INDIAN SCHOOL MUSCAT

CLASS XII ENGLISH CORE (301)

Power Capsule (Literature Revision Material)

FLAMINGO- POETRY

MY MOTHER AT SIXTY-SIX – KAMALA DAS

Theme- advancing age and the fear of loss and separation associated with it.
Mood- saddened when she sees her mother ageing, and feels the pangs of separation at the
thought of losing her.
Poetic Devices
1. face ashen like a corpse – Simile

(dull face compared to dead body) indicative of imminent death.

wan pale as a late winter’s moon- Simile

(lustreless face compared to hazy winter moon)

2. Young trees sprinting – Personification

(sprinting movement of the trees rushing past signify youth, life or passage of time.)

3. Merry children spilling out of their homes- Metaphor, Imagery

(spring of life-contrast to the morbid atmosphere inside the car & the old & weak mother)
4. smile and smile and smile- Repetition

(a desperate effort to cover up her fear of losing her mother to death)

5. Wan Pale( Tautology) similar words used together

1. What does the poet’s mother look like? What kind of images has the poet used to
signify her ageing decay?

The poet’s mother at sixty-six, is sitting beside the poet and is dozing off with her mouth
open. This is a sign of old age. Her face was pale like a corpse’s. Imagery of death has been
created by the poet in this comparison.

2. Why does the poet look outside? What does she perceive?
The very thought of separation from her mother upsets and depresses the poet. She
experiences the fear that she may never meet her mother again. In order to drive away such
negative thoughts, she looks out of the window and her mind gets diverted when she sees
trees moving rapidly and children playing merrily.

3. What does Kamala Das do after the security check-up? What does she notice?

Immediately after the security check-up at the airport, and standing a few yards away from
her mother, the poet observes her mother once again and compares her to the pale,
colourless winter’s moon, marking the last phase of her life i.e. her old age. She is pained
to see her and the fear of separation returns in her, once again.
4. What is the poet’s familiar ache and why does it return?

The poet is pained to see her mother old and suffering. The sight of her mother’s pale and
weak face look like that of a corpse, which arouses her childhood's ‘familiar ache’ in her
heart. She probably feels pained to imagine herself in this situation after some years.

5. Why does the poet smile and what does she say while bidding goodbye to her
mother?

The poet smiles in order to put up a brave front so that her mother may not observe her
pained and frightened look. She smiles in order to reassure her mother and says that she
would soon see her again.

6. What poetic devices has the poet used in ‘My Mother at Sixty-six’?

The poem is rich in imagery. Devices of comparisons and contrasts are also used by the
poet to draw out the differences in young age and old age. She describes her mother’s age
as ‘ashen like a corpse’, using simile and compares her to late winter’s moon, using a
simile again. The merry children playing happily are contrasted with the old, weak and pale
mother of the poet.

7. Describe the world inside the car and compare it to the activities taking place
outside.

The poet sees her dozing mother’s inert, stiff body inside the car and the active life outside.
Her mother’s face is ashen like that of a corpse. On the other hand, the trees outside seem
to sprint, and children are making merry as they ‘spill’ out of their homes

KEEPING QUIET – PABLO NERUDA

Title- Keeping Quiet
Name of the poet- Pablo Neruda
Theme- universal brotherhood and peace with oneself, with each other and nature,
introspection
Form- blank verse and has no rhyme scheme
Tone/Mood- Tone is calm and serene to set a tranquil mood
Poem in Nutshell
1.The urgent need for mankind to introspect, buy time to start afresh.
2.To put an end to all destructive activities, be at peace, in universal brotherhood.
3.The need to live in peaceful co-existence with nature, to stop harming animals and avoid
annihilation of the human race.
Poetic Devices
1. Count to twelve- Symbol (a measure of time, an extended counting for relaxation)
2. language -Metonymy (Language here stands in for culture/race which may create barriers)
3. Arms- Pun & Synecdoche (for limbs of body and also weapons& arms represent the
whole)
4. sudden strangeness- Alliteration
5. Fishermen/whale – Symbol (of oppressors/ of the oppressed)
6. Man gathering salt – Symbol (of the oppressed)
7. hurt hands- Alliteration
8. wars with gas, wars with fire-Anaphora (repetition of the same phrase) various kinds of
wars against mankind.
9. victory with no survivors- Irony /Paradox (wars which bring victory at the cost of human
lives)
10. clean clothes-Alliteration/Symbol (good thoughts for each other)
11. no truck with death- Euphemism (inactivity must not be associated with death)
12. the Earth- Personification (as teacher who gives us lessons on dormancy)

1. What does the poet mean by ‘exotic moment’ and how could man achieve this
‘exotic moment’

By ‘exotic moment’ the poet means that the moments of silence and inactivity would be
extraordinary and memorable because man would be able to reflect on his activities and
hence be able to make amends. This exotic moment can only be achieved through total
silence and inactivity even if for a few seconds.

2. What are the kinds of wars mentioned in the poem? What is Neruda’s attitude
towards war?

The poet mentions three types of wars, i.e. green wars that man wages against nature and
environment. He also mentions wars with gas and wars with fire meaning that man kills
other human beings with the help of biological and nuclear weapons.
(b) ‘Green wars’ refers to the environmental degradation caused by man’s mindless
activities. Apart from the death of thousands of innocent people, war would not leave
anyone victorious because there would be no survivors.

3. How is inactivity different from death? What does the poet mean by ‘to have no
truck with death’?

According to the poet total inactivity only means a temporary stillness, where inactivity
makes man only temporarily find time to introspect, whereas death on the other hand,
means the end of life. ‘No truck with death’ means that the poet does not advocate death,
he only urges mankind to halt his activities for a few seconds.

4. What are we single-minded about?

The poet feels that individuals only think about keeping our lives moving at all costs, and
in the process we lose sight of our goals. We only yearn for progress and fulfillment of
ambitions and that remains our only focus while we are alive.

5. What, according to the poet causes sadness?

Mindless destructive activities cause sadness in our lives. Even the self-destructive that
threaten mankind have led to sadness and unhappiness all around.

