THEME OF THE LESSON

In 'Journey to the End of the Earth' aims at the exploration of the landmass covered by ice-cap
of Antarctica will surely reveal vital information about the birth and evaluation of the earth.
And the sub-theme is the need of saving the planet Earth from total annihilation
(destruction) and the role the school students can play in this gigantic task.

MESSAGE OF THE LESSON

The author gives us the message that rarely visited regions of the earth (North and South
Poles) are a store house of information and we can learn a lot about the earth’s past, present
and future if we dig deep into them. It also warns man against too much interference with
nature and excessive encroachment on and dominance over Nature which is injurious to the
future of mankind and that ‘the threat of global warming is very real’.

TITLE OF THE LESSON

The title of the story 'Journey to the End of the Earth' is an account of author’s personal
experience to the journey to Antarctica with a group of high school students on board
‘Akademik Shokalskiy. We know the earth is round and if at all, ends are to be found they are
either at the bottom (the South ploe) or the top of the earth (the North pole) the word ‘End’
used in the title is very forceful and meaningful, because the scientists continually warn us
against the catastrophic effects of the excessive “depletion of ozone layer”. So, judicious use of
natural resources is a must if we want to escape ‘End’ of the earth. Thus, the title is most
appropriate and true to its meaning.

Answer the following questions in 40 to 50 words.

1. What is ‘Students on Ice?
Ans. ‘Students on Ice’ is an educational expedition to Antarctica. It takes high school students
to show them the terrifying impacts of human activities in Antarctica so that, the students will
realise that the end of the earth is quite near and therefore something should be done to save
the planet.

2. Why did Geoff Green decide to take high school students to Antarctica?
Ans. Geoff Green didn’t find any good in taking curious celebrities to Antarctica until he
thought of taking high school students. He believed that the high school students are the real
future policy makers of the earth and the young enthusiasm in them would easily understand
the seriousness of the threat that poses the earth by visiting Antarctica and they would act
their bit to save the planet from further deterioration.

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3. Why is Students on Ice programme a success?
Ans. When one stands in the midst of the calving ice-sheets, retreating glaciers and melting
icebergs, one realises that the threats to the earth are real. It is different and way more
pragmatic from talking about Antarctica from the comfort zones of our warm countries and
therefore being in Antarctica is a shocking realisation.

4. Why are the youngsters called the future policy makers of the earth?
Ans. The youngsters according to Geoff Green are the future policy-makers because it is them
who will bring substantial changes as they grow up. More than that, the more educated youth
of today is the hope for the earth as many students are more informed and more aware of the
weakening strength of the planet.

5. How do geological phenomena help us to know about the history of humankind?

Ans. Geological phenomena certainly help us to know about the history of humankind. A giant
southern supercontinent- Gondwana did exist 650 million years ago. The climate was much
warmer. It had a huge variety of flora and fauna. Gondwana thrived for 500 million years.
Finally, it broke in to separate countries as they exist today. It was the stage when dinosaurs
were wiped out and the age of mammals started.

6. What are the indications for the future of humankind?

Ans. Rapid human population growth and limited resources exert pressure on land. Burning of
fossil fuels has only helped in increasing the average global temperature. Melting of ice-caps,
depletion of the ozone layer and global warming are the real and immediate dangers for
mankind. They will affect the lives of all the marine animals and the birds of the region.

7. Antarctica is a doorway to the past. Explain.

Ans. Antarctica is considered a doorway to the past because its ice sheets preserve historical
records in the form of ice cores, which contain air bubbles and chemical traces, providing
valuable information about Earth's climate and atmosphere from hundreds of thousands of
years ago.

Answer the following questions in 120 to 150 words.

1. How is the study of Antarctica useful to us?
Ans. The world’s geological history is trapped in Antarctica. Therefore, the study of Antarctica
shows that India and Antarctica were part of a supercontinent named Gondwana. This
supercontinent existed 650 million years ago. The climate of Gondwana was much warmer. It
fostered a huge variety of flora and fauna. Then about 150 million years ago, dinosaurs were
wiped out. The age of mammals started. Gondwana was forced to separate into countries. The
globe was shaped much as we know it today. A cold circumpolar current was created. It made
Antarctica frigid.

2. What lessons can be learnt from an expedition to Antarctica?

Ans. While in Antarctica, one can witness the ice-sheets breaking, water level rising, seals
taking sun bath on the ice floes. One can also walk on the thin layers of ice and feel the life
under ones feet. One can see icebergs as big as a small country. And earlier these ice sheets
were many times bigger than their present size. One can see a green patch of phytoplankton –
a microscopic grass that feeds the entire marine life. Lastly, if one can get a chance to dig a
bit, one can be lucky to see the fossils of half a million years old animals, plants and birds that
got killed in the previous ice-age. This way one can learn the lesson of the slow impending
death of the planet earth and therefore take some constructive actions to save it from its
doom.

3. Why is Antarctica the place to go to, to understand the earth’s present, past, and
future?
Ans. Antarctica is the ideal destination to comprehend the Earth's present, past, and future
due to its unique characteristics. The continent's pristine and isolated environment preserves
records of past climate and geological events in ice cores and rock formations. By studying
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Antarctica, scientists can unravel the Earth's climate history, understand present changes, and
predict future trends. Additionally, the region's extreme conditions provide insights into how
ecosystems adapt and respond to environmental shifts, offering valuable knowledge for
addressing global challenges such as climate change.

4. For the narrator, spending two weeks in Antarctica is a challenge not only for the
body but also for the mind. Elaborate.
Ans. For the narrator, spending two weeks in Antarctica poses not only physical but also
mental challenges. The extreme and isolated environment of Antarctica pushes the limits of
the narrator's body, with freezing temperatures, harsh winds, and difficult terrain. However,
the vast emptiness and desolation of the landscape also take a toll on the mind, evoking
feelings of insignificance and introspection. The absence of familiar human activity and the
overwhelming silence can lead to a sense of isolation and introspective contemplation, making
it a mental challenge as well.

5. Based on the chapter, elucidate any three consequences that global warming will
have on Antarctica.
Ans. Based on the chapter, three consequences of global warming in Antarctica are:
Melting Ice Sheets: Rising temperatures contribute to the melting of ice sheets and glaciers
in Antarctica. This leads to increased sea levels globally, posing a threat to coastal areas and
low-lying islands.
Disruption of Ecosystems: Global warming affects the delicate balance of Antarctic
ecosystems. Changing temperatures can impact the survival of various species, including
penguins, seals, and krill, which are crucial components of the food chain.
Shift in Ocean Currents: The melting of Antarctic ice can alter ocean currents, affecting
global climate patterns. Changes in ocean circulation can lead to variations in weather
patterns, such as altering rainfall distribution and intensifying storms in different parts of the
world.

6. Antarctica is unlike any other place on Earth. Justify the statement.

Ans. Antarctica is truly unlike any other place on Earth due to several distinct characteristics.
Firstly, it is the coldest, driest, and windiest continent, with average temperatures far below
freezing and extremely low precipitation.
Secondly, it is the most isolated and remote continent, with vast expanses of uninhabited land
and no permanent human population.
Lastly, Antarctica boasts unique wildlife, including penguins, seals, and seabirds, which have
adapted to survive in this extreme environment.
These exceptional features make Antarctica a truly unparalleled and remarkable place on our
planet.

7. What are Geoff Green’s reasons for including high school students in the Students
on Ice expedition?
Ans. Geoff Green includes high school students in the Students on Ice expedition for several
reasons. Firstly, he believes in the power of early exposure and education to shape young
minds and create informed global citizens. By providing students with firsthand experiences in
the Polar Regions, they gain a deeper understanding of environmental issues and the urgency
of taking action. Secondly, Geoff Green recognizes that young people are the future leaders
and decision-makers who will inherit the Earth. By involving them in the expedition, he aims to
empower and inspire them to become advocates for environmental stewardship, driving
positive change in their communities and beyond.

8. Students on Ice is a programme that prepares global citizens. Discuss.

Ans. Students on Ice is a program that prepares global citizens by providing educational
expeditions to the Polar Regions. It offers students the opportunity to learn about the
environment, climate change, and cultural understanding through firsthand experiences in
these unique and fragile ecosystems. The program aims to inspire and empower young

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individuals to become informed and engaged global citizens, fostering a sense of responsibility
towards the planet.

9. ‘Take care of the small things and the big things will take care of themselves.’
What is the relevance of this statement in the context of the Antarctic environment?
Ans. The statement "Take care of the small things and the big things will take care of
themselves" holds relevance in the context of the Antarctic environment, especially when
considering the example of phytoplankton. Phytoplankton are microscopic plants that form the
foundation of the Antarctic food chain. They play a crucial role in the ecosystem by converting
sunlight and nutrients into energy, ultimately supporting the entire marine food web.
By taking care of the small things, such as preserving water quality and reducing pollution, we
can ensure the well-being of phytoplankton populations. This, in turn, maintains the delicate
balance of the Antarctic ecosystem, as phytoplankton serve as a vital food source for krill,
which are then consumed by higher trophic levels such as penguins, seals, and whales.
Neglecting the small things, such as disregarding pollution or environmental degradation, can
disrupt the intricate web of life in Antarctica. Therefore, by recognizing the importance of these
microscopic organisms and prioritizing their protection, we contribute to the overall health and
sustainability of the Antarctic environment.

10. The author of 'Journey to the End of the Earth' is Tishani Doshi who is now a
famous poet and dancer. As the narrator, write a speech discussing the impact of the
Students on Ice programme on your life and writing.
You may begin this way:
The Making of a Writer

Dear audience members, I did not simply take to writing. Many experiences of my life forced
me to pick up the pen…
Ans.
The Making of a Writer
Good Morning, Dear audience members,
I did not simply take to writing. Many experiences of my life forced me to pick up the pen, and
among those experiences, one stands out—the transformative impact of the Students on Ice
program. Allow me to share with you how this incredible journey shaped both my life and my
writing.
When I embarked on the Students on Ice expedition to Antarctica, I had no idea what lay
ahead. The vast expanse of icy landscapes, the ethereal beauty of the Polar Regions, and the
profound silence awakened something within me. It was as if nature itself was whispering its
stories, urging me to give them a voice.
The program not only deepened my understanding of climate change and the importance of
preserving our planet but also introduced me to diverse cultures and perspectives. I interacted
with scientists, explorers, and fellow students from around the world, each with their unique
stories to tell. These encounters ignited a flame of curiosity within me, propelling me to
explore and communicate the intricacies of our world through my writing.
The Students on Ice program instilled in me a profound sense of responsibility as a global
citizen. It made me realize the power of storytelling and the ability of words to effect change.
The raw beauty of Antarctica and the urgent need to protect it became the driving force behind
my words.
Through my writing, I now strive to capture the fragility and resilience of our environment, to
convey the interconnectedness of all living beings, and to inspire others to take action. The
Students on Ice program has been the catalyst for this transformation in my writing, shaping
my perspective and igniting a passion within me to advocate for our planet.
In conclusion, the impact of the Students on Ice program on my life and writing has been
immeasurable. It has opened my eyes to the urgency of environmental issues, broadened my
horizons through cultural exchange, and given me a platform to raise awareness through my
words. I am eternally grateful for this transformative journey, for it has not only made me a
writer but also a voice for the Earth.
Thank you.
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11. Imagine an interview where Green is asked to explain more about his work and
why he decided to initiate programs for students. Keeping both Green's and the
interviewer’s perspectives in mind, pen down this interview.
Ans. Interviewer: Good morning, Mr. Green. Thank you for taking the time to speak with us
today. As the founder of Students on Ice, could you tell us more about your work and what
inspired you to initiate programs for students?
Green: Good morning, and thank you for having me. Students on Ice is a program that aims
to inspire and educate the next generation of global citizens about the importance of
environmental stewardship. We organize educational expeditions to the Polar Regions,
providing students with firsthand experiences in these fragile ecosystems.
Interviewer: That sounds fascinating. What led you to start this program?
Green: Well, throughout my career as a scientist and explorer, I witnessed firsthand the rapid
changes occurring in the Polar Regions due to climate change. It deeply concerned me that the
voices of young people, who will inherit the Earth, were not being heard. I wanted to create a
platform where students could directly engage with these environments and learn about the
urgent need for action.
Interviewer: That's commendable. How do you believe these expeditions benefit the
students?
Green: The expeditions offer a unique opportunity for students to witness the beauty and
vulnerability of these regions. They interact with leading scientists, researchers, and
indigenous communities, gaining valuable knowledge and diverse perspectives. By immersing
themselves in these environments, students develop a deeper understanding of the
interconnectedness of our planet and the impact of human activities. We believe this firsthand
experience empowers them to become informed global citizens who can bring about positive
change.
Interviewer: It's wonderful to hear how the program empowers students. Could you share
any success stories or notable impacts resulting from the Students on Ice program?
Green: Absolutely. We've seen countless success stories over the years. Many of our alumni
have gone on to pursue careers in environmental science, policy, and activism. They've
become advocates for sustainability in their communities, driving change at both local and
global levels. It's truly inspiring to witness the transformative impact our program has had on
these young individuals, who are now leading voices for the protection of our planet.
Interviewer: That's remarkable to hear. Finally, what are your hopes for the future of
Students on Ice?
Green: Our goal is to continue expanding our reach and providing opportunities to even more
students from diverse backgrounds. We aim to foster a global network of passionate,
environmentally conscious individuals who will lead the way in creating a sustainable future. By
empowering young people through education and experience, we can make a significant
impact on our planet's well-being.
Interviewer: Thank you, Mr. Green, for sharing your insights and the incredible work you're
doing through Students on Ice. We wish you continued success in your mission.
Green: Thank you. It's been a pleasure. Together, we can inspire the next generation to
protect and preserve our planet.

