Why did the narrator of the story want to forget the address?

Solution
The narrator went to the house of the lady who had kept many
valuable items of her mother during the war days. The address of
the lady helped her in searching out the house of the lady. But
now she wanted to forget the address as after visiting the house
of the lady, she found how the belongings of her mother were
kept in a strange manner. These had lost all their emotional value
for the narrator. The narrator now lived in a small rented room.
She had no place to keep all these things. The lady treated her
very insolently. She even refused to recognise her. She did not let
her come into the house. That was why she wanted to forget that
address.
Have you returned?' the woman inquired. 'I had assumed that no one had returned.'
Does this statement reveal anything about the plot? If so, what exactly is it?

The statement quoted provides us with a hint about the plot. It indicates that the two families
were acquaintances who knew one other and lived in close proximity to one another. During
the war, many families fled the country to seek sanctuary in another location, while others
remained in the same location. Mrs. Dorling believed that Mrs. S's family had died during the
war, which is why she was so chilly to the girl who came to see her.
The story is split into two parts: pre-war and post-war. What difficulties do you believe
the girl faced during this time?

The story is set in the years leading up to and following World War II. Before the war, the
girl's family was wealthy, and they possessed valuable belongings in their home. When the
war broke out, Mrs. Dorling reconnected with them and began visiting them again. She began
carrying the valuables with her whenever she visited, believing that such items should not be
thrown away if they were to leave the place. The girl had been through a lot; her mother had
died, and she was forced to live in a rented apartment. She found it extremely difficult to
return to the location where she spent her youth, and she demanded the return of her stuff.
She noted how the things were placed in a distasteful fashion when she went to meet Mrs.
Dorling. She could no longer connect with them, and she had lost interest in them. As a
result, the young lady made the decision to leave the residence and forget the address.
What made the story's narrator wish to forget the address?

Mrs. Dorling kept the valuable objects in her house until the war was ended because she
didn't want them to be lost if they decided to leave the area during the war. Mrs. Dorling's
address, ‘46, Marconi Street’, was given to her by her mother. She remembered her address
and decided to pay her a visit. She was apprehensive about returning to the location because
it triggered so many memories from her past. When she saw all of the belongings, she found
them to be arranged in an unappealing manner, and she became disinterested in them. She
couldn't connect with the items and decided she wouldn't stay at the house any longer since
 she didn't want to ruin the nice memories she had with them. She eventually chose to forget
the address and avoid returning to the location.
The Address is a story about a human's plight after a conflict. Comment.

Human beings are always subjected to a great deal of misery during battle. It brings them
both death and devastation. ‘The Address’ revolves around the same subject. During the war,
Mrs. Dorling took all of Mrs. S.’s belongings and vowed to keep them safe. The protagonist's
mother died, and all of the protagonist's belongings were left with a friend. Years later, the
girl decided to pay a visit to the house whose address her mother had given her years before.
She received no pity from the woman, who even took little effort to recognize her. She
assumed her entire family had passed away. The young lady desired to reclaim her
belongings. She refused to let the girl into the house. She appeared to be a woman devoid of
human feelings. As a result, the battle also affected the humanity in people and not just
physical destruction.
Historical Background of the Story

 "The Address" by Marga Minco is a work of fiction, but it is deeply rooted in historical
events that took place during World War II and the Holocaust. The story reflects the
experiences of Dutch Jews during the Nazi occupation of the Netherlands.

 During World War II, the Netherlands was occupied by Nazi Germany from May
1940 until May 1945. The Nazi regime implemented anti-Semitic policies and
targeted Jewish communities for persecution and deportation. As a result, around
75% of the Dutch Jewish population, approximately 107,000 people, were murdered
in the Holocaust.

 Marga Minco herself was a Dutch Jewish writer who lived through this period. Born
as Sara Minco in 1920 in the Netherlands, she experienced the devastating effects
of the Nazi occupation and lost much of her family during the Holocaust. Her first-
hand experiences and the collective trauma of the Dutch Jewish community inspired
much of her work, including "The Address."