6. Under the apparent stillness there is life. Justify this statement giving an example
from the poem “Keeping Quiet”

The Earth can teach us how we can be productive and useful even by maintaining silence.
The Earth nurtures all living beings, plants and animals and quietly maintains the balance
in nature. This is what we can learn from earth. It helps in the rebirth of new life. We can
all learn to be silent and introspect

7. Justify the title ‘Keeping Quiet’.

The title is quite apt and suggestive because it speaks of the importance of keeping quiet.
There is not a single moment of rest in this world of activities. These activities harm us
both physically and mentally. Hence there is a need for keeping quiet and introspecting
which will make us realize our mistakes. It will help us communicate and understand
others better.

A THING OF BEAUTY – JOHN KEATS

Title- A Thing of Beauty
Name of the poet- John Keats
Source of poem- Endymion: A Poetic Romance (Endymion is a shepherd wandering at places
in search of Moon Goddess-Cynthia)
Theme- highlights the therapeutic quality of beauty i.e., the ability to remove negativity.
Objects of beauty- any object, nature, tales or even noble deeds of our ancestors
Form- written in rhyming couplets and the rhyme scheme is aa bb.
List of things of beauty- Sun, moon, trees, sheep, daffodils, rivulets, musk roses, tombs built
to honour heroes, legends, tales from classics and scriptures. These things of beauty are like
blessings from heaven, they sweeten our bitter lives.
Qualities of a thing of beauty- Gives everlasting joy, ageless, never goes waste, shelters and
protects like a bower, relaxes, comforts, invigorates us.
Things that cause pain- Ill health, gloomy days, depression, lack of noble nature.
Poetic Devices
1. A thing of beauty is a joy forever- Heroic couplets (a thing of beauty is a joy forever, it
transcends time)
2. bower quiet- Metaphor (a shady place under the shade of trees, providing protection from
the harsh rays of the sun. A thing of beauty is compared to shade in harsh times)
3. wreathing a flowery band- Metaphor (connecting to nature just as intertwined like a wreath)
4. band to bind- Alliteration
5. noble natures- Alliteration (good qualities)
6. gloomy days’ & ‘unhealthy and o’er darkened ways- Transferred epithet
7. pall- Metaphor (a covering like a shroud)

8. simple sheep- Alliteration, Symbol (refers to mankind)

9. cooling covert- Alliteration (the clear stream creates a cooling shelter)
10. grandeur of dooms- Imagery (The magnificence that we associate with our ancestors and
the beautiful things created by them)
11. mighty dead- Oxymoron
12. endless fountain of immortal drink- Metaphor (objects of nature & deeds of great men are
just like the elixir for life)

1. What image does the poet use to describe the beautiful bounty of the earth?

The poet draws out the image of ‘an endless fountain of immortal drink’ that pours joy on
us from the brink of heaven. These are the beautiful things in nature or man-made objects
that he calls ‘immortal drink’.

2. How is a thing of beauty a joy forever?

A thing of beauty provides everlasting joy. Its beauty never decreases but continues
to increase with the passage of time. It never fades away.

3. How do we bind ourselves to the earth every morning?

Every morning, we are weaving a flowery wreath which binds us to the beauties of the
earth.
 4. What spreads the pall of despondence over our dark spirits? How is it removed?

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.

5. Name the beauties of nature that are constant source of joy and happiness to man.

The sun, the moon, trees old and young are all sources of happiness for us. The trees sprout
and spread their branches to provide shelter within their green covering (shade) for the
simple sheep (humans). The Daffodils bloom within the green surroundings in which they
grow. The clear and small streams of water make a cooling shelter for themselves against
the hot season. The thick mass of ferns looks grand with their beautiful musk roses.

6. Why and how is ‘grandeur’ associated with the mighty dead?

The grandeur is associated with the ‘mighty dead’ because the splendour of the deeds
inspires us through sagas. The legends and stories of martyrs enthuse us. Through their
legends, the mighty dead continue to live and to be active as spiritual powers.

7. What is the source of the ‘endless fountain’ and what is its effect?

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. It pours into our heart nectar of endless joy.

8. What is the theme of the poem?

The poem conveys that a thing of beauty is a joy forever- a joy in the midst of disease,
sufferings and disappointments in life. Heaven pours an endless fountain of immortal drink
and all these are a source of joy.
A ROADSIDE STAND Robert Frost
THEME: 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.
Main Points:
Lines 1-22
The villagers have set up a roadside stand as an extension to their houses by the side of the
high way. Though they ache for some money to better their living conditions it would be
unfair to say that these poor folk implore for charity. They expect the rich city dwellers
who pass by in their speeding cars in the highway to stop and buy some of the local
produce like berries or golden squash. But the humble road side stand fails to impress the
rich city people. Instead of helping these deprived folk they complain about the tasteless
way in which it is painted or the signboards that are marked wrong. The poet angrily says
that the hurt to the scenery wouldn’t be his complaint. The poet conveys the ardent desire
of the rural poor to feel some cash in their hands which help them to expand their living
conditions. The party in power forbids them to enjoy life.
Lines 23-31
The poet openly talks about the exploitation that takes place in the villages. The villagers
are lured with the promise that they can stay near a theatre or a store and are Frost expands
his theme by saying that 'good-doers' who want to re-locate the country people into the
cities and lure them with the promise that if they went there, they would be able to access
stores and cinemas. Thus, they deprive them of their reasoning skills and do more harm.
They force these people to be dependent on others. The exploiters and the exploited lose
their sleep. The exploiters lose their sleep because those who have earned their living by
illicit means fail to have a good sleep at night. The exploited repent their foolish decisions
and pine over the way in which they were cheated by others and are not able to sleep at
night. Moreover, in the cities they are not able to work as they did in the rural places.
Hence, they can’t sleep. The poet finds it difficult to bear the pain of those who wait near
the roadside stand with an open prayer to make the speeding cars to stop. Some of the cars
do stop but to reverse, to ask the way or to ask for a gallon of gas.
The poet listens to the voice of the countryside that complains of how the requisite lift of
spirit has not been given to it. It would be a great relief for him if he would be able to put
them out of their pain in one stroke. But the next day when he returns to sanity, he realizes
that it is impossible to happen and requests the reader to join him in his efforts.
Poetic Devices
Transferred Epithet: Polished traffic
Personification: The sadness that lurks behind the window, Selfish cars, polished traffic
The roadside stand that too pathetically pled
Alliteration: Greedy good doers, beneficent beasts of prey,, pathetically pled
Oxymoron: Greedy good doers, beneficent beasts of prey
Metaphor: Flower of cities
Imagery : A roadside stand that too pathetically pled….
SHORT ANSWER QUESTIONS
1. What do you mean by ‘polished traffic?
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.
2. Explain, ‘passed with a mind ahead.’
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.
3. What are the usual complaints made by the city men when they stop at the roadside
stand?
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.
4. State the reasons for which the cars from the city halt at the roadside stand?
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.
AUNT JENNIFER’S TIGERS – ADRIENNE RICH