12. Imagine you are the narrator writing to your parents back home telling them
about your experience in Antarctica and how it is similar to that back home in some
ways.
Antarctica

02 August, 2024

Dear Mother

It is so different here. I can’t post this letter but I write to capture these amazing moments I
am spending here. Antarctica is…
With love
…
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Ans.
Antarctica

02 August, 2024

Dear Mother

It is so different here. I can't post this letter, but I write to capture these amazing moments I
am experiencing in Antarctica. Antarctica is like another world altogether, a pristine and
untouched wilderness that fills me with awe.
The vast expanses of ice and snow stretch as far as the eye can see, creating a sense of
isolation and grandeur. It's as if time stands still here, and the silence is overwhelming yet
comforting. In this remote place, I feel a connection to nature like never before.
Interestingly, amidst the icy landscapes, I have noticed some similarities to our home. The
resilient wildlife that survives in these extreme conditions reminds me of the tenacity of the
animals back home. Just as we have adapted to our environment, so have the penguins and
seals adapted to this harsh terrain, finding ways to thrive despite the challenges.
Moreover, the camaraderie among the fellow explorers and scientists on this expedition
resembles the sense of community we have back home. Despite coming from different
backgrounds and cultures, we are united by our shared love for our planet and our desire to
understand and protect it.
While Antarctica is unlike anything I have ever experienced, it reminds me of the importance of
preserving our own home and appreciating the beauty that surrounds us. I am grateful for this
opportunity to witness the wonders of this icy continent and to be reminded of the similarities
that bind us all together.
With love,
Tishani Doshi

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 LESSON – 4
THE ENEMY
About the author

Pearl Sydenstricker Buck (1892 – 1973) was an American writer

and novelist. She had a Chinese name – Sai Zhenzhu as she spent her
childhood in China, being the daughter of missionaries. She was
awarded the Pulitzer prize in 1932 and the Nobel Prize in Literature in
the year 1938.

CHARACTERS AND PLACES

Dr. Sadao Hoki : A Japanese doctor trained by Americans.
Sadao’s father : Much concerned about his son’s education, a true patriot.
Hana : Wife of Dr. Sadao, met in America, became friends and got married
in Japan.
Tom : An American prisoner of war, a soldier of U.S. Navy.
The old General : A sick Japanese army General, needed an operation, trusted only
Dr. Sadao.
An officer : A messenger of the General.
Gardener : An old gardener in the house of Dr. Sadao.
Yumi : Hana’s maid servant.
The cook : An old cook in the house of Dr. Sadao.
House of Dr. Sadao : A house built on a narrow beach near the sea.

TITLE OF THE LESSON

“The Enemy” is an apt title for the story that has Second World War as the background that
eventually culminates in dropping of atom bombs on Hiroshima and Nagasaki by America.
Under these circumstances an American P.O.W. sailor, by no chance, could be treated as a
friend by the Japanese. The servants in Dr. Sadao’s house vehemently protest against his
presence and treat him as their sworn enemy; so much so that they severe their long standing
relationship with the Sadao over to the police. For the masses that constitute majority of the
population all the world over, all individuals belonging to the country, their nation is at war
with, are their enemies. The Sadao couple too considers Tom to be their enemy; but being
educated, they have a broader and more generous view of life, and in spite of reservations,
mental conflicts and various other odds they are confronted with, they take a humanistic view.
The doctor’s professional ethics also urge him to treat the American sailor as a patient. Neither
Dr. Sadao, nor Hana, at any stage consider him to be their friend in spite of the fact that they
have spent a number of years in the States. Hence “The Enemy” is a befitting title for the
story.

INTRODUCTION
The Enemy is a story written by Pearl Sydenstricker Buck. It is about a Japanese surgeon,
Sadao. He went to study in America and meets a Japanese girl, Hana, there. He marries her
and brings her back to Japan to settle down.

THEME OF THE LESSON

The story revolves around the ethics of war. Does one's obligation to one's country super cede
one's obligation to family and to humanity? Sadoa was faced with the conflict to choose
between professionlism and patriotism. The end actually gives us the correct answer as to
what motive should rule our decision to choose between country, family and humanity.

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BACKGROUND & SETTING OF THE LESSON
In “The Enemy,” a story set in Japan during World War-II, an American-trained Japanese
surgeon pulls a wounded American sailor, presumably an escaped POW, from the surf behind
his home. It is wartime and a doctor needs to make a life or death decision.

MESSAGE OF THE LESSON

The Enemy' gives the message that humanism transcends all manmade prejudices and
barriers. Dr. Sadao upholds the ethics of medical profession in treating an enemy. The story is
a great lesson of peace, love, sympathy, fellow feeling and humanism.

GIST OF THE LESSON:

 Dr. Sadao, a Japanese surgeon finds a wounded American soldier on the beach near his
house.
 He is unable to throw him back though he was his enemy as he was a doctor and his
first duty was to save a life.
 Hana, his wife, though initially reluctant because it was dangerous for all including the
children to keep the enemy in the house, joins her husband in operating and nursing
the enemy soldier back to health, even though the servants desert the house.
 Hana assists Dr. Sadao in operating the soldier in spite of her physical discomfort and
hesitation.
 Though it was war time and all hands were needed at the front, the General did not
send Sadao with the troops as he is an expert surgeon and the General needed him.
 Sadao tells him about the enemy soldier but he does not take any action as he is self-
absorbed and forgets his promise that he would send his private assassins to kill the
enemy and remove his body.
 Taking advantage of the general’s self-absorption Sadao decides to save the soldiers
life. After the soldier is out of danger Dr. Sadao helps him to escape from his house to
safety.

Answer the following questions in 40 to 50 words.

1. Who was Dr. Sadao? Where was his house?
Ans. Dr. Sadao was a Japanese surgeon who had mastered the art of surgery in America. He
was also a scientist who was trying to find a way that would render wounds completely clean.
He lived in a ' square store house' located on a rock above a narrow beach that was outlined
with bent pines.

2. Will Hana help the wounded man and wash him herself?
Ans. Yes Hana will help the wounded man because her husband wishes so. Although Hana did
not want to help him as he was a war prisoner. His husband also did not want to help him. Yet
as the ethics of the doctor he decided to help him. When the maid- servant refused to wash
the wound she was forced by the situation to help her husband and washed the wound of the
enemy soldier, Tom, to save his life.

3. What will Dr. Sadao and his wife do with the man?
Ans. Dr. Sadao and his wife took the man inside the house. He operated the man and saved
his life. He examined him carefully and served him well. Hana helped her husband to operate
the wounded man. She nursed the man kindly and sympathetically as none of the servants
entered the room.

4. Will Dr. Sadao be arrested on the charge of harbouring an enemy?

Ans. Dr. Sadao could be arrested on the charge of harbouring an enemy. Japan was at war
with America. Giving shelter to a sailor the U.S. Navy was anti- national work. But he was a
true patriot. He told everything to the old General that he had just performed the duty of a
doctor to save the life of patient visited his house. He was a famous and respectable citizen of
his country. Therefore, the possibility of his arrest was very remote.

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5. Why did Dr. Sadao decide to stop the bleeding of the wounded American soldier?
Ans. Dr. Sadao was a committed doctor. His medical ethics made him attend to the soldier.
He considered him only as a wounded individual who needed immediate medical care. He
packed the wound with the help of wild sea moss to stop the bleeding immediately.

6. Why did Dr. Sadao not want to throw the wounded soldier back into the sea?
Ans. When Dr. Sadao and his wife saw the wounded soldier, their first reaction was to throw
him back into the sea. Dr. Sadao hated Americans. For him all Americans were his enemy. But
since the soldier was wounded, the doctor inside Sadao prompted him not to take that step.

7. Why did Dr. Sadao not accompany the Japanese troops?

Ans. Dr. Sadao did not accompany the Japanese troops because the General was ailing and
he might require a surgery any time. For this he trusted none other than Dr. Sadao. Also Dr.
Sadao was working on a discovery to make wounds entirely clean. So he was required in
Japan.

8. Sadao realized that the General would never be able to give him away and that he
was secure. What was it that made him feel this way?
Ans. The General had undergone another surgery and Dr. Sadao was the only person whom
he trusted. The doctor was indispensable as far as the General was concerned. The doctor
realized that even if he is arrested for sheltering an enemy sailor, the General would save him.

9. What secret plan did the General have about the American sailor staying under the
care of Dr. Sadao?
Ans. Dr. Sadao was burdened with the sense of guilt at shielding and harbouring an enemy
sailor. So he told the General everything about the American prisoner. The General offered to
send his own private assassins to Sadao's house at night to help him get rid of the American.
He planned that his assassins without much aid and noise would kill the man by causing
internal bleeding and would also dispose of the body.

10. Hana told Yumi to wash the soldier. How did Yumi react?
Ans. Yumi was the governess of their children. When Hana requested her to wash the
wounded man, she answered bluntly and refused to touch the soldier. She said that she had
nothing to do with a white man and especially a dirty one. She threatened that if she was
forced, she would leave the job and finally she left the job.

11. The author has used ‘blood’ as a symbol in the story. Comment on its impact on
the reader.
Ans. The author's use of the symbol of 'blood' in the story "The Enemy" creates a strong
impact on the reader. It represents the common humanity shared by enemies and challenges
the notions of hatred and prejudice, evoking empathy and promoting reflection.

12. Sadao and Hana look upon their time in America with disdain due to the prejudice
that they were subjected to. How does racial prejudice taint a person’s soul forever?
Ans. Racial prejudice stains a person's soul forever by instilling deep-seated feelings of
inferiority, anger, and resentment. It undermines one's self-worth, fosters bitterness, and
hampers the ability to trust and connect with others, leaving a lasting emotional and
psychological impact.

13. Sadao and Hana have a moral compass that urges them to save the prisoner’s
life. Do we all need this moral compass? Why?
Ans. Yes, we all need a moral compass because it guides us to make ethical choices and act in
ways that are fair, just, and compassionate. It helps us uphold values, consider the
consequences of our actions, and promote the well-being of others and ourselves.

14. Pearl Buck depicts the servants in a way to convey a message about Japanese
people and culture. Support your answer with textual evidence.

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Ans. In "The Enemy," Pearl Buck portrays the servants in a respectful and dignified manner,
highlighting their loyalty, dedication, and willingness to serve. This indicates her intention to
challenge stereotypes and prejudices associated with Japanese people and culture.