 In "The Address," the narrator's recollections and feelings of loss, displacement, and
uncertainty mirror the experiences of many survivors and victims of the Holocaust.
The story's themes of identity, memory, and the lasting impact of war are deeply
connected to the historical context of the Nazi occupation in the Netherlands and the
Holocaust's atrocities.

 As a work of historical fiction, "The Address" serves as a powerful reminder of the

human cost of war and the immense suffering endured by those who experienced
 the Holocaust. It also highlights the importance of remembering and understanding
this dark period in history to prevent such atrocities from happening in the future.

Do You Know?

Holocaust & its Effects on Dutch-Jewish Community

 The Holocaust was the systematic, state-sponsored genocide of six million European
Jews by Nazi Germany and its collaborators during World War II. It took place from
1941 to 1945 and is considered one of the most horrific and devastating events in
human history. The term "Holocaust" is derived from the Greek word "holokauston,"
which means "sacrifice by fire," and it specifically refers to the mass murder of Jews
by the Nazis.

 The effects of the Holocaust on the Dutch Jewish community were profound and
tragic. Prior to the war, the Netherlands had a vibrant Jewish population, with
approximately 140,000 Jews living in the country. During the Nazi occupation of the
Netherlands, which began in May 1940, the Jewish community faced increasing
persecution and discrimination.

 The Nazis implemented anti-Semitic policies, forcing Jews to wear yellow stars as
identification, segregating them from the general population, and imposing
restrictions on their rights and freedoms. Jewish businesses were confiscated, and
Jews were subject to forced labor and forced into ghettos.

 In 1942, the mass deportation of Jews from the Netherlands to concentration and
extermination camps began. Families were torn apart, and individuals were sent to
camps such as Auschwitz, Sobibor, and Bergen-Belsen. These camps were
designed to systematically murder people on an industrial scale, and millions of Jews
were killed in gas chambers or through forced labor, starvation, and disease.

 The Dutch Jewish community suffered immensely during the Holocaust.

Approximately 107,000 Jews from the Netherlands were deported to concentration
 and extermination camps, and the vast majority did not survive. Only a small
percentage returned after the war. The Jewish community in the Netherlands was
decimated, leaving behind broken families and shattered lives.

 The Holocaust also had lasting psychological and emotional effects on survivors and
their descendants. Many survivors faced difficulties in rebuilding their lives and
coping with the trauma they experienced during the war. The loss of family, friends,
and community members left a void that could never be fully filled.

 In the aftermath of the Holocaust, the Dutch Jewish community faced challenges in
reestablishing itself. Despite the immense loss, survivors and their descendants
worked to rebuild their lives and preserve their cultural and religious identity. Today,
the Dutch Jewish community continues to remember and honor those who perished
during the Holocaust while striving to ensure that the atrocities of the past are never
forgotten and never repeated.

Do You Know?

How is Holocaust related to the story?

 The Holocaust is directly related to the story "The Address" by Marga Minco. The
narrative revolves around the experiences of a Dutch Jewish family during World
War II and the Holocaust, and it reflects the devastating impact of the Holocaust on
individuals and families.

 In the story, the protagonist, a young Jewish girl, recounts her family's experiences
during the Nazi occupation of the Netherlands and the subsequent persecution of
Jews. The family is forced to go into hiding to evade deportation to concentration
camps, a fate that befell thousands of Dutch Jews during the Holocaust.

 The central element of the story is the absence of the narrator's family members and
their former home, which becomes a symbol of the losses suffered during the
Holocaust. The narrator's home address is the focal point of her memories and
 longing, but it also serves as a painful reminder of the past and the loved ones she
lost during the war.

 The theme of memory and its unreliability is closely connected to the Holocaust
experience. The trauma of the war causes the protagonist's memories to become
fragmented and unclear, echoing the disorienting and traumatic nature of the
Holocaust's impact on survivors.