Title- Aunt Jennifer’s Tigers

Name of the poet- Adrienne Rich
Theme- pathetic condition of married women, male chauvinism, power of the patriarchy
controls women’s forms but not their minds.
Tone- positive and cheerful when the poet describes the tiger but it becomes sad and dull
when describing aunt Jennifer
Poem in Nutshell- The poem depicts-
1.Aunt Jennifer’s desires and her dream. 2.The real picture of Aunt Jennifer’s life.
Words help us to understand the tiger’s attitude
(i) pace and prance suggest strength and energy, and movement in blithe.
(ii) bright topaz colour gives the Tigers the attention to their prominent presence.
(iii) denizens mean occupants. Tigers are grand and fearless in their natural surroundings.
(iv) chivalric certainty represents the power and virtue with confidence and conviction
Contrast in the poem:
Aunt Jennifer who is an oppressed woman dominated by male superiority, victimized,
fearful, indecisive, weak, timid, feeble, shivering in fear, stifled and weighed upon by the
marriage, creates the tigers which are chivalric, confident, fearless, assertive, strong and
energetic.
Poetic devices
1. Bright topaz denizens ( Metaphor) ; the world of green- Visual Imagery
2. fingers fluttering- Alliteration (a sign of nervousness)
3. Massive weight of Uncle’s wedding band- Hyperbole & Symbolism
4. terrified hands- Synecdoche and transferred epithet
5. Still ringed with ordeals- Pun ((a) ring in her finger which sits heavily on her and (b)
difficulties which will always surround her)
6. Prancing proud- Alliteration

Symbol
1. Aunt Jennifer- a typical victim of male oppression in an unhappy marriage
2. Tigers- symbolize untamed free spirit
3. Uncle- cruel representative of male chauvinism
4. Wedding band- a symbol of oppression in an unhappy marriage
5. Embroidery- a symbol of creative expression, a means of escape

Irony
1. a weak and submissive woman weaving a picture of tigers that are strong and fearless.
2. ferocious tigers are depicted chivalric and the cultured man is depicted as an oppressor.
3. Even when the creator dies, her work will continue to exist. ( immortality of art)

Contrast- between the characteristics of Aunt Jennifer and that of the tiger.
Paradox
1. Aunt Jennifer, a trembling and ‘mastered’ woman creates free and confident tigers.
2. Fluttering fingers produce tigers who prance with ‘certainty’.

1. Do you sympathize with Aunt Jennifer? What is the attitude of the speaker towards
Aunt Jennifer?

Yes, I do sympathize with Aunt Jennifer. The attitude of the speaker towards Aunt Jennifer
appears to be negative and pessimistic because the poetess suggests that Aunt Jennifer,
even after her death will continue to be weighed down heavily by the male dominated
society. There will be no respite for her even after her death. Only her tigers will continue
to live in the form of her artistic creation.

2. What does Aunt Jennifer’s creation of the tigers symbolize?

The tigers symbolize Aunt Jennifer’s desires. She expresses herself through the creation of
her tigers whom she embroiders with a needle for the panel on the wall. The tigers are free
and symbolize Jennifer’s own longing to be free and powerful.

3. What is suggested by the image ‘massive weight of Uncle’s wedding band’?

The image suggests that not only was the emotional and physical pressures of her married
life bowed Aunt down but she is also suppressed by the weight of the wedding band which
symbolizes the male dominated society. It has put her under a lot of stress and had curbed
her freedom and happiness during her lifetime.

4. What will happen to the tigers after her death?

Even after Aunt’s death, the tigers will continue to jump about, feeling proud and unafraid.

5. Describe the poetic devices used in the poem.

The poet has used various images and symbols to express the dominance of man over
woman. The ‘tiger’ symbolizes the freedom of spirit which Aunt Jennifer longs for in life.
‘Fluttering wool’ suggests the oppression of women. The wedding band conveys that she is
oppressed, terrified and squeezed by her husband’s dominance.

6. ‘Aunt Jennifer’s tigers are totally different from her own character. Highlight this
contrast.

The tigers symbolize Aunt Jennifer’s desires. She expresses herself through the creation of
her tigers whom she embroiders with a needle for the panel on the wall. The tigers are free
and symbolize Jennifer’s own longing to be free and powerful.

FLAMINGO- PROSE

THE LAST LESSON – ALPHONSE DAUDET

AUTHOR : Alphonse Daudet ( French short-story writer and novelist)
INTRODUCTION:- The last lesson” stresses on the importance of education and the
necessity to respect and learn one's own language. This story draws our attention to the
unfair practice of linguistic chauvinism. It refers to an unreasonable pride in one's own
language while disregarding all the other languages as inferior.
BACKGROUND OF THE STORY:-
The story, ‘The Last Lesson’ has been set in the background of the Franco-Prussian war
that was fought in 1870- 71 between Prussia and France. The Prussians captured the
districts of Alsace and Lorraine. New orders were issued according to which German
language was to be taught in place of French in these two districts
Synopsis
Franz is afraid to go to school as he has not learnt the rules of the participles. He wishes to
enjoy the beauty of nature - the bright sunshine, the birds chirruping in the woods and the
Prussian soldiers drilling. But he resisted the temptation. Franz is surprised to notice certain
as he approaches the school. -Instead of noisy classrooms everything was as quiet as
Sunday morning. The teacher does not scold him for being late and tells him very cordially
to go to his seat. Franz is surprised to see the teacher dressed in his Sunday best and
villagers occupying the last benches.
M. Hamel makes the announcement that that would be the last French lesson as orders have
come that only German would be taught in the provinces of Alsace and Lorraine from the
next day onwards. The teacher has been ordered to leave the place with immediate effect.
Franz realizes that he does not know his own mother tongue and regrets for not taking his
lessons seriously. Also realizes the reason why teacher was dressed in his Sunday best and
understands that the villagers are occupying the last bench to pay their tribute to M. Hamel
for his 40 years of sincere service and also to express their solidarity with France. 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. He advises the children to always keep
their mother tongue close to their heart as it is the key to the prison of slavery. The whole
atmosphere in the class is solemn and filled with regret. The teacher is teaching sincerely
and patiently, students and others are studying with utmost sincerity. Franz is able to
understand everything that is taught by M. Hamel and everything seems to be very easy.
Franz wonders sarcastically if Prussians could force pigeons to coo in German. M. Hamel
is overcome with emotions and cannot speak. So he writes on the black board “Long Live
France”.