15. How do we know that Dr. Sadao was conscientious as well as loyal?
Ans.
 True to his profession (conscientious) – attended to the wounded soldier and saved his
life.
 Informed the General about the prisoner and agreed to the plan of assassination. (Loyal
to his country)

16. In the lesson ‘The Enemy’ Hana's thoughts and actions regarding Tom were in
discord. Support this statement with examples from the text.
Ans. Hana mentions that the kindest thing that they could do for Tom would be to put him
back in the sea and yet, she takes him back inside the house with Sadao.
When Sadao decides to operate upon him, she stops him from trying to save Tom. Yet, when
he asks her to help give him anesthesia, she does, even though she retches at the sight of
blood.

17. What happened on the seventh day after Dr. Sadao had typed the letter?
Ans. Two things that happened on the seventh day.
 The cook, the gardener, and Yumi packed up their belongings and left together. But
Hana put up a brave front.
 The second thing that happened was the arrival of a messenger to tell Sadao that he
had been called to the palace as the general was in pain again.

18. Sadao’s acceptance of the General’s plan to assassinate Tom was

counterproductive to have put him on the path of recovery. Substantiate with
reason/s.
Ans.
 As a doctor- adhere to a sense of duty
 As a human being- a sense of humaneness
 Acceptance of the general’s plan – in accord with loyalty to his country which was at
war with Tom’s country.

Answer the following questions in 120 to 150 words.

1. Write the character sketch of Dr. Sadao Hoki.
Ans. Dr. Sadao was an expert surgeon in the art of healing wounds. He was a scientist too. At
the age of 22, his father sent him to America to study surgery and medicine. There he fell in
love with Hana but married after returning from Japan when his father was convinced that the
girl was pure Japanese. He was very generous and loyal to his country. His wife Hana was also
sympathetic, kind, obedient and faithful wife.
Dr. Sadao was good at heart. He was an obedient son of a patriot father. He fulfilled the dream
of his father. He was also a loving husband. He cared for his wife's sentiments. He even
regards the views of his wife. On finding the war prisoner on the shore, he seeks complete
approval of his wife before bringing the wounded man in.
He had great feelings for his patients. He did not care for anything while treating the patient.
He even informed his servants about the wounded soldier of America. He saved his life. He also
told the whole event to the General. He helped the prisoner of war, in making good escape.
Thus we can say Dr. Sadao was an obedient son, loving and caring husband, dutiful and expert
professional, a great patriot and above all complete human being. General Takima trusted him
the most.

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2. Write the character sketch of Hana.
Ans. Hana is a perfect model of women. She is a good wife, a perfect companion, wise
homemaker and an excellent human being. When her servants decided to leave the house, she
takes care of all the jobs with ease. Her qualities of head and heart make her take a balanced
and human view about the wounded American prisoner of war; an enemy of Japan. In her zest
for patriotism, she does not lose sight of the fact that the wounded American in a human being
first and an enemy afterwards. Her active participation in all vital decisions that the couple
takes, speaks volumes for her presence of mind, confidence and determination. Whether to
handover the prisoner of war to the police or allow him to escape is the question that puzzles
her badly. She co-operates her husband to perform the operation successfully. In spite of all
her tension, worry and fear, she carries herself with dignity and confidence while dealing with
her revolting servants. She handles the situation coolly.
In brief, she is an ideal model of women. She is a perfect wife, a capable and devoted mother
and a skilled home maker.

3. Why did Dr. Sadao let the wounded American soldier escape? Explain highlighting
his character.
Ans. The job of a doctor is to save the life and not to take it. When Dr. Sadao treats the
wounded American soldier, he turns a blind eye and a deaf ear to everything else except his
patient. With great precaution he takes out the bullet from near the young wounded man's
disposal, Dr. Sadao starts feeling guilty and restless. He remains restless for three nights and
days. Then he manages to escape the American soldier. After all America and Japan are at war
and not Tom and Dr. Sadao. So his decision to save the American soldier's life is the best
possible solution to the problem. Finally, his helping the prisoner of war, in making good his
escape, asserts that the doctor has a heart of gold. He is a good, dutiful, loving and
professionally sound man. He is also a patriot who never thinks the soldier his own
countrymen. Being a doctor he saves the life of that soldier considering him a human being.
On the whole all this shows that the doctor was basically good at heart.

4. Sadao claims to hate all Americans who he regards as his enemies and yet he
revives a dying Americans and leaves no stone unturned to nurse him back to health.
What does this contradiction tell you about him?
Ans. It is true that Sadao hates Americans but he is aware of the fact that he is first a doctor
then a Japanese. The soldier is first an injured, helpless individual who needs treatment and
then an American or Japanese.
Dr. Sadao did not show his dislike towards the wounded American soldier. His duty bound him
as a doctor. As a doctor he was expected to save a dying person, to give him treatment and
nurse him back to health. This is exactly what he did. This shows that Sadao was duty
conscious and had the maturity to segregate emotion from duty. In this process all his
servants left him but he stuck to his stand. He gives a lease of life to the American and once
he is fit, he helps him escape as well.
At least Sadao was kind, affectionate doctor who believed in taking care of his patients. He
sees any sick, injured person as someone who needs immediate attention.

5. Justify the title 'The Enemy.'

Ans. 'The Enemy' is an apt title for the story. It is written in the background of the Second
World War when America dropped atom bombs on Hiroshima and Nagasaki. Under these
circumstances an American prisoner of war, by no way could be tr4eated as a friend by
Japanese. The servants in Dr. Sadao's house vehemently protested against his presence and
treat him as their sworn enemy; so much so that they severe their long standing relationship
with the Sadao over this issue. They want the enemy to be immediately handed over to the
police. For the masses that constitute majority of population all the world over, all individuals
belonging to the country, their nation is at war with, are their enemies. The Sadao couple too
consider Tom to be their enemy; but being educated, they have a broader and more generous
view of life, and in spite of reservations, mental conflicts and various other odds they are
confronted with, they take a humanistic view. The doctor's professional ethics also urges him
to treat the American soldier as a patient. Neither Dr. Sadao nor Hana, at any stage consider

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him to be their friend in spite of the fact that6 they have spent a number of years in America.
Hence
'The Enemy' is a befitting title for the story.

6. “But Sadao searching the spot of black in the twilight sea that night, had his
reward”. What was the reward?
Ans.
 The “reward” was the escape of the enemy.
 Despite all moral dilemmas, Dr. Sadao listens to his heart every time and takes the
right decision and his wife Hana very gently follows him.
 At last, the general forgets to keep his promise, which gives Sadao an opportunity to
reconsider his decision.
 He gives the soldier a boat, food, bottled water, and quilts and asks him to wait for a
Korean fishing boat to escape.
 Dr. Sadao searched the spot of black in the twilight sea that night to see if the man was
still there but there was no light. Obviously, the man had gone.

7. Answer the question in the context of the following lines from ‘The Enemy’.
“Stupid Yumi,” she muttered fiercely. “Is this anything but a man? And a wounded
helpless man!”
In the conviction of her own superiority, she bent impulsively and untied the knotted
rugs that kept the white man covered. Explain the superiority Hana is convinced
about.
Ans.
 In the given lines, Hana is expressing her frustration with Yumi, who is hesitant to help
her with the wounded white man.
 By saying "Is this anything but a man? And a wounded helpless man!" Hana is
highlighting the fact that they are all humans, regardless of their race or nationality.
 She believes that their common humanity makes it their moral duty to help the
wounded man.
 In these lines, she is asserting her own intervention and belief in the importance of
doing the right thing, even if it goes against traditional values or societal norms.
 This demonstrates her sense of moral superiority over Yumi, who is more concerned
with following the strict rules of her society than with helping a fellow human being.

8. Dr. Sadao planned and helped the enemy soldier to escape. Comment.
Ans. General had promised Dr. Sadao that he would get the soldier quietly killed through his
private assassins but he forgot to get rid of him. Dr. Sadao could do nothing. He wanted to get
rid of the wounded soldier as the servants had left the house, the news could spread. So he
devised his own plan to get the soldier off to the nearby island. He managed food, clothes,
water, a torch, and his boat for the soldier. He guided and instructed him. The white soldier
took leave of him and followed his instructions and managed to escape safely. Thus all these
prove that it was the only way to get out of the dilemma/problem.

9. The servants of Sadao and Hana reflect a particular mindset of the general public
in society towards thinking and broad-minded human beings. Elaborate with the help
of the story “The Enemy”
Ans. Servants reflect the mindset of a poor, uneducated, and narrow-minded section of
society.
They are frightened on hearing about the wounded American soldier:
The old gardener- felt the soldier should die if saved sea would take revenge
Yumi- refused to wash the wounds of the enemy soldier, angry with Sadao for putting his
family in danger
The cook- felt Sadeo was too proud of his skills so operated and saved the enemy
Finally, servants left Sadao’s house afraid of the repercussions of helping an enemy soldier and
could not understand Sadao’s dilemma.

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10. The influence of belief in traditions such as religion, family bonds, or patriotism
can be used to develop narrative techniques like setting, motivation, sources of
conflict, and pacing. Analyse how the writer has incorporated such influences to
good effect in the story, The Enemy. Support your answer with valid textual
evidence.
Ans. Incorporation of Traditions:
Religion - How religious beliefs influence character actions and decisions.
For example, Sadao's internal conflict may be influenced by his moral beliefs shaped by
religious teachings.
Family Bonds - How relationships in the family impact character interactions and motivations.
For example, Hana's concern for the safety of her family and the potential repercussions of
harbouring an enemy soldier could drive her actions.
Patriotism - How national loyalty and patriotism create tension and conflict in the story.
For example, Sadao's duty as a citizen and as a doctor may conflict with his compassion
towards the wounded soldier, highlighting the complexities of wartime allegiances.

Narrative Techniques:
Setting - How the wartime setting amplifies the moral dilemmas faced by the characters.
For example, the backdrop of war intensifies the stakes and adds urgency to their decisions.
Motivation - How cultural influences shape character motivations and drive the plot forward.
For example, the characters' actions may be guided by deeply ingrained cultural values and
beliefs.
Sources of Conflict - The key conflicts stemming from cultural differences, expectations, and
wartime circumstances.
For example, these conflicts drive the narrative forward and heighten the tension.
Pacing - How the pacing of the story reflects the characters' internal struggles and external
conflicts.
For example, the pacing may fluctuate to convey moments of tension, reflection, and
resolution.

11. You recently watched an interview of one of the doctors who serve for the
organization named ‘Doctors without Borders’. This organization serves people in
remote corners of the world that are affected by civil strife, poverty, and lack of
medical facilities. You were impressed with the dedication, compassion, and
professional ethics of this doctor. Write an article for an e-zine expressing the need
for more such people in the world to serve selflessly.
Ans.
The Need for Selfless Service: Inspiring Stories from Doctors without Borders

By: Taranjot

In a world often overshadowed by conflicts, poverty, and inadequate healthcare, there exists a
group of extraordinary individuals who epitomize dedication, compassion, and professional
ethics. They are the doctors serving with the organization "Doctors without Borders," bringing
medical aid to the remote corners of the world where it is needed most. Their selfless service
not only saves lives but also ignites a beacon of hope in the hearts of those who have been
neglected and forgotten.
Recently, I had the privilege of watching an interview with one of these remarkable doctors,
and their words left an indelible mark on my soul. They spoke of the profound impact that
even a single doctor can have on communities ravaged by civil strife, poverty, and the absence
of medical facilities. It is their tireless efforts and unwavering commitment that truly make a
difference in the lives of the vulnerable.
The dedication displayed by these doctors is awe-inspiring. They leave the comforts of their
homes, families, and familiar surroundings to venture into the unknown, facing challenges
unimaginable to most. They work under arduous conditions, often risking their own safety,
driven solely by their desire to heal and alleviate suffering.