 Furthermore, the story reflects the lasting effects of the Holocaust on individuals and
their identities. The protagonist struggles to come to terms with her past and her
family's history, attempting to understand who she is in the wake of such immense
loss and displacement.

 By incorporating the Holocaust into the narrative, Marga Minco sheds light on the
tragic history of Dutch Jews during World War II. The story serves as a poignant and
moving tribute to the victims and survivors of the Holocaust, reminding readers of the
atrocities committed during that dark period of history and emphasizing the
importance of remembering and understanding the past to prevent such horrors from
happening again.

Do You Know?

What is 'Liberation' in the context of the Dutch Jews?

Ans: In the context of Dutch Jews during World War II, the term "liberation" refers to
the period when the Netherlands was liberated from Nazi German occupation. The
liberation of Dutch Jews was a significant event that marked the end of their
persecution and the horrors they endured during the Holocaust.

During the war, the Nazis occupied the Netherlands from 1940 until 1945,
implementing anti-Jewish measures, confiscating Jewish properties, and eventually
deporting Dutch Jews to concentration and extermination camps. The largest and
most infamous camp where Dutch Jews were sent was Auschwitz in German-
occupied Poland.

As Allied forces advanced through Western Europe in 1944-1945, the Nazi grip on
the Netherlands began to weaken. In September 1944, Allied forces, including
British, Canadian, and American troops, launched Operation Market Garden, an
attempt to capture key bridges and secure a path to Germany. The operation was
not entirely successful, and the liberation of the Netherlands took longer than
anticipated.

The liberation of the Netherlands began in late 1944 and continued into 1945, with
various cities and regions being freed from Nazi control. In May 1945, the German
military surrendered, and the Netherlands was fully liberated. The liberation brought
an end to the suffering of Dutch Jews and other oppressed groups under Nazi
occupation.

The liberation of the Netherlands and the defeat of Nazi Germany marked the
conclusion of World War II in Europe and the end of the Holocaust. It allowed
survivors, including Dutch Jews, to begin the process of rebuilding their lives and
communities in the aftermath of the war's devastation. The liberation of the
Netherlands is commemorated each year on May 5th as Liberation Day, a national
holiday to celebrate freedom and remember the sacrifices made during the war.

Do You Know?

Why were the Dutch Jews subjected to Discrimination by the Nazis?

During World War II, the Netherlands was occupied by Nazi Germany, which led to
the persecution of Dutch Jews. The reasons for this horrific treatment can be
attributed to Nazi ideology, which was characterized by anti-Semitism and a belief
in racial superiority. The Nazis considered Jews as an inferior race and a threat to
the purity of the Aryan race, a concept central to their racist beliefs.

When Germany invaded the Netherlands in May 1940, they implemented

discriminatory laws against Jews, stripping them of their rights and subjecting them
to various forms of persecution. Dutch Jews were forced to wear yellow Star of David
 badges as a means of identification, which made them targets for discrimination and
violence.

As the war progressed and the Nazi's Final Solution, their plan to exterminate all
Jews, was implemented, the treatment of Dutch Jews intensified. They were
subjected to forced labor, mass deportations to concentration camps, and ultimately,
extermination in death camps like Auschwitz, Sobibor, and others.

It's important to remember that this was not specific to Dutch Jews but was a part of
the larger Holocaust that targeted Jews across Europe, as well as other groups
deemed undesirable by the Nazis, such as Romani people, disabled individuals, and
others.

The Holocaust remains one of the darkest and most tragic chapters in human
history, serving as a stark reminder of the consequences of unchecked hatred,
discrimination, and prejudice.