1. What three things in school surprised Franz most that day?

Franz noticed a crowd in front of the bulletin board. Nobody seemed to be in a hurry to
reach the school. Everything was still. There was no commotion that day and everything
was as quiet as on a Sunday morning. Even Mr. Hamel was not annoyed when Franz
walked into the classroom late.

2. Why were the old men of the village present in the classroom?

The old men of the village were sitting in the classroom. Franz felt that they too, like him,
were sorry for not having gone to school often. It was their way of thanking the teacher for
his forty years of faithful service and showing their respect for the country that was no
more theirs.

3. “What a thunderclap these words were to me!” Which were the words that shocked
and surprised the narrator?

Franz was shocked when Mr. Hamel announced that it would be the last French lesson that
day. He realised that he hardly knew how to write and would not get a chance to learn any
more of French. He felt sorry for not having learnt his lessons and for having wasted his
precious time. The thought that Mr. Hamel would go away made him feel uneasy.

4. How did Franz react to the declaration: ‘This is your last French lesson’?

He felt sorry that he had not learnt his lessons and wasted his time in seeking birds’ eggs
and going sliding on the Saar. He felt that his books, which were such a nuisance a while
ago and heavy to carry, were now like old friends that he didn’t want to give up at all.
5. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?
M. Hamel was unhappy that people had been careless about learning French. They
preferred to put their children to work to earn a little more money. He himself would send
his students to water his flowers or do other jobs. In fact, all of them were responsible for
neglecting the learning of French.

6. What did M. Hamel tell them about French language? What did he ask them to do and
why?
M. Hamel said that French language was the most beautiful language in the world. He
asked his students to guard the language well because if they held fast to their language,
they would have the key to their prison.

7. How did M. Hamel feel and behave during the last lesson?

He read the last lesson very carefully and explained everything with patience. He seemed
to give them all he knew before going away. “ He had the courage to hear every lesson to
the very last” according to Franz.

8. What was Hamel’s reaction when Franz could not answer his question in the class
correctly?

Franz was scared of Mr. Hamel’s reaction when he was unable to answer the question. His
heart started beating and he dared not look up. Mr. Hamel, instead, told Franz that he
would not scold him. He blamed all Frenchmen for not knowing how to speak or write
their own mother tongue.

9. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does
he remember more vividly than the others?

Franz remembered the last day when M. Hamel taught with utmost devotion. He saw that
Hauser was repeating the lessons taught in a voice trembling with emotion. This was the
scene that Franz rememberd vividly.

10. Justify the title of the story ‘The Last Lesson’.

The story ‘The Last Lesson’ highlights the human tendency that there is plenty of time to
do things; hence, man keeps postponing the lessons of life, oblivious to the fact that life is
subject to change.

LONG QUESTION
 1. What do you think is the theme of the story ‘The Last Lesson’? What is the reason
behind its universal appeal?

‘The Last Lesson’ highlights the human tendency to postpone the learning of things
because one feels there is plenty of time to do so. One does not realise that each day brings
with it changing circumstances that change life for better or worse. Alphonse Daudet also,
fleetingly, asks the reader to value time, freedom and peace. One never knows what a new
dawn would bring with it that might end our hopes and aspirations. Through the narrator,
the author urges the reader to respect his country, its people, its culture and specially its
language for ‘it has key to their freedom’.

The people of Alsace always thought they had plenty of time to learn the lessons; therefore,
they did not give much importance to school. They preferred their children to work on the
farms and mills instead of having them learn the lessons. Even Franz, the narrator, always
looked for opportunities to skip the school and collect birds’ eggs. However, the
unexpected happens and an order is received from Berlin regarding compulsory teaching of
German in the schools of Alsace and Lorraine. It is then that they realise that they would be
deprived of what they had been evading all this while.

2. The story is aptly titled as it evokes the consciousness in the reader not to put off
things and do what one can do that day.

LOST SPRING – ANEES JUNG

Synopsis
The author examines and analyses the impoverished conditions and traditions that condemn
children to a life of exploitation. These children are denied education and are forced to
endure
hardships early in their lives. The writer encounters Saheb, a rag picker whose parents have
left behind a life of poverty in Dhaka to earn a living in Delhi. His family like many other
families of rag pickers lives in Seemapuri on the outskirts of Delhi. The only identification
they have is the ration card. The children do not go to school and they are expected to add
to the family income by rummaging in the garbage. It is the only way of earning the life.
They live in impoverished conditions but are resigned to their fate. The writer is pained to
see Saheb, a rag picker whose name means the ruler of earth, lose the spark of childhood
and roaming barefooted with his friends to pick rags. One day the author encounters him in
a tea stall and comes to know that he has got a job there which pays him Rs. 800 with all
his meals. He sadly realizes that he is nolonger his own master and this loss of identity
weighs heavily on his tender shoulders.
The author then tells about another victim, Mukesh who wants to be a motor mechanic. He
hails from Firozabad, the centre of India’s bangle making and glass blowing industry and
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. They are exposed to various health hazards like losing their eyesight as they
work in dreadful 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 traditions. They believe
that bangle making is their ‘karam’ or ‘God given lineage’. So burdened are the bangle
makers of Firozabad that they have lost their ability to dream unlike Mukesh who dreams
of driving a car.
1. “But promises like mine abound in every corner of his bleak world”. What promise
does the author recall? In what context was it made? Was it fulfilled?