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Moreover, the professional ethics upheld by these doctors are exemplary. They prioritize the
well-being of their patients above all else, providing equal and unbiased care to every
individual, regardless of their background or circumstances. They work tirelessly to restore
health and dignity to those who have been marginalized.
These doctors serve as a reminder of the immense power of selflessness. Their inspiring stories
compel us to reflect on our own lives and consider how we can contribute to making this world
a better place. We need more individuals who are willing to set aside personal comforts and
embrace the call to serve humanity. We need more doctors who will go beyond the boundaries
of their own countries to provide medical aid to those in desperate need.
It is through their collective efforts that we can bridge the gap between privilege and poverty,
conflict and peace, illness and well-being. Let us celebrate the work of these extraordinary
individuals and strive to follow in their footsteps. Together, we can build a world where selfless
service becomes the norm, and no corner of this planet is left devoid of compassion and
medical care.
As Mahatma Gandhi once said, "The best way to find yourself is to lose yourself in the service
of others." Let us heed his words and embark on a journey of selflessness, just like the doctors
of "Doctors without Borders."

12. Imagine Tom reaches home safely. He has fully recovered and the war has now
come to an end. He owes his life to Sadao and Hana and is forever indebted to them.
Years later, he has been invited on a radio show as a war hero where he recounts his
tribulations and the experience of being granted a new life by a Japanese couple. As
Tom, write down that narration.
Ans. Good Morning, Ladies and gentlemen, it's an honor to be here today, sharing my story
with all of you. As I sit in this studio, I can't help but reflect on the incredible journey that
brought me to this very moment.
Years ago, in the midst of the war, I found myself wounded and stranded on a foreign shore.
Desperation filled my heart as I clung to the hope of survival. Little did I know that fate had a
different plan for me—a plan that involved two remarkable individuals who would forever
change the course of my life.
Sadao and Hana, a Japanese couple, took me into their home, treating my wounds and nursing
me back to health. Their compassion and selflessness were unmatched, as they extended a
lifeline to a stranger from a distant land. I owe them my life, and the debt I carry in my heart
can never be fully repaid.
Their love and care embraced me like a warm embrace, erasing the scars of war and restoring
my faith in humanity. Sadao, with his expertise as a skilled surgeon, mended my broken body,
while Hana, with her kind words and gentle touch, healed my wounded spirit. Together, they
showed me the true meaning of compassion and grace.
In the years that followed, the war came to an end, and I regained my strength. The horrors of
battle slowly faded away, replaced by deep gratitude for the life I had been given by this
extraordinary couple. I embarked on a mission to honor their kindness, vowing to share their
story and the power of forgiveness and reconciliation.
Today, as I sit here, I am overwhelmed with emotions, thinking about the countless lives that
have been touched by the love of Sadao and Hana. Their act of humanity transcends borders,
reminding us that compassion knows no boundaries.
In this moment, I am not just a war hero; I am a witness to the extraordinary capacity of the
human heart to heal, to forgive, and to rebuild. I am forever indebted to Sadao and Hana, and
their legacy will forever live on in the depths of my soul.
Thank you for giving me this opportunity to share my story, honor the remarkable individuals
who saved my life, and inspire all of you to embrace the power of compassion and love. May
we strive to create a world where acts of kindness and selflessness prevail, and where the
bonds of humanity unite all of us.

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13. Both the general (The Enemy) and the Maharaja (The Tiger King), deal with
death. They are powerful figures confronted by a similar fate. You wish to include
both of these characters in an upcoming play. As a part of your research essay,
compare and contrast their experiences and their responses to these experiences in
120–150 words. [Clue: Include the similarities and differences of their circumstances
- their way of dealing with things - their ultimate fate]
Ans.
Both of them face death, one owing to old age and disease while the other was destined to die
at the hands of the hundredth tiger he came across.
The general, weak yet hopeful, turned to a doctor to cure him of his illness. Anticipating that
he would die, he went to the extent of keeping Sadao in the country instead of letting him go
to the war front like others. The king challenged death and decided to kill a hundred tigers to
ensure his safety.
In order to protect Sadao from possible arrest because this would leave him without a doctor,
the general offered his personal assassins to murder Tom. The king decided to marry a girl
from a royal family whose kingdom had a healthy tiger population. Thus, both of them took
extreme measures for their safety, albeit differently.
The king was careless and so self-absorbed that he did not kill the 100th tiger properly, which
eventually led him to be killed by a toy tiger instead. The general behaved similarly because he
was so preoccupied with his illness that he forgot to send the assassins.
However, this carelessness cost the king his life while the general recovered.

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 LESSON – 5
ON THE FACE OF IT
About the author

Novelist Susan Hill (English, 1963) published her first novel whilst
studying at King's. Susan was born in Scarborough, North Yorkshire
during World War II. Although the family moved to Coventry when
Susan was 16, many of her novels and short stories still feature her
hometown by the sea.

TITLE OF THE LESSON

The title of the story ‘On the Face of It’ seems to be very appropriate. The idiom ‘On the Face
of It’ means from appearance alone or apparently. In the play, Derry is frustrated and has lost
self-esteem due to people’s attitude to him. Everyone thought that his burnt face was
terrible, and he was handicapped. Similar was Mr. Lamb’s case. He had lost one leg in a bomb
explosion. Apparently both Mr. Lamb and Derry had deformities. But Mr. Lamb enabled Derry
to have faith in himself and look at the bright side of things and to learn to live with his
deformity. Their physical handicap was an apparent thing for them as well as for the world. But
the most significant thing is the strength of one’s soul. Mr. Lamb was a mentally strong person
who handled his own handicap and loneliness very effectively. He became instrumental in
Derry change his views about himself and his deformity and start taking things positively. The
play deals with the acceptance of the fact that things are not always as they appear, i.e.
physical handicap has nothing to do with the mental strength and positive attitude to life.

INTRODUCTION
The story is about an adolescent kid, Derry, who has a consumed face, and Mr. Lamb, who is
an impaired elderly person with a counterfeit leg made of tin. Derry accidentally enters his
garden to conceal himself from individuals who scorn him due to his revolting face. Mr. Lamb
invites him to his nursery and urges him to have an ordinary existence, abandoning his past.

THEME OF THE LESSON

The play revolves around the idea that people with physical disabilities suffer from loneliness
and mental pain. The play gives us an insight into how appearances are deceptive.

SETTING OF THE LESSON

The story starts with a teenage boy (Derry) who enters a garden. Due to an accident when
acid befell on his face and got burned on one side. He was afraid of facing people that's why he
has gone there to hide. Because other people tease him for having such a face.

MESSAGE OF THE LESSON

The play's message is that scars do not transform a person and that handicaps must be
embraced by both people and society." Deny had to confront prejudice as a result of his
scarred face, and he had become gloomy as a result.

GIST OF THE LESSON

 The play depicts beautifully yet grimly the sad world of the physically impaired.
 It is not the actual pain or inconvenience caused by a physical impairment that trouble
a disabled man but the attitude of the people around him.
 Two physically impaired people, Mr. Lamb with a tin leg and Derry with a burnt face,
strike a band of friendship.
 Derry is described as a young boy shy, withdrawn and defiant.
 People tell him inspiring stories to console him, no one will ever kiss him except his
mother that too on the other side of his face
 Mentions about a woman telling that only a mother can love such a face.
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  Mr. Lamb revives the almost dead feelings of Derry towards life.
 He motivates him to think positively about life, changes his mind set about people and
things.
 How a man locked himself as he was scared-a picture fell off the wall and got killed.
 Everything appears to be the same but is different- Ex. of bees. And weeds
 The gate of the garden is always open.
 Derry is inspired and promises to come back.
 Derry’s mother stops him but he is adamant saying if he does not go now it would be
never.
 When he comes back he sees lamb lying on the ground
 It is ironical that when he searches a new foothold to live happily, he finds Mr. Lamb
dead.
 In this way the play depicts the heart rendering life of physically disabled people with
their loneliness, aloofness and alienation.
 But at the same time it is almost a true account of the people who don’t let a person
live happily.

Answer the following questions in 40 to 50 words.

1. Who is Mr. Lamb? How does Derry get into his garden?
Ans. Mr. Lamb is an old man. He has lost one of his legs in the war. Now he has a tin leg in its
place. He lives in a big house and has a garden of his own. Derry gets into his garden not to
steal or pick up apples. He does so because he liked the place and thinks that nobody is inside
it. He climbs over the garden wall and comes inside.

2. Which peculiar thing does Derry notice about Mr. Lamb?

Ans. Mr. Lamb advises Derry that he should keep his ears shut. People usually say so many
things and he should ignore them all. All these seem peculiar to Derry and all the questions
asked by Mr. Lamb are not understood by him. So he calls Mr. Lamb a peculiar person.

3. How does Mr. Lamb try to remove the baseless fears of Derry?
Ans. Derry suffers from an acute sense of self- hatred and rejection on account of his burnt
face. Mr. Lamb tells him that there is so much beauty in the world to be explored and
appreciated. He suggests Derry that hatredness is the worst enemy of human beings. It would
harm Derry more than any bottle of acid. It will kill him within. So, he should not complain his
looks.

4. Why did Derek enter Mr. Lamb's garden?

Ans. All the children of the neighbourhood used to steal apples from Mr. Lamb's garden. He
never used to close the gates. Derek entered his garden out of curiosity. He wanted to explore
and see around when it was deserted.

5. What does Mr. Lamb do every day?

Ans. Mr. Lamb lives all alone in a large house with a big garden. All the neighbourhood
children visit his garden for crab apples, pears, toffee and jelly. During the day he is busy
picking apples, making jellies and toffee. He likes talking to the children who come to his
house. He likes to read as well.

6. How does Derry get an ugly face and why does he say that people are afraid of
him?
Ans. Derry had an ugly face because acid fell on that part of his face. It became burnt.
Whenever people saw him, they stared at him and became afraid of him. People said much
cruel things about his face. Somebody said that he had got a terrible face and his mother could
love. All these saying hurt Derry badly.

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7. What kind of a house did Derry want for himself?
Ans. Derry wanted a house with a garden, open windows and no curtains. The gates of the
house should be always open. Mr. Lamb's house was like that. When Derry told Mr. Lamb that
he wanted a house like his, Mr. Lamb told him that he could come there anytime he felt like.

8. Why do you think Mr. Lamb changed the subject when Derek was talking to him
about being unwanted?
Ans. Derek talks to Mr. Lamb about handicapped people being ugly and consequently the
society does not want them. Mr. Lamb deliberately changes the subject to apple picking and
jelly making to prevent Derek from getting into a self- pity mode. He does not want Derek to
feel miserable.

9. Why does Derry tell Mr. Lamb that he is afraid of seeing himself in the mirror?
Ans. Derry tells Mr. Lamb that he is afraid to see his face in the mirror as his face is terribly
scarred. His face was burnt with acid and because of it he draws much attention. Some people
are repulsed by its ugliness, while others regard him with pity, but in Derry's own perception,
most people are afraid of it.

10. Why is one green growing plant called a 'weed' and another 'flower'? What does
Mr. Lamb mean by this statement?
Ans. Mr. Lamb believes that God has created the entire Nature. It sis man who has given
different names to different creatures and species. All are living beings and all grow and
multiply. There are certain inherent differences which we need to respect and appreciate.

11. In On the Face of It, Mr. Lamb told Derry about his tin leg and how kids called
him 'Lamey Lamb'. Why do you think Mr. Lamb shared these details? State two
reasons to support your answer.
Ans.
 Mr. Lamb intended to show Derry that it is okay to be imperfect.
 He wanted to show Derry that he is not alone.
 He wanted to show Derry that he should not be afraid of what people think of him/say
to him/say about him.

12. Do you think Derry’s mother is protective of him? Justify your opinion with
textual evidence.
Ans. Yes, Derry's mother is protective of him. She worries about his interaction with Mr. Lamb
due to his appearance, cautioning him not to be curious. She tells Derry that she's concerned
for his safety, highlighting her protective nature and concern for his well-being.

13. Why did Derry go back to Mr. Lamb’s garden even after opposition?
Ans. Derry returned to Mr. Lamb's garden because he realized that Mr. Lamb's physical
appearance didn't define his character. He wanted to learn more about Mr. Lamb and
understand the person beyond the surface, defying the opposition from his mother.

14. Why does Mr. Lamb say, “So you are not lost, are you? Not altogether?”
Ans.
 Derry is bitter about life and people.
 Has no faith in the goodness of people.
 So when he says that he likes the sound of raindrops on the roof Mr. Lamb comments
that some humanness is still left. Life has not distorted his vision totally.