Theme:
 The theme of the lesson "The Address" by Marga Minco is the lasting impact of war
and the Holocaust on individuals and their identities. The story revolves around the
experiences of a young Jewish girl and her family during World War II and the Nazi
occupation of the Netherlands.
 "The Address" explores the profound and unsettling effects of war and the Holocaust
on the protagonist and her family. The war disrupts their lives, forcing them to go into
hiding to evade deportation and potential death in concentration camps. The
absence of family members and their former home becomes a symbol of the losses
and displacement suffered during the war.
 The narrative also delves into the theme of memory and its unreliability. The
passage of time and the trauma of war cause the protagonist's memories to become
fragmented and uncertain. The uncertainty about the fates of her loved ones further
adds to her sense of loss and identity crisis.
 Throughout the story, the protagonist grapples with her identity and struggles to
understand who she is in the aftermath of the war's traumatic events. The process of
rebuilding a shattered identity after experiencing such immense loss and
displacement is a central struggle in the narrative.
 Overall, "The Address" serves as a poignant lesson on the lasting impact of war on
individuals, the unreliability of memory, and the human search for identity in the face
of devastating events. The story highlights the importance of remembering and
understanding the past to preserve the memory of those who suffered during the
Holocaust and to prevent such atrocities from happening in the future.
 Story-At- A-Glance
 This is a heart-touching story by a young girl who was the lone survivor in the family
after the holocaust of World War II
 A young Jewish girl comes back to Holland in search of her mother's belongings only
to realize that her search does not hold any meaning or relevance any more.
 Th narrator, a young girl, knocked on the door of a house and introduced herself to
the woman who opened it.
 The woman did not show any sign of recognition, but started at her in silence.
 The narrator felt she had rung the wrong bell, but recalled having seen this woman
briefly long back.
 Her doubt was put to rest by the green knitted cardigan that the woman was wearing
actually belonged to her mother.
 When the young girl asked the lady about her mother, she said that she had thought
none of the people who had left had come back. The girl replied that she was the
only one.
 The woman expressed her inability to help her out although the girl insisted that she
had come by train only to talk to her.
 On her way back to the station, she looked at the address again which her mother
had once informed her about.
 It was the girl's mother who informed her about Mrs. Dorling, who used to visit their
place regularly and had taken something with her on every visit , with the assurance
that she would save all the nice things in case they had to leave.
 She walked back to the station through familiar streets and places that she had seen
for the first time after the war.
 The streets and houses brought back precious memories of a bygone time which
she wished to forget.
 She remembered meeting Mrs. Dorling for the first time. She was walking out of their
door carrying a heavy case. It was at the moment when her mother had briefly
introduced them both and asked her to remember the address.
 The narrator was scared of coming face to face with a painful past that reminded of
times which no longer existed and of people long gone by.
 She wanted to see her mother's belongings, touch them and recollect the memories
attached to them. So she paid a second visit to Mrs. Dorling.
 Mrs. Dorling was not home and her fifteen year old daughter opened the door. The
narrator found herself in the midst of things that once belonged to her mother.
 She was distressed and aggrieved at the coarse and disorderly manner in which
they were arranged.
 The girl brought tea and took out spoons from a box. The narrator knew they were all
silver ware, her mother had told her once. She rubbed her fingers over the woolen
table cloth and remembered the burn mark on it. Memories came flooding back to
the lone survivor of a Jewish family.
 It was time for her to leave as she had a train to catch. She did not wish to wait for
Mrs. Dorling. At the corner of the road, she read the name-plate 'Marconi Road'. She
had been to Number 46.
 The material possessions seemed valueless when severed from their familiar
surroundings and true owner.
 She realized she did not need them anymore. She decided to leave the past behind
and forget the address.

NCERT Solution

1. ‘Have you come back?’ said the woman. ‘I thought that no one had
come back.’ Does this statement give some clue about the story? If yes,
what is it?

Ans: Yes, this statement gives us indication that some event of mass migration took
place sometime back. And the speaker was pretty confident that no one would
survive the outcome of the crisis.

Mrs. Doris was a non-Jewish acquaintance of the narrator's mother. They had known
each other before the war. The narrator's entire family being non-Jews might have
been executed with the exception of the narrator, who survived the war and came to
catch a glimpse of her mother's belongings, which were in possession of Mrs.
Dorling.