The author recalls her promise to start a school for Saheb. It is easy to say to the poor
children that they should be in school but will we ever be in a position to start a school. As
an individual, it is difficult to provide facilities and assistance that can remove poverty.

2. How does the author focus on the ‘perpetual state of poverty’ of the children not
wearing footwear?

Traveling across the country the author has observed children walking barefoot in cities
and on village roads. It is not lack of money but a tradition to stay barefoot is one
explanation. The author wonders if this is only an excuse to explain a constant state of
poverty.

3. Explain ‘For children, garbage has a meaning different from what it means to their
parents’.

The small rag pickers scrounge heaps of garbage for some coin, note or valuable things.
Sometimes they do find a rupee or even a ten rupee note. Then they hope to find more.
They search excitedly. For children, garbage is wrapped in wonder. For the grown-ups it is
a means of survival. Hence garbage has two different meanings.

4. How does Saheb’s life change when he starts working at the tea-stall?

There seems to be some improvement in his condition-he is paid Rs 800 along with all his
meals but his face has lost the carefree look. The steel canister that he carries belongs to the
owner of the shop. It seems heavier than the plastic bag he used to carry as a rag picker.
‘Saheb is no longer his own master’.
 5. Who is Mukesh? What is his dream? Why does it look like a ‘mirage amidst the
dust’?

Mukesh is the son of a poor bangle maker of Firozabad, where every other family is
engaged in making bangles. His poor father has been unable to renovate the house or
educate his sons. Mukesh wants to be his own master and dreams to become a motor
mechanic. He wants to drive a car. But the conditions under which he exists, this dream is
like an illusion, a mirage.

6. What contrast do you notice between the colours of the bangles and the atmosphere
of the place where these bangles are made?

The bangles made in Firozabad are of every hue (colour) born out of the rainbow. They are
sunny, gold, paddy green, royal blue, pink and purple. While the boys and girls work in
dark dingy huts next to the flames of oil lamps around the high heat of the furnaces,
blowing glass, welding and soldering it to make bangles.

7. The bangle makers are ignorant of something. What is it? What would happen if
law were enforced strictly?

The bangle-makers are unaware of the fact that child labour is illegal and has been banned
by law. The industry is hazardous to their health. Many children become blind before
reaching their adulthood. If the law were enforced strictly, 20000 children would be
released from working hard throughout the day at hot furnaces with high temperatures.

8. ‘Savita is a symbol of innocence and efficiency’. Comment.

Savita is a young girl. She is wearing a drab pink dress. She is soldering pieces of glass.
Her hands move mechanically like the tongs of a machine. She is innocent and does not
understand the sanctity of the bangles that she is making. She is very efficient in her work.

9. Why can’t the bangle makers organize themselves into a cooperative?

Most of the young bangle makers are subjected to exploitation at the hands of the middle
men. They are frightened of the police who usually haul them up, beat them and drag them
to jail for doing illegal things. There is no leader to help them out.

10. What forces conspire to keep the workers in the bangle industry of Firozabad in
poverty?

The workers in the bangle industry have remained in poverty and years of mind numbing
labour has destroyed their initiative and ability to dream. The police beat them up if they
get organized, there is no leader who can take up their cause. The author identifies the
forces that conspire against them. They are the stigma of caste, a destructive cycle of the
Sahukars, the middlemen, the policemen, the keepers of law, the bureaucrats and the
politicians.

11. What is the theme of ‘Lost Spring’?

This lesson highlights the author’s concern about the miserable conditions in which the
poor children live and work. It creates an awareness in the minds of the readers about the
social responsibilities that we as citizens have in providing a healthy atmosphere for the
children to grow into complete individuals.

LONG QUESTION
‘The beauty of the glass bangles of Firozabad contrasts with the misery of people who
produce them’. Mention the hazards of working in the glass bangle industry. Discuss the
endless spiral of poverty, apathy, greed and injustice present there.

The lesson ‘Lost Spring’ describes the apathy of the bangle-makers on two planes.

Firstly, it is the plight of the street children forced into labour early in life and denied the
opportunity of studying in schools. Secondly, the glass industry has its own hazards. The
illegal employment of very young children and the pathetic working conditions. Over and
above, it is the apathy and callousness of society and the political class to the sufferings of
the poor that makes us feel sympathetic towards these bangle makers. They work in glass
furnaces with high temperatures. Their dingy cells have no light, no ventilation. Boys and
girls work under these conditions while welding pieces of coloured glass to make bangles.
Their eyes are more adjusted to the dark than to the light outside. They often lose their
eyesight at a young age.

The other reason that the poverty stricken bangle makers suffer is because of the
exploitation at the hands of the middle men and politicians. They do not work to bring an
improvement in their conditions, instead they get brutally beaten up by the police. They are
unable to organize themselves. Hence, their life is full of sufferings both physical and
emotional.

DEEP WATER – WILLIAM DOUGLAS

SYNOPSIS
‘Deep Water’ centres round the author’s fear of water as a child. The aversion originated
when he was three or four years old. He and his father went to the beach in California. A
swept him down suddenly though he was holding on to his father. The child was over
powered by the might of the water. Another incident occurred when he was ten or eleven
years old. He was alone at the YMCA pool at Yakima, swimming. A big bruiser of a boy
of about eighteen years old picked him up and tossed him into the deep pool. This
intensified the dread of water in the author. While he was sinking and emerging / springing
upwards in the water, he felt paralyzed – stiff and rigid with fear; his legs were limp. It was
like experiencing death… feeling drowsy, fearless, relaxed; being carried away gently,
tender arms like mother’s around him. “I must go to sleep. I crossed to oblivion.”
But he was saved and the villainous boy who had flung him into the pool claimed that he
had only been fooling. The terrible fear of that day was haunting him for several days.
Whenever he visited the Cascades, the Tieton or the Bumping River, Warm Lake, Main
Lake etc for the pleasures of swimming, canoeing, boating and fishing, the fear followed
and finished everything. Then in October, he decided to get rid of his aversion to water by
taking lessons from an instructor. The lessons and practice went on for an hour a day, fief
days a week. By three month’s time, the fear of water had left him and he was confident.
He swam in Lake Wentworth, Triggs Island using different styles of swimming like crawl,
breast stroke, side stroke and back stroke. The lesson Douglas learnt was if one fear is
conquerable, then any fear can be conquered.nFearlessness is the foundation to a tension
free life.
1. Which factors led Douglas to decide in favour of the Y.M.C.A pool?