15. How do you think Derry’s mother contributes to his sense of alienation and
isolation?
Ans.
 The mother is overprotective and doesn’t understand her son’s longing for
companionship.

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  She treats him with a sense of pity and robs him of his dignity by perpetually treating
him like a helpless victim.

16. How does Susan Hill subtly portray a blend of pessimism and optimism in ‘On the
Face of It’?
Ans. Derry is of the pessimistic view whereas Mr. Lamb is of the optimistic view point.
 Both are disabled but still view life from different perspectives.
 Both protagonists challenges with disfigurement are depicted with a stark realism that
leans towards pessimism, yet interactions that offer genuine connection hint at
underlying optimism -- suggest the possibility of emotional survival despite physical and
social barriers

17. What does the play ‘On the Face of It’ suggest about the importance of empathy
in overcoming prejudice and stereotypes?
Ans. The play highlights the damaging effects of prejudice and stereotypes on both the victim
and the perpetrator. However, it also suggests that empathy and understanding can overcome
these barriers.
Through the development of a relationship between the two characters, Derry and Mr. Lamb,
we see how their initial assumptions about each other are challenged and ultimately broken
down.
This underscores the importance of empathy in recognizing and overcoming prejudices, as it
allows individuals to see beyond surface-level differences and connect on a deeper level.

18. ‘It is not merely age but experience that counts.’ With reference to any one
example from the text, comment on how Derry found Mr. Lamb different from other
adults he had encountered.
Ans. Derry found Mr. Lamb different from other adults due to his kind and understanding
nature. Despite his disfigurement, Mr. Lamb showed empathy and didn't judge Derry based on
appearances. This experience taught Derry the value of looking beyond the surface.

Answer the following questions in 120 to 150 words.

1. How did Mr. Lamb's meeting with Derry become a turning point in Derry's life?
Ans. Mr. Lamb was an old man who had lost his leg in a bomb explosion. Derry was a young
boy of 14 years. His face was burnt from one side as a bottle of acid fell on him. Due to his
disfigured face, he had become defiant and withdrawn. He had developed a complex and
remained withdrawn from people. When Derry sneaked into Mr. Lamb's garden, he met Mr.
Lamb and they got talking about his failure to come with his disfigured face and people's
uncharitable remarks. Mr. Lamb tried to console Derry. He told him to face harsh realities of
life bravely. He tried to make him understand that it was the inner beauty of a person that
matters. Lamb encouraged him to look at the world around him. Slowly Derry started finding a
lot of truth, sense and inspiration in Mr. Lamb's words. Derry appeared quite impressed by the
way. He suddenly found a friend in Mr. Lamb. All this helped Derry to start loving life and
people around him and that had brought a turning point in his life.

2. Both Derry and Mr. Lamb suffer physical disabilities but their attitude towards life
and people is totally different. Highlight their contrasting traits in your own words.
Ans. Derry's one side of the face has burnt as acid fell that side of his face. He suffers from a
tremendous sense of inferiority complex. He is always conscious of the fact that his face is
'bad,' 'terrible' and ' the ugliest thing.' People commented him. He tries to escape people. He
allows himself alienated from the world. He is never in the mainstream of life. He thinks that
no one will ever love and kiss him except his own mother. He can't stand people staring at him
or passing uncharitable remarks. He is like an open wound-touchy and hyper sensitive.
On the other hand, Mr. Lamb has a positive attitude towards life, things and people. He doesn't
allow his physical disability to come in his way. He accepts life as it comes. He is open minded
and open hearted. He keeps the gate of the garden open all the times. All are welcomed by
him. He loves everybody and everything. He doesn't find solace in escapism but he remains in
the mainstream of life. Children tease him by calling ' Lamey-lamb' but he doesn't mind it. On
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the other hand, he gives them jelly and toffees. He has lost his one leg in the bomb explosion
in the war yet he enjoys life at his best. He enjoys sitting in the sun, reading books and
growing weed plants and flowers. He collects honey, makes jelly and dealing with peop0le and
things.

3. Explain: "It is the thinking and something inside us provide to get prominence."
Ans. Derry has developed inferiority complex in him because of his ugly face. He thinks that
no one of this world will ever love and kiss him. He is afraid of seeing people and likes to live in
seclusion. Mr. Lamb traces inferiority in Derry. In order to remove this complex, he explains
that in his garden weeds and flowers and found which form life and beauty of the garden. He
then reminds him, the fairy tale of Beauty and the Beast. Derry knows how a princess loves a
beast who turns into a handsome prince when she kisses. It is because he has something very
beautiful inside him. Derry is too good from inside. His face is not important. The important
thing is what he thinks and feel and what he wants to see and find out. Mr. Lamb tells Derry
that he has brain and limb. He can attain whatever he chooses in case he sets his mind on it.
He should not care for others what they say. This has a very healthy effect on the boy.

4. Imagine that Mr. Lamb had not fallen off the ladder at the end. Recalling his
conversation with the bees, do you think Derry’s return might have changed him as
much as he had changed Derry? Elaborate.
Ans. I think it is likely that Derry's return would have changed Mr. Lamb just as much as he
had changed Derry. In his conversation with the bees, Mr. Lamb expressed a deep sense of
loneliness and isolation. He felt like he didn't belong anywhere and that he was just "passing
through." However, his relationship with Derry gave him a sense of purpose and belonging.
Derry was the first person who had ever accepted him for who he was, and their friendship
helped Mr. Lamb to start to heal from the trauma of war.
If Mr. Lamb had not fallen off the ladder, he and Derry would have had the opportunity to
continue their friendship and to grow and change together. Derry would have helped Mr. Lamb
to become more open and accepting of others, and Mr. Lamb would have helped Derry to
overcome his self-doubt and to see himself in a more positive light. They would have been a
source of strength and support for each other, and they would have helped each other to live
more fulfilling lives.

5. What is the bond that unites old Mr. Lamb and Derry, the boy? How does the old
man inspire the boy?
Ans.
 It is not only Mr. Lamb’s strange ideas that attract Derek but also his loneliness and
longing for company he returns to him at the end the two have a great affinity
 Both have suffered loneliness
 Both long for a company- both are physically impaired both have suffered rejection
from others
 Mr. Lamb revives the almost dead feelings of Derry toward life
 He motivates him to think positively about life, changes his mindset about people and
things
 Everything appears to be the same but is different‐ eg. bees and weeds
 The gate of the garden is always open
 Derry is inspired and promises to come back.

6. Mr. Lamb and Derry are two different sides of the same coin. Do you agree? Justify
your answer with evidence from the text.
Ans.
 Both suffer from physical impairment -not by birth.
 Both are lonely.
 Derry is pessimistic and draws Lamb’s attention toward his face.
 He tells him that his face is ugly and horrible. Nobody likes him.
 The people show signs of fear when they look at his face and avoid his presence.
 They call him a poor boy because one side of his face is burnt.
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  Even his mother kisses him on the right side of his face. And that too out of duty.
 Lamb draws his attention towards his garden. He has a positive attitude towards life.
 He doesn't mind the children calling him ‘Lamey-Lamb’.
 He does not want to shut out the world.
 He loves reading, picking crab apples, and making toffees for children.
 He tells Derry that the people have other things to do and see rather than looking at
him. The bitterness and hatred he has inside him could be more damaging than the acid
that burnt his face or the bomb that blew up his leg. He tells him that he should look at
all those people who are in pain but never complain or cry. He should think about those
who are worse off than him.
 Lamb teaches Derry the art of discovering beauty and leading a happy life.
 The positive attitude of Lamb, his kindness and his ability to do things himself without
any help make him different from Derry.

7. Compare and contrast the characters of Mr. Lamb and Derry.

Ans. Value points: Both Mr. Lamb and Derry suffer from problems. Mr. Lamb had a tinned leg
whereas Derry had a burnt face. But both of them differ in their attitude toward handling their
problems.
Mr. Lamb
 Very positive in his outlook. Sees the beauty in everything, including weeds.
 Doesn’t let physical handicaps prevent him from living life to the fullest.
 Very friendly, and opened his doors to the world.
 Sees that the world and people are important.
 Strong- doesn’t let people’s negative comments hurt him.
 Practical; knows one’s life is in one’s own hands.
 Shows understanding of Derry’s problems.
Derry
 Scared of meeting people as he hates seeing their fear of him and facing their rejection.
 Very sensitive—people’s comments hurt him deeply.
 Upset with his parents’ over-protectiveness and his mother’s revulsion with his face.
 Defiant, and rude as he is too scared to talk to people.
 Negative about everything – sees everything in a bad light.
 Indulges in self-pity over his face.
 Hates sympathy.
 Hates the world and keeps away from it.
 The inner deep desire to be accepted which he hides under an abrasive exterior.
 Changes at the end after listening to Mr. Lamb. Ready to face the world and overcome
obstacles to do so. Finds courage and strength to get what he wants.

8. Imagine that a few days after Mr. Lamb's fall from the ladder, Derry writes his
thoughts on how his meeting with Mr Lamb changed his perspective towards life.
Think of yourself as Derry and express these thoughts.
You may begin like this:
A few days ago, I met an extraordinary person....
Ans. A few days ago, I met an extraordinary person. Mr. Lamb, unlike anyone I've ever
encountered, didn't flinch or show fear when he looked at me. It was refreshing to talk to
someone who treated me just like anyone else, without judgment or sympathy for my burns.
He opened my eyes to the idea that despite my appearance, I'm no different from others. His
analogy of flowers and weeds being the same regardless of their looks really hit home. He
showed me the importance of self-acceptance, teaching me that it's vital to be comfortable in
my own skin. Through his words, I learned how to deflect the hurtful comments and opinions
of others, understanding that they don't define me. Mr. Lamb inspired me to embrace life
without reservation, to live it to the fullest, no matter the challenges.

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9. Imagine that the encounter with Mr. Lamb marked a turning point in Derry’s life.
Many years later, Derry is invited to present a TED Talk on the challenges he faced
and overcame. He thinks about the bitterness he carried earlier towards people and
the world, and how his attitude changed. He decides to speak about the
transformation in his relationship with himself, and understanding what kindness
towards oneself might actually mean. He agrees to weave his speech on ‘Not the face
of a victim’. As Derry, create the speech draft for the TED Talk.
Ans. Good Morning, Ladies and gentlemen, esteemed guests, and fellow seekers of wisdom,
I stand before you today, humbled and honored, to share a journey that transformed my life's
trajectory. Many years ago, bitterness nestled in my heart like a thorn, directed towards both
people and the world that seemed to label me as different. However, a fateful encounter with
an extraordinary man named Mr. Lamb reshaped my perspective.
In the face of adversity, Mr. Lamb exuded a profound kindness, a kindness that extended
beyond mere compassion. He taught me that kindness isn't solely directed outward; it's about
embracing oneself, scars and all. My bitterness gave way to understanding that the true
strength lies not in denying our struggles, but in acknowledging them with gentleness.
Today, I present to you the essence of my transformation: "Not the face of a victim." It's about
refusing to be defined by misfortune, about recognizing that each challenge can be a stepping
stone towards growth. It's understanding that kindness towards oneself is the catalyst for
resilience. As I share my story, I hope we all can embark on a journey to redefine strength, to
embrace kindness, and to craft our own narratives, not as victims, but as triumphant souls.
Thank you.