2. The story is divided into pre-War and post-War times. What hardships
do you think the girl underwent during these times?

Ans: The pre-war time consisted of the time when the narrator came home and
found several things missing in her house. Those were times of uncertainty and fear.
Mrs. Dorling used to visit her house and took away belongings of her mother. They
were always prepared to flee or face arrest by the Nazis.
The post-war time was traumatic for the narrator. She was the lone survivor of her
family. She could not gather enough courage to face even the material possessions
which remained with Mrs. Dorling. Finally when she got a chance to see every
material possession, she resolved to forget the painful memories of the past. As her
mother was no more alive, therefore, she resolved to forget the belongings that were
owned by her mother.

3. Why did the narrator of the story want to forget the address?

The narrator wanted to forget the address as the address reminds her of her past.
After visiting Mrs. Dorling's house for the second time in the absence of Mrs.
Dorling , she could discover her mother's belongings which Mrs. Dorling took in her
possession. The narrator immediately felt disappointed as the person who actually
owned these things were no longer alive. It was then that she realised how valueless
the 'nice things' were without her family. She thought it useless to recall the past by
examining these things. Therefore, she walked out of the house resolving never to
come back again. Thus she wanted to forget the address so that the address does
not cause any further pain and agony in her mind.

4. ‘The Address’ is a story of human predicament that follows war.

Comment.

Ans This story is divided into two parts. The pre-war details are informed to us
through the narrative of the victim girl. During the pre-war period Mrs. Dorling came
to the narrator's house and took away their nice things. During those days, the
narrator and her family were always in the grip of constant fear to flee or encounter
arrest by the Nazis. We get the glimpse of her pre-war times through her memory.
The post-war period is awful and pathetic as the narrator was the lone survivor of the
war. She was a young Jewish girl in Holland who became victim of World War II. In
order to get some comfort from seeing her mother's belongings which were under
the custody of Mrs. Dorling, She decided to pay a visit to Mrs. Dorling's house. In the
midst of these material objects, she understood how insignificant things become
when severed from the people they are associated with. Therefore, she decided to
leave the house of Mrs. Dorling and forget the address altogether. Thus the story
very poignantly describes a trail of suffering, pain and agony that war leaves behind.
The narrator in this story has to live with the trauma of losing her parents for the rest
of her lives. Thus the war leaves behind only regret, repentance and nostalgic
moments.

Extra Short Questions ( 30-40 Words each)

1.Why did the narrator visit Mrs. Dorling's house?

Ans: The narrator went to Mrs. Dorling's house to catch a glimpse of her valuable
belongings which her mother had given to her during war time. She wanted to renew
her past memories.

Q2. How did Mrs. Dorling receive the narrator in her house?

Ans: Mrs. Dorling accorded a cold welcome to the narrator. She refused to recognize
the narrator and on being introduced by the narrator, she expressed her surprise by
saying that she had expected none of them to survive the war. Mr. Dorling also
refused to talk to her as she thought the narrator might claim her mother's
belongings that are under Mrs. Dorling's possession.
Q3. Why did the narrator not wait for the return of Mrs. Dorling ?

Ans: The narrator had come to see, touch and recall her memories by catching a
glimpse of her mother's belongings in Mrs. Dorling's house. Soon she realized that
these objects were attached to the memory of her mother, who had become a past
for her. Therefore, she did not want to remember any connection of the past and
came out of the house without waiting for the return of Mrs. Dorling.

Glossary:
Nazis:
Nazis were members of the National Socialist German Workers' Party, commonly
known as the Nazi Party, which was led by Adolf Hitler. The Nazi Party came to
power in Germany in 1933 and established a totalitarian regime, ruling until the end
of World War II in 1945.

The Nazis promoted an extreme form of fascism, characterized by ultranationalism,

racism, and anti-Semitism. They believed in the superiority of the "Aryan race" and
sought to create a racially pure German society. As part of their ideology, they
targeted and persecuted Jews, leading to the genocide of six million Jews during the
Holocaust.