The author chose the Y.M.C.A pool because the Yakima river was treacherous. This pool
comparatively was safe as it was only three feet deep at one end and the drop to the deep
end of the pool was gradual.

2. Douglas had a fear of water even before his experience of drowning in the Y.M.C.A
pool? Why?
At the age of three or four, Douglas had gone with his father to the beach. A
powerful wave had struck him and knocked him down as he was with his father in
the surf. This experience had terrorized him and this fear stayed even as he grew
older.

3. What two things did Douglas dislike to do? Which one did he have to do and why?

Douglas was very thin and hated to show his skinny legs. He was also scared of going into
the pool alone. So he sat by the poolside and waited for others to come.

4. What is the ‘misadventure’ that William Douglas speaks about?

The misadventure took place when Douglas went to swim in the Y.M.C.A pool. A big
bruiser of a boy, about eighteen years old picked him up and tossed him into the deep end.
He swallowed a lot of water, went at once to the bottom. He planned to hit the bottom and
make a big jump and come to the surface. But his plan failed and he almost had a brush
with death.

5. “On the way down I planned,” remarks Douglas. What plan did he devise and how
far did it succeed?

Douglas thought that as he would hit the bottom of the tiled pool, he would spring up like a
cork to the surface, then like flat on the water, strike out with his arms and thrash with his
legs and reach the edge of the pool. However, this plan failed.

6. What did Douglas experience as he went down to the bottom of the pool for the
first time?

As he reached the bottom of the pool he was suffocating. He tried to yell but no sound
came. He swallowed a lot of water and choked.

7. What joys did his fear of water deprive him of?

The author’s fear of water deprived him of the joy of having fun with his friends during
their fishing trips and also the thrill of canoeing, boating or swimming. The moment he
would go near water, his fear of water would start haunting him.

8. ‘I crossed to oblivion and the curtain of life fell’. Why did the author make this
remark?

The author had made three futile attempts to spring up to the surface but as his strength
failed and energy exhausted, he gave up and stopped all his efforts. He relaxed and passed
into a state of unconsciousness and then there was no fear after that.

9. Why was Douglas determined to get over his fear of water?

Douglas after his misadventure and a near brush with death, became so scared of water that
he could not go fishing, canoeing, boating and swimming. He tried hard to overcome his
fear but it held him firmly in his grip. Finally, one October he decided to get an instructor
and to learn to swim. He started going to the pool 5 days a week, an hour each day.

10. How did the instructor build a swimmer out of Douglas?

The instructor put a belt around Douglas and attached a rope to the belt which went
through a pulley that ran on an overhead cable. He held on to the rope and went back and
forth across the pool for three months, after which his terror of water slackened a bit. He
could put his face underwater and exhale and inhale with the nose out of water. Then he
learnt to kick with his legs for many weeks till he could relax. After seven months he could
swim the entire length of the pool.

11. What did the author mean by ‘But I was not finished’ after his swimming lessons
with the instructor were over?

The author’s remark meant that he was not sure whether his old terror had left him. He still
felt scared and frightened while swimming the length of the pool up and down.

12. Why did Douglas go to Lake Wentworth in New Hampshire? How did he make his
terror flee?

The author was not satisfied that all his terror had left. So he went to Lake Wentworth,
dived off a dock at trigs Island and swam two miles. Only once the terror returned and the
author laughed and said “Well, Mr. Terror, what do you think you can do to me?” It fled
and he swam on.

LONG QUESTION.
How did the swimming instructor ‘build a swimmer’ out of Douglas?
William Douglas had a most frightening and nightmarish experience at the Y.M.C.A pool
when a boy of eighteen had tossed him into the pool and he had a near brush with death.
The terror that he experienced and the resulting fear of water prevented him from enjoying
fishing, canoeing, swimming etc. with his friends. The fear became so deep rooted that
Douglas then, decided to overcome it.

The first step he took was to get an instructor. The instructor made him swim five days a
week and very patiently taught him how to exhale underwater and inhale above water. He
made him practise very hard five days a week, an hour each day. His safety was ensured
when the instructor put a belt around him, had a hook and a rope attached to it. An
overhead cable had a pulley in it and the rope going over it. The instructor would hold the
rope while Douglas swam from one end of the pool to the other. In about six months, and
with a lot of hard-work and determination, Douglas was able to perfect the art of
swimming. His instructor had built a swimmer out of him, bit by bit.

THE RATTRAP – SELMA LAGERLOF

SYNOPSIS
The theme of the story is the belief that the essential goodness in a human being can be
awakened through understanding and love. The story is set in the mines of Sweden, rich in
iron ore. A poor rattrap seller went selling his rat raps to make a living. He took to petty
stealing also. For him, riches and joys, shelter and food, heat and clothing are baits for
human beings like pork and cheese for rats. The world had never been very kind to him and
so he had ill thoughts about it. Once he had the company of a crofter who offered him
porridge and tobacco and played ‘mjolis’(a card game) and shared his confidences. The
crofter had a cow which gave him 30 kroner worth of milk a month, the money was kept in
a leather pouch. When the rattrap man looked disbelieving, the crofter showed him the
money and where it was hung. He had the temptation to steal the money and he did steal it.
Wandering around with a guilty conscience, he lost his way in the forest which turned into
an impenetrable prison for him. He sought shelter in the Ramsjo Iron Works to survive the
winter cold. The ironmaster on his rounds found him. Mistaking him for an old regimental
comrade, the Ironmaster invited him for Christmas dinner; but the rattrap man refused it
thinking it was a trap to hand him over to the police. But the ironmaster did want him for
Christmas, so he sent his daughter Edla Willmanson hoping that she had better powers of
persuasion. Reluctantly he obliged her. While he was given a bath and proper dress, the
ironmaster was surprised at his mistake and ordered him to go. But, his daughter insisted
that he was their guest and should be treated like a guest. Later in the church, the incident
at the crofter’s house was revealed to the ironmaster and his daughter. Before they reached
home after the night service of Christmas, the peddler had already left. The message he had
left disclosed the transformation in his character and the retribution – requesting Edla to
return the crofter’s 30 kroner. He had signed himself as Captain Van Stahle, the mistaken
identity that had been attributed to him by the iron master. In conclusion, what we see is
not the reality in its absolute form or judging a person without examining the
circumstances should be avoided.