10. In today’s world, the mantra for success is considered to be the ability to think
out of the box. At the same time, as in the play, acceptance is difficult for those who
are different.
As Derry says, “After I’d come home, one person said, “He’d have been better off
stopping in there. In the hospital. He’d be better off with others like himself.”
How would you reconcile both these ideas, of a demand for difference, on one hand,
and a need to isolate difference on the other hand?
Ans. In today's complex world, the pursuit of success often glorifies "thinking out of the box."
This encourages innovation and the breaking of conventional norms. Simultaneously, the
struggle for acceptance persists, particularly for those who deviate from the norm. As Derry
aptly voiced, "He'd have been better off stopping in there. In the hospital. He'd be better off
with others like himself." This seemingly contradicts the call for celebrating uniqueness.
However, these two ideas aren't entirely irreconcilable. Embracing diversity and thinking
innovatively doesn't necessarily require isolation. The key lies in fostering an environment
where individual differences are respected while interconnectedness is nurtured. True progress
emerges when we appreciate diverse perspectives and experiences, fueling creative thought.
Isolation arises from fear and ignorance, hindering social growth.
Society must evolve to recognize that difference doesn't necessitate separation. By valuing
individuality and encouraging empathy, we create a space where innovation thrives while
marginalized voices find inclusion. It's the convergence of these ideas that pave the way for a
world where thinking out of the box coexists harmoniously with embracing and celebrating
diversity.

11. Optimism in one’s attitude helps deal with all the challenges in life. Prove the
statement by referring to the character Mr. Lamb from the chapter “On the Face of
It”.
Ans. The character of Mr. Lamb in "On the Face of It" exemplifies the profound impact of
optimism in navigating life's challenges. Through his portrayal, the narrative vividly
demonstrates how a positive attitude can empower individuals to confront adversity with
resilience and grace. In contrast to Derry, who grapples with physical and emotional
handicaps, Mr. Lamb stands as a beacon of hope and inspiration.

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Derry:
Physical Handicap and Self-Perception: Derry bears the physical scars of his burnt face,
which makes him acutely aware of his differences. This self-awareness contributes to his poor
self-esteem and sense of isolation.
Feeling Victimized: The societal gaze and judgments directed at Derry fuel his feelings of
victimization, further eroding his self-confidence.

Mr. Lamb:
Physical Handicap and Positive Attitude: Despite his physical disability (missing a leg), Mr.
Lamb radiates optimism. He defies his physical limitations and doesn't allow them to define his
outlook on life.
Understanding and Empathy: Mr. Lamb's understanding and empathy for Derry stem from
his own experiences. He creates a safe space for Derry, fostering a sense of belonging and
acceptance.
Friendliness and Confidence Building: Mr. Lamb's friendly demeanor helps Derry shed his
inhibitions. Through their conversations, he instills confidence in Derry by treating him as an
equal, showing that one's worth isn't dictated by appearances.

Examples from the Text:

Bees and Weeds Analogy: Mr. Lamb's analogy of bees and weeds in the garden conveys the
essence of his optimism. He teaches Derry that just as flowers and weeds share the same
core, people's true worth isn't skin-deep.
Facing Mortality: Mr. Lamb's fearless perspective on death reveals his positive outlook on
life. His discussion with Derry about the inevitability of death underscores his courage and
acceptance.
"Beauty and the Beast" Tale: By narrating the "Beauty and the Beast" story, Mr. Lamb
showcases his belief in the transformative power of seeing beyond appearances.
Dealing with Mockery: Mr. Lamb's response to children calling him "Lamey Lamb" reflects
his unwavering resolve. He maintains his dignity and doesn't allow derogatory comments to
affect him.
Symbolism of Curtains: The curtains in Mr. Lamb's house symbolize his openness and
willingness to engage with the world despite his physical limitation.
Attitude of Patience: Mr. Lamb's mantra of "waiting, watching, listening" epitomizes his
patient and optimistic approach to life's challenges.
In conclusion, Mr. Lamb's character underscores the undeniable truth that optimism shapes
one's perspective and aids in navigating challenges. His unwavering positivity, understanding,
and ability to see the inherent worth in individuals, regardless of appearances, inspire Derry
and readers alike to embrace life with optimism and resilience.

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 LESSON – 6
MEMORIES OF CHILD
About the author

BEFORE YOU READ

This unit presents autobiographical episodes from the lives of two women from marginalised
communities who look back on their childhood, and reflect on their relationship with the
mainstream culture. The first account is by an American Indian woman born in the late
nineteenth century; the second is by a contemporary Tamil Dalit writer.
Gertrude Simmons Bonnin, born in 1876, was an extraordinarily talented and educated
Native American woman who struggled and triumphed in a time when severe prejudice
prevailed towards Native American culture and women. As a writer, she adopted the pen
name ‘Zitkala-Sa’ and in 1900 began publishing articles criticising the Carlisle Indian school.
Her works criticised dogma, and her life as a Native American woman was dedicated against
the evils of oppression.
Bama is the pen-name of a Tamil Dalit woman from a Roman Catholic family. She has
published three main works: an autobiography, ‘Karukku’, 1992; a novel, ‘Sangati’, 1994;
and a collection of short stories, ‘Kisumbukkaaran’, 1996. The following excerpt has been
taken from ‘Karukku’. ‘Karukku’ means ‘Palmyra’ leaves, which with their serrated edges on
both sides, are like double-edged swords. By a felicitous pun, the Tamil word ‘Karukku’,
containing the word ‘karu’, embryo or seed, also means freshness, newness.

CHARACTERS AND PLACES

Gertrude Simmons : The narrator of the story
Zudewin : A friend of Gertrude Simmons (Zitkala-Sa)
A pale-faced woman : A teacher or a member of staff at the Carlisle Indian Industrial
School in Carlisle.
Bama : The narrator of the story
Annan : Elder brother of bama

INTRODUCTION (PART – I)
This account relates to an American Indian woman who becomes the victim of racial
discrimination. She is admitted to a school where native Indians do not get respect, honour,
dignity and due weightage in America. She is forced by the whites to follow their traditions and
traits. Simmons is dragged out and tied to a chair to shingle out her long hair. She cries,
struggles, kicks, resists, shows reluctance and she ultimately feels like one of the many
animals driven by a herder.

SUB- TITLE: “THE CUTTING OF MY LONG HAIR”

She was shocked to know that the school authorities were going to cut her long hair as it was
the system of that school. But in her community shingled hair was worn only by cowards. So,
she hid herself under a bed in a large room. The loss of her hair was the worst indignity that
she went through.

INTRODUCTION (PART – II)

The lesson describes the story of a fun loving little girl. She loves to observe every bit of thing
happening in and around her street. But one day she while noticing an incident comes to know
about the reality of a social evil in our country that is the practice of untouchability.

SUB-TITLE: “WE TOO ARE HUMAN BEINGS”

The sub-title “We Too Are Human Beings” by Bama is an extract from her autobiography
‘Karukku’. It is a loud piercing cry of a small child who cannot bear to see the people of her
caste being segregated and ill-treated. She is shocked when she learns from her brother that
there are two classes of people in their set up-the upper and lower-and that the upper caste
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people consider themselves to be superior and those of so called lower caste to be inferior.
Sometimes the latter are given inhuman treatment, too. They have been taught from their
childhood that if they touch the lower caste people, they will be polluted. The sensitive child is
unable to digest it, because she feels that every human being is equal and her class justifiably
deserves to be treated as human beings. Thus she takes her brother’s advice seriously and
works very hard to stand first in the examinations.

TITLE OF THE LESSON

The title 'Memories of Childhood' is very appropriate and suggestive. The chapter aims to
showcase the bitter memories of the childhood of two women of different cultures through
their autobiographical extracts of social discrimination and oppression and the resulting
feelings of rebellion in them later in life. Zitkala-Sa and Bama, both look back at their
childhood reflecting upon the indignities and conflict between races and cultures respectively,
which they had to face as children. Though the women were young, they knew well of the
injustice and oppression that prevailed and were determined to face the odds and stand
against it. The atrocities they faced as children, propelled them into becoming rebels against
the marginalisation of the underprivileged section of the society, and they went on with their
fight against injustice.

THEME OF THE LESSON

Memories of Childhood explore a common universal theme of prejudices and humiliation faced
by marginalized communities from mainstream culture and how both brave girls use their
talent, understanding, wit and education to stand up for their own and community rights. Both
use the power of pen to fight oppression.

MESSAGE OF THE LESSON

The lesson 'Memories of Childhood' is a portrayal of two autobiographical accounts. One by
American Indian woman and the second by a Tamil Dalit writer. Both stories highlight the
women's oppression, class barriers, racialism, discrimination and exploitation that tend to pull
them down.

GIST OF THE LESSON

 The story begins with the introduction of the Carlisle Indian School. The narrator
describes her first day at school. It was very cold and unpleasant as there was a lot of
snow around. The entire extract deals with Zitkala-Sa’s shingling of hair. When she
came to this school, she found it a strange place where everything seemed to be
mechanical. A very loud and metallic bell rang for breakfast. There was an annoying
clatter of feet on the entire bare floor. She is unnerved because of so much noise.
 Here, she finds that all the girls start marching to the dining room after hearing the
bell. They have been supervised by a pale-faced woman. Small girls wore aprons and
had shingled hair. The girls were dressed in clinging clothes. The breakfast was served
and eaten very mechanically. There was a bell to stand, another to sit, next to pray and
after that another to start the breakfast. All this was totally new for the narrator.
 Her friend Judewin warned her that the pale-faced woman was talking about the cutting
of her long hair. The narrator did not want her hair to be shingled because, in her
community, shingling of hair was considered as inauspicious and undignified. Only the
traitors or the mourners had their hair shingled. Though her friend told her that they
would have to submit as others were stronger. The narrator decided to struggle and not
to submit. She creeps upstairs unnoticed and hid herself under the bed in a dark
corner. But finally, she was discovered and dragged out. She scratched and kicked but
was forcibly taken downstairs and was tied fast to a chair. Her thick braids were cut off.
And with this, she lost her spirits. She realised the indignities suffered by her after she
was separated from her mother. She was tossed here and there like a wooden puppet
and felt humiliated like a coward. She was treated like an animal and no one came to
comfort her.

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We Too Are Human Beings
 In this story, Bama narrates the experiences of a young Dalit school girl in a south
Indian village. The narrator had never heard of untouchability being talked about openly
by anyone but she felt, experienced and was humiliated by what she saw. While coming
back from school, she used to spend a lot of time watching all the fun and games,
entertaining novelties, oddities, shops in the bazaar on the way. She used to watch
performing monkeys, a man pedalling for days, the activities at Maariyaata temple, the
statue of Gandhiji, the sweets and snacks, hunter gipsy and wild lemurs in cages. She
used to hear the political parties giving speeches, saw the puppet show, street plays,
coffee shops, fruit trees and peddlers selling fruits, snacks, halwa and iced lollies.
 While on the way, she saw an interesting scene outside the landlord’s house. Here a
threshing floor was set up with the landlord watching the proceedings. Some people
were driving cattle for threshing the corn. She saw an elder of her community carrying
a big packet in a funny manner which made her laugh. He gave this packet which
contained vadais to the landlord without touching it and the landlord opened the packet
and ate the vadais.
 Bama narrates this incident to her brother with all the comic details. But to her
surprise, her brother is not amused. The narrator is told that the landlord was of upper
caste and their touch would pollute the food. This made the narrator sad and angry and
felt outraged at the exploitation. She condemns it as a curse against humanity. She
strongly believed that their community should boycott and refuse to do petty errands.
She came to know that despite being so educated, her brother was questioned about
his caste. All the Dalits used to live together in a separate place away from the upper
class.
 Annan, her brother, told the narrator that they are not respected or given dignity due to
their community.
 He said that education is the only way to gain respect. The narrator was advised to
work hard and learn. She obeyed her brother with great determination and studied
hard. She stood first in her class. Many people tried to befriend her.

Answer the following questions in 40 to 50 words.

1. What does Zitkala-Sa remember about her ‘first day in the land of apples’?
Ans. It was a bitter-cold day. The snow still covered the ground. The trees were bare. A large
bell rang for breakfast. Its loud metallic sound crashed through the belfry overhead and
penetrated into their sensitive ears.

2. How did Zitkala-Sa react to the various sounds that came when the large bell rang
for breakfast?
Ans. The annoying clatter of shoes on bare floors disturbed the peace. There was a constant
clash of harsh noises and an undercurrent of many voices murmuring an unknown tongue. All
these sounds made a bedlam within which she was securely tied. Her spirit tore itself in
struggling for its lost freedom.

3. Where were the girls taken and how?

Ans. The girls were marching into the dining room in a line. The Indian girls were in stiff
shoes and tightly sticking dresses. The small girls wore sleeved aprons and shingled hair. They
did not seem to care that they were indecently dressed.