Under the Nazi regime, Germany embarked on a campaign of military expansion,

leading to World War II. They invaded and occupied numerous countries in Europe,
resulting in widespread destruction and loss of life.

The defeat of Nazi Germany in 1945 brought an end to their reign of terror, and the
Nuremberg Trials held accountable the surviving leaders for crimes against
humanity, war crimes, and genocide. The Nazi era remains a dark chapter in history,
serving as a powerful reminder of the consequences of unchecked hatred, prejudice,
and totalitarianism.
Bigotry
Bigotry refers to an unreasonable, intolerant, and prejudiced attitude or belief
towards individuals or groups based on their race, ethnicity, religion, nationality,
gender, sexual orientation, or other characteristics. It involves holding strong,
negative, and often unfounded opinions about certain groups, often leading to
discrimination or hostility towards them.

Anti Semitism
Anti-Semitism is prejudice, discrimination, or hostility directed towards Jewish
individuals or the Jewish people as a whole. It involves negative attitudes,
stereotypes, and actions based on their Jewish identity. It has a long history and can
manifest in various forms, including hate speech, violence, and discrimination, and is
considered a form of bigotry and human rights violation.
Aryan race
The term "Aryans" historically referred to an ancient group of people who spoke
Indo-European languages and migrated to various regions, including parts of
Europe and Asia. This linguistic designation was originally used by scholars to
classify certain language families.

However, during the late 19th and early 20th centuries, the term was
misappropriated by some ideologues to construct racist and nationalist ideologies. In
this distorted context, the concept of the "Aryan race" was propagated as a superior
and pure racial group, leading to discriminatory and hateful beliefs.

Notably, the idea of the "Aryan race" was infamously exploited by the Nazi regime in
Germany during World War II to promote their racist ideology, leading to the
genocide of millions, particularly Jews, during the Holocaust.

It is crucial to understand that the original linguistic concept of "Aryans" does not
denote a superior race, and any association of the term with racial superiority is
entirely discredited and false. Modern scientific research emphasizes that all humans
belong to the same species, with no inherent biological basis for categorizing people
into superior or inferior racial groups.
Indo-European languages
Indo-European languages are a large and diverse language family that includes a
vast number of languages spoken by various peoples across different regions of the
world. These languages are historically and linguistically linked through a common
ancestor known as Proto-Indo-European (PIE).

The Indo-European language family is one of the world's largest and most widely
spoken language groups. It encompasses several major branches, each consisting
of numerous languages. Some of the main branches of Indo-European languages
include:

1. Romance Languages: These are the modern descendants of Latin and include
languages such as Spanish, French, Italian, Portuguese, and Romanian.

2. Germanic Languages: This branch includes English, German, Dutch, Swedish,

Danish, and Norwegian, among others.

3. Slavic Languages: This branch includes Russian, Polish, Ukrainian, Czech,

Bulgarian, Serbian, and many others.

4. Indo-Iranian Languages: This branch is further divided into two sub-branches:

Indo-Aryan languages (e.g., Hindi, Bengali, Punjabi) and Iranian languages (e.g.,
Farsi/Persian, Kurdish).

5. Celtic Languages: This branch includes languages like Irish, Scottish Gaelic,
Welsh, and Breton.

6. Hellenic (Greek) Language: This branch consists mainly of the Greek language.

7. Balto-Slavic Languages: This branch includes Baltic languages (e.g., Lithuanian,

Latvian) and Slavic languages.
8. Albanian Language: This is a branch in its own right, spoken mainly in Albania and
neighboring regions.

The Indo-European language family has had a significant impact on the world's
linguistic diversity. Many languages spoken across Europe, parts of Asia, and even
some regions of the Americas (through colonial influence) belong to the Indo-
European family. As a result, this language family plays a crucial role in shaping
cultural and historical connections between different peoples and regions.