1. Why did the peddler sign himself as Captain Von Stahle?

The iron master had invited the peddler to his house mistaking him for Captain Von Stahle.
He was welcomed there and looked after as a Captain, even after the reality became
known. The peddler got a chance to redeem himself from dishonest ways by acting as an
honourable Captain. He did so by gifting Edla a small rattrap with three wrinkled ten
kronor notes and a letter saying that he did not want her to be embarrassed this Christmas
season by a thief and he wanted to be nice to her as if he were a real Captain.

2. 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?

When the ironsmith realized it was wrong to mistake the peddler as an old acquaintance, he
got angry. He wanted to punish him. But Edla challenged her father saying it was wrong to
chase away a human they had invited to their house. When they learn in the Church that the
peddler was a thief, the ironmaster thought that they must have stolen their silver spoons
and Edla only feels dejected.

3. How does the peddler interpret the acts of kindness and hospitality shown by the
crofter, the ironmaster and his daughter?

The peddler considers the crofter’s hospitality as a bait to the rat trap that he gets into. The
ironmaster shows kindness to him because of a mistaken identity and Edla’s kindness helps
to elevate him out of the rat trap that he is in.

4. Did the peddler respect the confidence reposed in him by the crofter?

The peddler betrayed the trust that the crofter had on him by breaking the window pane and
removing the thirty kronors from the leather pouch, he had seen the crofter keeping the
money in the pouch and hanging it on a nail near the window frame.

5. How does the metaphor of the rattrap serve to highlight the human predicament?

The entire story revolves around the metaphor of the rat trap. It highlights the predicament
of the peddler. The money of the crofter serves to be a bait for the peddler to get caught in
the rat trap. The ironmaster mistakes him for an old acquaintance and the peddler does not
reveal his true identity in the hope that he would get some money. It is the kindness of the
daughter that frees him from the trap.

6. From where did the peddler get the idea of the world being a rattrap?

The tramp went around selling small rattraps made of scrap wire. One day he was struck by
the idea that the whole world was nothing but a big rattrap. It existed only to set baits for
people. It offered riches and joys, shelter and food, heat and clothing in the same manner as
the rattrap offered cheese. As soon as someone let himself be tempted to touch the bait, it
closed in on him and then everything came to an end.

7. Did the rattrap maker expect the kind of hospitality that he received from the
crofter?

The peddler was surprised at the kind of hospitality that he received at the crofter’s home.
He was invited inside with a smile and he was made to feel quite welcome instead of the
usual hostile and sour faces that he met. He was served hot porridge for supper and the
crofter shared his pipe tobacco with him. They also played a game of cards. Thus the tramp
was treated well by the crofter which was unexpected.

8. ‘The next day both men got up in good season’. Why? Who are the men and what
 did they do after getting up?

The two men are the old crofter and the rattrap peddler. The crofter got up early in the
morning to milk his cow. His guest also wanted to get up because the host was up. Both
left the cottage at the same time. The crofter locked the door and put the key in his pocket.
Thereafter they both bade each other goodbye and went their own way.

9. ‘The old man was just as generous with his confidences as with his porridge and
tobacco.’ What personal information did he impart to his guest?

The crofter picked out the three ten kronor notes and showed it to the peddler. Then he put
them back into the pouch and hung it on a nail in a window frame. So he was generous
with his confidences as with his porridge and tobacco.

10. Why did the blacksmith fail to notice the entry of the peddler in the forge?

The forge was a noisy place. The big bellows groaned and the burning coal made cracking
sounds. The fire boy was shovelling charcoal into the furnace noisily. A waterfall roared
outside. Sharp north wind made the rain strike the brick-tiled roof. Hence the blacksmith
did not notice the peddler entering the forge.

11. Why did the iron master speak kindly to the peddler and invite him home?

The iron master walked closely up to the peddler and looked him over very carefully. Due
to the uncertain reflection from the furnace he mistook the man as his old regimental
comrade Captain Von Stahle. He addressed the stranger as Nils Olof and invited him home
to spend the Christmas with him and his daughter.

12. What two plans did the iron master reveal to his daughter at the breakfast on
Christmas Eve? How did the daughter react?

The iron master firstly decided that the old regimental comrade (the peddler) had to gain
some flesh on his bones. Then he must choose a different profession and not run around the
country selling rattraps. The daughter reacted by saying that the previous night there was
no indication to show that he had once been an educated man.

13. What doubts did Edla have about the peddler?

Just as Edla lifted the peddler’s hat he jumped up abruptly and seemed to be quite
frightened. Her kind looks, her compassionate and friendly nature was unable to calm him.
She thought that it looked as if he had stolen something or had escaped from jail.
 14. How did the peddler defend himself against not having revealed his true identity?

The peddler explained that he had no pretensions regarding his true identity. He was not at
fault. All along he had maintained that he was a poor trader. He had requested to be
allowed to stay alone. He was willing to put on his rags again and go away.

15. Why was Edla happy to see the gift left by the peddler?

Edla was happy to see the gift left by the peddler. It was a small rattrap in which lay three
wrinkled ten kronor notes. There was also a letter written in a large jagged handwriting a
confession made by the peddler. He did not want to embarrass her at this Christmas season.

16. Why did the peddler decline the invitation of the ironmaster?

The peddler was aware of the fact that the ironmaster had extended an invitation to his
comrade Captain Von Stahle. He also knew that after stealing the crofter’s money, he was
at a risk of getting caught. So, he declined the invitation.

17. What doubts did Edla have about the peddler?

Just as Edla lifted the peddler’s hat he jumped up abruptly and seemed to be quite
frightened. Her kind looks, her compassionate and friendly nature was unable to calm him.
She thought that it looked as if he had stolen something or had escaped from jail.