4. “I felt like sinking to the floor”, says Zitkala-Sa. When did she feel so and why?
Ans. It was her first day at school. She was marching into the dining room with other girls in
a line. She walked noiselessly in her soft moccasins. But she felt that she was immodestly
dressed, as her blanket had been removed from her shoulders. So, she felt like sinking to the
floor.

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5. “But this eating by formula was not the hardest trial in that first day”, says
Zitkala-Sa. What does she mean by ‘eating by formula’?
Ans. The ringing of a large bell summoned the students to the dining room. Then a small bell
tapped. Each pupil drew a chair from under the table. Then a second bell was sounded. All
were seated. A man’s voice was heard at one end of the hall. They hung their heads over the
plates. The man ended his mutterings. Then a third bell tapped. Everyone picked up his/her
knife and fork and began eating.

6. How did Zitkala-Sa find the ‘eating by formula’ a hard trial?

Ans. She did not know what to do when the various bells were tapped and behaved unlike
others. When the first bell rang, she pulled out her chair and sat in it. As she saw others
standing, she began to rise. She looked shyly around to see how chairs were used. When the
second bell was sounded, she had to crawl back into her chair. She looked around when a man
was speaking at the end of the hall. She dropped her eyes when she found the paleface
woman looking at her. After the third bell, others started eating, but she began to cry.

7. What did Judewin tell Zitkala-Sa? How did she react to it?
Ans. Judewin knew a few words of English. She had overheard the paleface woman. She was
talking about cutting their long, heavy hair. Judewin said, “We have to submit, because they
are strong.” Zitkala-Sa rebelled. She declared that she would not submit. She would struggle
first.

8. ‘Why, do you think, was Zitkala-Sa so opposed to cutting of her hair?

Ans. Zitkala-Sa had heard from her m other that only unskilled warriors, who were captured,
had their hair shingled by the enemy. Among their people, short hair was worn by mourners,
and shingled hair by cowards. Since she was neither, she was dead against cutting of her long
hair.

9. How did Zitkala-Sa try to avoid the inevitable loss of her long hair?
Ans. She crept up the stairs and passed along the hall. She did not know where she was
going. She turned aside to an open door. She found a large room with three white beds in it.
The windows were covered with dark green curtains. She went to the corner farthest from the
door and crawled under the bed in the darkest corner.

10. How was the search made for Zitkala-Sa?

Ans. First, they called out her name in the hall in loud voices. Then the steps were quickened.
The voices became excited. The sounds came nearer. Women and girls entered the room. They
opened closet doors. They peeped behind large trunks. Someone threw up the curtains. The
room was filled with sudden light. Someone stooped, looked under the bed and found her
there.

11. How was Zitkala-Sa treated on being traced from her hiding place?
Ans. Zitkala-Sa was dragged out. She tried to resist by kicking and scratching wildly. But she
was overpowered. She was carried downstairs and tied fast in a chair. She cried aloud and
kept shaking her head.

12. What did Zitkala-Sa feel when her long hair was cut? ‘
Ans. When she heard them remove one of her thick braids, she lost her spirit. She had
suffered utmost indignities there. People had stared at her. She had been tossed about in the
air like a wooden puppet and now her long hair was shingled like a coward’s. In her anguish,
she moaned for her mother. She felt herself as one of the many little animals driven by a
herder.

13. Which words of her brother made a deep impression on Bama?

Ans. While returning home, Bama’s elder brother told her that although people do not get to
decide the family they are born into, they can outwit the indignities inflicted upon them. It left
a deep impression on her.
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14. Name some of the novelties and oddities in the streets that attracted Bama?
Ans. These included the performing monkey, the snake charmer’s snake, the cyclist who had
kept on biking for three days, the spinning wheels, the Maariyaata temple and the huge bell
hanging there. She also noticed the pongal offerings being cooked in front of the temple.

15. What were the articles in flit stalls and shops that fascinated Bama?
Ans. She saw the dried fish stall by the statue of Gandhiji; the sweet stall, and the stall selling
fried snacks. There were many other shops next to each other. Then there was the
narikkuravan hunter gypsy. He had his wild lemur in cages. He sold needles, clay beads and
instruments for cleaning out the ears.

16. What sort of shows or entertainments attracted the passers-by?

Ans. Sometimes various political parties put up a stage. They addressed people through their
mikes. There might be a street play, a puppet show, or a “no magic, no miracle” stunt
performance. There was some entertainment or the other happening there from time to time.

17. Which actions of the people would Bama watch keenly in the bazaar?
Ans. She watched how each waiter in the various coffee clubs would cool the coffee. He would
lift a tumbler high up. Then he would pour its contents into another tumbler held in the other
hand. She observed how the people, chopping up onion, would turn their eyes elsewhere to
avoid irritation in their eyes.

18. Why was Zitkala-Sa in tears on the first day in the land of apples?
Ans. On the first day in the land of apples, Zitkala-sa was in tears. The main reason of tears
was that her hair was mercilessly cut. She had heard from her m other that only unskilled
warriors, who were captured, had their hair shingled by the enemy. That is why she shook her
head in resistance.

19. Which fruit or sweet delicacies did she observe in the bazaar?
Ans. There would be mango, cucumber, sugar-cane, sweet potato, palm-shoots, gram, palm -
syrup, palm-fruit, guavas and jack-fruit, according to the season. She would see people selling
sweet and savoury fried snacks, payasam, halva, boiled tamarind seeds and iced lollies each
day.

20. How were the threshing proceedings going on in the corner of the street?
Ans. There was a threshing floor set up in the comer of the street. People were hard at work.
They were driving cattle in pairs, round and round, to tread out the grain from the straw. The
animals were muzzled so that they couldn’t eat the straw. Bama stood there watching for fun.
The landlord was watching the proceedings. He was seated on a piece of sacking spread over a
stone ledge.

21. What, do you think, made Bama want to double up and shriek with laughter?
Ans. Bama saw an elder of their street coming along from the direction of the bazaar. He was
a big man. He was carrying a small packet, holding it out by its string. The manner in which he
was walking along ma de Bama want to double up. She wanted to shriek with laughter at the
funny sight.

22. How did the elder approach the landlord and offer him the packet?
Ans. The elder went straight up to the landlord. Then he bowed low and extended the packet
towards him. He cupped the hand that held the string with his other hand. The landlord opened
the parcel and began to eat the vadais.

23. What explanation did Bama’s elder brother Annan give her about the elder’s
funny behaviour?
Ans. Annan told Bama that the man was not being funny when he carried the package by the
string for his landlord. The upper caste people believed that others must not touch them. If
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they did, they would be polluted. That was the reason why he (the elder man) had to carry the
package by its string.

24. How did Bama react on learning about untouchability?

Ans. Bama became sad on listening how the upper caste people behaved towards low caste
persons like them. She felt provoked and angry. She wanted to touch those vadais herself. She
wondered why their elders should runerrants for the miserly rich upper caste landlords and
hand them over things reverently, bowing and shrinking all the while.

25. How did the landlord’s man behave with Annan?

Ans. The man thought that Annan looked unfamiliar, and asked his name respectfully.
However, his manner changed as soon as Annan told his name. The man immediately asked
the name of the street he lived in. The purpose was to identify his caste from the name of the
street.

26. How, according to Annan, was the caste system discriminatory? How can one
overcome the indignities?
Ans. Annan said that the lower caste people were never given any honour or dignity or
respect. They were deprived of all that. Thus, the caste system was discriminatory. But, if they
studied and made progress, they could throw away those indignities.

27. What advice did Annan offer Bama? What was the result?
Ans. Annan advised Bama to study with care and learn all that she could. If she was always
ahead in her lessons, people would come to her of their own accord and attach themselves to
her. Bama followed her brother’s advice and studied hard. She stood first in her class, and
because of that, many people became her friends.

28. “Where there is oppression, there will be resistance.” Comment on this

statement with reference to the story.
Ans. In the story, Zitkala-Sa's resistance to the oppression she faced is evident when she
refuses to eat at the school for days and when she tries to escape by running away. Her
actions reflect the innate human spirit to resist and fight against injustice and oppression, even
in the face of adversity.

29. Children relish the small pleasures of life just like Bama did when she dawdled
along on her way back from school, enjoying all the novelties. Elaborate.
Ans. Children relish the small pleasures of life because they have a natural sense of curiosity
and wonder. They are not jaded or cynical by the world around them. Everything is new and
exciting to them.
Bama, the girl in the story, is a good example of this. She dawdled along on her way home
from school, enjoying all the novelties. She stopped to look at a street light that was changing
colors, and she watched a narikkuravan man with his wild lemur.

30. Bama’s innocence was lost when she came face to face with the ugly truth of
racial discrimination. Do you think children who have a difficult childhood become
even more resolute than children who have a comfortable one?
Ans. Experiencing hardships and injustices during childhood can indeed foster resilience and
determination. Children who face adversity may develop a stronger resolve to overcome
challenges, as they learn to confront difficulties head-on, whereas those with a comfortable
upbringing might not develop the same level of resilience.

Answer the following questions in 120 to 150 words.

1. Why did Zitkala-Sa feel oppressed in new establishment?
Ans. Since the day, the author was taken away from her m other, she had suffered extreme
indignities. People had stared at her. She had been tossed about in the air like a wooden
puppet. Her blanket had been removed from her shoulders. She felt that she was immodestly

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dressed. She was so shocked and oppressed that she felt like sinking to the floor. Later, her
soft moccasins were taken away. These were the traditional footwear of the local Indian
American. They were replaced by squeaking shoes. She saw other Indian girls in stiff shoes
and tightly sticking dresses. The small girls wore sleeved aprons and shingled hair. The worst
indignity she suffered was the cutting of her long hair. The coward’s shingled hair ma de her
moan with anguish. She felt she was not a human being but one of the little animals driven by
a herder. The systematic erosion of their culture and disrespect to women was quite
oppressive.

Q2. “But this eating by formula was not the hardest trial in that first day”, says
Zitkala- Sa. What do you understand by ‘eating by formula’ and how did she find it a
hard trial?
Ans. There was a fixed procedure laid down for breakfast. Zitkala-Sa calls it ‘eating by
formula’. The ringing of a large bell summoned the inmates to the dining room. Boy s and girls
entered the dining room in lines from separate doors. Then a small bell was tapped. Each of
the pupil drew a chair from under the table. The writer also did so. She supposed this act
meant they were to be seated. So she slipped into the chair. She found others standing. Just
when she began to rise, looking shyly, the second bell sounded and all sat down. Then she
heard a man’s voice at one end of the hall. She looked around to see him. But all the others
hung their heads over their plates. She found the paleface woman watching her. When the
man ceased his muttering s, a third bell was tapped. Everyone picked up his knife and fork and
began eating. She began to cry. She was so afraid that she could not do anything further. Her
discomfiture was caused by her unfamiliarity with the procedure. However, she found it a
difficult experience—a sort of trial.

3. “I will not submit! I will struggle first!” says Zitkala-Sa. What was she going to
resist and why? What efforts did she make and what was the outcome?
Ans. Zitkala-Sa had long, heavy hair. Her Mend Judewin had overheard the paleface woman
talk that their hair was to be shingled. Zitkala-Sa decided to resist it. Among their people,
short hair was worn by mourners, and shingled hair by cowards. Unskilled warriors captured by
the enemy also got their hair shingled. Cutting a woman’s long hair was thus against their
tradition and culture. She tried to avoid it. She crept up the stairs quietly and hid herself under
the bed in a room with darkgreen curtains. She had crawled to the comer farthest from the
door and lay close in the darkest comer. Soon she heard her name shouted in the hall. Then
the steps were quickened and voices became excited. Women and girls entered the room. They
opened closet doors and peeped behind large trunks. Someone threw up the curtains. The
room was filled with sudden light. Someone stooped, looked under the bed and saw her there.
She was dragged out though she resisted by kicking and scratching wildly. She was carried
downstairs and tied fast in a chair. She cried aloud and kept shaking her. head till the scissors
cut her long hair.

4. What diversions in the streets, shops and the bazaar attracted Bama, tethered her
legs and stopped her from going home?
Ans. There were many novelties and oddities that attracted Bama. These included the
performing monkey, the snake charmer’s snake, the narikkuravan huntergypsy’s wild lemur in
cages, -the cyclist who had been pedalling for three days, the spinning wheels, the Maariyaata
temple and its huge bell. She also noticed the pongal offerings being cooked in front of the
temple. There was a dried fish stall near the statue of Gandhiji. There was a sweet stall and a
stall selling Med snacks. There were many shops next to each other. The public meetings of
political parties, street plays, puppet shows, and stunts were other entertainments. She would
watch how the waiters would pour coffee from a tumbler held high to another low down to cool
it. Then she saw people who chopped onion kept their eyes to another side to avoid irritation.
She admired the various fruits that cam e to the bazaar according to the season. She also
noticed people selling sweet and savoury fried snacks. These were the usual scenes and sights
that tethered her legs and stopped her from going home.

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5. How did Bama react to the threshing proceedings in a corner of their street and
the spectacle of a big man carrying a packet by its string?
Ans. Bama watched the threshing floor, people working with cattle to tread out the grain and
the muzzled animals with a child’s curiosity. She stood there watching the fun. The landlord
was also watching the proceedings. He was seated on a piece of sacking spread over a ledge.
Then she saw a big man, an elder of her street, coming along from the direction of the market.
The manner in which he was walking along made her want to double up. She wanted to shriek
with laughter at the sight of such a big man carrying a small packet by its string, without
touching. She thought that the package might come undone and its contents fall out. ‘Then the
elder went straight upto the landlord, bowed low and extended the packet towards him. He
cupped the hand that held the string with his other hand. The landlord opened the parcel and
began to eat the vadais. She found the whole scene quite funny and amusing. She related it to
her brother in all its comic details.

6. How did Bama’s brother explain the elder’s behaviour to her? What was her
immediate reaction?
Ans. Bama’s elder brother, Annan, told her that the big man was not being funny when he
carried the package by the string for his landlord. The upper caste people believed that others
must not touch them. If they did so, they (people belonging to upper caste) would be polluted.
That was why he did not touch the contents but held the packet by its string. Bama didn’t want
to laugh any more now. She felt terribly sad. She could not understand how the vadai, first
wrapped in a banana leaf and then parcelled in a paper, would become disgusting if one of
them held that package in his hands. She felt so provoked and angry that she wanted to touch
those vadais herself straightaway. She wondered why they had to fetch and carry for these
people. She was infuriated that an important elder of theirs went meekly to the shops to fetch
snacks and then handed them over reverently, bowing and shrinking to the fellow who sat
there and stuffed them in his mouth. She felt that they too were human beings. Their people
should not do petty jobs for the miserly rich upper castes. They should work in their fields,
take home their wages and leave it at that.

7. What indignities did the caste system heap on the lower castes? How could they
end the discrimination? How did Bama react to her brother’s advice?
Ans. According to Annan, the caste system was highly discriminatory. It put the lower castes
in a very disadvantageous position. They were never given any honour, dignity or respect.
They were deprived of all that. The only way to end this social discrimination was self-
improvement. They should study hard and make progress. Then they could throw away all
those indignities. He advised Bama to study with care and learn all that she could. If she was
always ahead in her lessons, people would come to her of their own accord and attach them-
selves to her. The words “work hard and learn” became the guiding principles of Bama’s life.
She studied hard with all her breath and being. She was almost in frenzy. She stood first in her
class and, because of that, many people became her friends. This was the beginning of her
illustrious career.

8. What oppression and discrimination did Zitkala-Sa and Bama experience during
their childhood? How did they respond to their respective situations?
Ans. Zitkala-Sa was a victim of social and cultural oppression by the victors who had
overpowered them by their sheer strength. They were prejudiced towards Native American
culture and women. They adopted force and oppression to compel the natives to shed their
age-old traditions and custom s. The cutting of the long hair of Zitkala-Sa is a symbol of their
oppression. She opposed this prejudice and oppression by rebelling against it. She protested
with all her strength. Bama was a victim of caste system. She had seen, felt and experienced
the evils of untouchability when she was studying in the third standard. She felt humiliated by
what it was. She struggled hard against this social discrimination. She studied hard and topped
in her class. Many students became her friends. Thus, both Zitkala-Sa and Bama fought the
existing circumstances with courage and determination and ended the prejudice, discrimination
and oppression.

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9. What were the indignities that Zitkala-Sa had to suffer for being from a
marginalized community?
Ans. Zitkala-Sa suffered various indignities due to her marginalized Native American identity,
including being:
Tossed around like a wooden puppet: This phrase suggests that she was treated with
disrespect and handled roughly, as if her feelings and dignity didn't matter.
Humiliated like a coward: Zitkala-Sa was subjected to humiliation, which can be deeply
damaging to one's self-esteem, and this treatment likely made her feel powerless and
degraded.
Treated like an animal with no one to comfort her: Being treated as less than human and
having no emotional support or comfort exacerbated her sense of isolation and despair.
These indignities highlight the emotional and psychological impact of discrimination and
cultural suppression on a child's psyche.

10. Recall the story 'We too are Human Beings' from the text 'Memories of
Childhood’.
Imagine that Bama stops the elderly man who was carrying the packet of vadais, and
strikes up a conversation with him. She asks him a couple of questions. As the man,
responds to Bama's questions. You may follow the given format and include the two
questions in your conversation.
Bama: Hi sir, I noticed that you were carrying that packet in a funny manner. Why were you
doing so?
Elderly man: ...
Bama: But that's terrible. How does that make you feel?
Ans. Bama: Hi sir, I noticed that you were carrying that packet in a funny manner. Why were
you doing so?
Elderly man: That may have looked funny to you, but I didn't really have a choice. People in
our community often don't have choices. We belong to a caste whose people are considered
'untouchable'. The people of higher castes look at us as dirty, polluted people. So, anything we
touch also becomes 'polluted'. I was carrying the vadai packet by the string so that I didn't
pollute it with my touch.
Bama: But that's terrible. How does that make you feel?
Elderly man: Well, this has been my life since I was born. I do not know anything else. Yet,
every time this happens, I feel deeply humiliated. I am made to feel small and I am rejected
for something I cannot change. I hope things will be different when you are my age.

11. Imagine your school has organized a panel discussion on ‘Oppression and Its
Evils.’ You are one of the speakers. As part of your address, you are required to
reflect on the lessons and ideas from the story, ‘Memories of Childhood’.
Draft the address.
You may begin like this:
Good morning ladies and gentlemen! It is a pleasure to be given an opportunity to speak
today. I would like to begin by quoting James Baldwin, ‘Not everything that is faced can be
changed, but nothing can be changed until it is faced.’ Tolerating oppression in any form is…
Ans. Good morning ladies and gentlemen,
I'd like to begin today's discussion by quoting James Baldwin, who said, "Not everything that is
faced can be changed, but nothing can be changed until it is faced." These words resonate
deeply with the themes we find in the stories "Memories of Childhood," specifically, "The
Cutting of My Long Hair" and "We Too Are Human Beings." These narratives exemplify the
profound impact of oppression and discrimination on individuals, particularly children.
In "The Cutting of My Long Hair," we witness the cultural suppression faced by Zitkala-Sa, a
Native American child. She was forcibly stripped of her cultural identity through the cutting of
her long hair, an act that symbolized the erasure of her heritage. Her story reminds us of the
importance of cultural diversity and the consequences of oppressing it.
Similarly, "We Too Are Human Beings" sheds light on the struggles of Bama, a Dalit girl, facing
discrimination in India. Her story highlights the resilience of marginalized communities in the
face of systemic oppression.
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Both narratives teach us that tolerating oppression in any form is detrimental to society. It is
our collective responsibility to confront and challenge these injustices. As we discuss
"Oppression and Its Evils" today, let us remember that change can only begin when we
acknowledge and address these issues head-on, just as these stories have done. It's time for
us to face the evils of oppression and work towards a more just and inclusive world.
Thank you.

12. Both Bama and Zitkala-Sa are victims of discrimination that is practiced in the
society. What kind of experience did both of them go through?
Ans. Both Bama and Zitkala-Sa, in their autobiographical accounts as women from
marginalized communities, endured similar experiences of discrimination and prejudice at the
hands of mainstream culture. They exemplify bravery by using their education and talents to
stand up for themselves and their communities' rights, employing the power of the written
word as a means of resistance.
Zitkala-Sa's first day at school was an unpleasant ordeal. She struggled to understand the
unfamiliar rules at the breakfast table, making several mistakes. The most traumatic incident
was when she was tied to a chair, and her long hair was forcibly cut. This act of humiliation
crushed her spirit, symbolizing the erasure of her Native American identity.
In Bama's case, she encountered untouchability at a very young age and witnessed its impact
on an elder member of her community. Her brother advised her to work hard to regain honor
and dignity, emphasizing the importance of education and self-respect in the face of societal
prejudice. Both women's stories reflect the resilience and determination required to challenge
and overcome the discrimination ingrained in their respective societies.

13. Imagine Zitkala- Sa and Bama meet each other. They both share their experience
of being from marginalized communities. They reflect on instances of oppression
they faced and how those instances proved to be the source of strength to fight
against such oppression.
Write down their discussion in a creative way, with reference to their experiences.
Ans. Sitting under the shade of a sprawling tree, Zitkala-Sa and Bama shared stories of their
remarkable journeys. They marveled at how their experiences as women from marginalized
communities had shaped them.
Zitkala-Sa began, "I remember my first day at that boarding school, Bama. I was just a child,
and they tied me to a chair, cutting my long hair to force assimilation. It was humiliating, but it
became the source of my determination to preserve our culture."
Bama nodded, her eyes filled with understanding. "I too faced oppression from a young age.
Untouchability was a harsh reality, and I saw an elder in my community suffer. It fueled my
resolve to rise above it."
Zitkala-Sa continued, "Our experiences, as painful as they were, taught us the importance of
education and the power of the pen. We've used our words to fight against oppression, haven't
we?"
Bama smiled, "Yes, Zitkala-Sa, and in sharing our stories, we give hope to others facing similar
struggles. Our strength lies in turning those moments of despair into sources of inspiration."
Their meeting was a testament to the resilience born from adversity, two remarkable women
from different corners of the world, united by their shared determination to fight oppression.

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14. A grown-up Zitkala-Sa, reflects on the incident about cutting of her long hair and
is conflicted that she did not do enough to resist and surrendered easily. She also
wonders if she could have tried something else to prevent the incident.
As the grown-up Zitkala-Sa, create a diary entry, expressing these thoughts and
conclude by absolving yourself of any blame.
You may begin like this:
15th January, 2025 9:30 pm
Monday

Dear Diary

I find myself reflecting on an event that happened many years ago…

Ans.
15th January, 2025 9:30 pm
Monday

Dear Diary

I find myself reflecting on an event that happened many years ago, one that has continued to
haunt me ever since. It is the incident where my long hair was forcefully cut off at the Carlisle
Indian School. As I sit here today, I cannot help but feel conflicted about my actions that day.
On one hand, I am proud that I stood up for myself and refused to submit to their demands at
first. I remember the fire in my belly as I declared that I would struggle before giving in.
However, as time passed, my spirit wavered, and eventually, I allowed them to cut my hair.
Looking back now, I cannot help but feel that I gave in too easily and that I did not do enough
to resist.
As I ponder over what I could have done differently, I realize that there might have been other
options. Perhaps I could have sought help from my fellow students. Maybe I could have tried
to escape or find another way out of the situation. But at that moment, I was so overwhelmed
and confused that I could not think straight.
I know that I have blamed myself for this incident for far too long. But today, I choose to
absolve myself of any blame. As a young girl, I was forced into a strange place. I was not
given the chance to make my own choices, to decide what was best for me. I was a victim of a
system that sought to strip away my identity and forced me to assimilate.
Today, I choose to forgive myself and honor the brave little girl who stood up for herself that
day. I am grateful for her courage and strength, and I will continue to honor her memory by
fighting for justice and equality for all.
Good Night
Zitkala Sa

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