LONG QUESTION

'The Rattrap' is a story in which a good deed or an act of kindness changes a person’s view
of the world. Discuss with reference to the theme of the story.
‘The Rattrap’ is an entertaining and philosophical story that reveals the theme of the human
tendency to redeem oneself from dishonest ways. The tramp proves the idea that the
essential goodness of human beings can be awakened through understanding and love.
Circumstances had forced the peddler to indulge in petty crime. Even though he used to
sell rattraps made from scrap metal, his poverty had brought out the worst in him, making
him bitter and killing his conscience.

The tramp’s view of the world was a cynical one; he envied those who were better off than
him. He believed the world to be like a rattrap that offered temptations like shelter and food
for entrapping victims. The peddler does not hesitate to steal the money from the crofter
even though he enjoys his hospitality and warm welcome. Pangs of guilt trouble him when
he loses his way in the forest. His bitter and hardened temperament receives a chance for
repentance when he encounters the iron master and his daughter.

The author brings about an effective twist in the story to show that innate goodness exists
in all human beings. It takes a little love, understanding and an act of friendship to bring it
to the fore. The iron master’s daughter showed him sympathy, love and respect and
restored his dignity and self-esteem. This touched a chord in the heart of the peddler who at
once felt that he was no longer the nameless tramp that he had been all his life but
somebody with an identity. Motivated by Edla’s kindness, he redeemed himself by
returning the stolen money and feeling sorry for his deed.

INDIGO – LOUIS FISCHER

SYNOPSIS
The lesson highlights an important event in the history of India’s freedom struggle, namely
the Champaran episode. Share croppers of indigo in Champaran were victims of injustice
and exploitation by the British landlords. They demanded the whole of indigo harvest as
rent and 15% of the land had indigo cultivation. The resoluteness, patience, loyalty and
sacrifice of an illiterate peasant named Rajkumar Shukla were outstanding in redeeming the
miserable indigo farmers with the help of Gandhi whom he took to Champaran after
Gandhi’s engagements were over up to Calcutta. The lawyers were charging heavy fees
from the peasants to plead for them in courses against the British landlords.
When Gandhi asked them what they would do if he was arrested, they said honestly that
they would go home. Gandhi then made the thought provoking and conscience-striking
question, “What about the injustice to the sharecroppers?” after consultation among
themselves, the lawyers said that they were ready to be arrested, and Gandhi prepared a list
of pairs to court arrest.
In Champaran, Gandhi gathered more information about the sharecroppers’ issue. He met
the Secretary of the British Landlord’s Association who refused to give any information
citing the reason that Gandhi was an outsider. His visit to the British Official
Commissioner of the Tirhut division also proved futile as he bullied Gandhi and ordered
him to leave Tirhut forthwith. When he heard about the maltreatment of a peasant in a
nearby village, Gandhi went there on elephant back. The messenger of the police
superintendent ordered him to return to town, Gandhi complied, but when served an
official notice to quite Champaran, he disobeyed. He sought the help of Rajendra Prasad
and other influential people before appearing in court the next day by a summons. When
Gandhi reached Motihari, the capital of Champaran, the place was crowded with peasants.
The officials realized that their might, hitherto dreaded and unquestioned was being
challenged for the first time. Gandhi was polite, friendly and cooperative in regulating the
crowd. Gandhi declared that he was being faced with a “conflict of duties” – on the one
hand by disobeying the law he was setting a bad example and on the other he was
compelled to listen to the “voice of conscience”. The judge was forced to delay the
proceedings and finally the Lieutenant-General of the province dropped the case. He had
four interviews with the Lieutenant-General, the landlords and government officials. When
the planters saw the mountain of evidence of injustice against them, they agreed to pay
compensation to the peasants.
Some wanted 100% repayment, others 50% and finally Gandhi accepted a 25% refund
because of the fact that the landlords were obliged to surrender part of their money and
with it their prestige. The peasants realized that they had courage, rights and defenders. The
land was returned to the farmers. The invention of synthetic indigo in Germany had made
the landlords do this and they had earlier wanted compensation from the sharecroppers for
releasing them from the sharecropping agreement.
Kasturba Gandhi and Devdas Gandhi, Gandhi’s youngest son arrived in Champaran to
teach ashram rules on personal cleanliness and community sanitation. Three medicines
were available – castor oil, quinine and sulphur ointment. Latrine trenches were filled and
new ones dug, as part of sanitation. Finally Gandhi turned down C.F. Andrews’ offer of
mediation with the British reassuring that ‘our cause is just and we must rely upon
ourselves to win the battle and should not seek a prop in an Englishman.
Lessons from the Champaran episode
a. Self-reliance
b. Success of mass civil-disobedience
c. Resoluteness succeeds in a noble cause.
d. Injustice and exploitation cannot last for long.
e. In dire needs, a redeemer is found / appears.
1. What was the attitude of the average Indian in smaller localities towards advocates
of ‘home rule’?

The average Indians in smaller localities were afraid to show sympathy for the advocates of
home-rule. Gandhi stayed at Muzaffarpur for two days in the home of professor Malkani, a
teacher in a government school. It was an extraordinary thing in those days for a
government professor to give shelter to one who opposed the government.

2. How do we know that ordinary people too contributed to the freedom movement?

Gandhi was received by Professor J.B Kriplani at Muzaffarpur railway station at midnight.
He had a large body of students with him. Sharecroppers from Champaran came on foot
and by transport to see Gandhi. The lawyers at Muzaffarpur also called on him. A vast
multitude greeted Gandhi when he reached Motihari railway station. Thousands of people
demonstrated around the court room. This shows that ordinary people also contributed to
the freedom movement.

3. Who was Rajkumar Shukla? Why did he come to Lucknow?

Rajkumar Shukla was one of the peasants of Champaran who was a victim of the injustice
that was meted out there. He had come to Lucknow to meet Ganddhiji to explain what was
happening in Champaran and to seek his help to establish justice to the sharecroppers.

4. Why do you think Gandhi was not permitted to draw water from Rajendra Prasad’s
well at Patna?

When Gandhi went to Rajendra Prasad’s house he was not there. The servants of his house
made Gandhi stay on the grounds because they took him to be a peasant. So Gandhi was
not permitted to draw water from the well lest some drops from his bucket might pollute
the entire source.

5. List the places that Gandhi visited between his first meeting with Shukla and his
arrival at Champaran.

Gandhi first met Shukla at Lucknow. Then he was in Cawnpore and other parts of India.
He returned to his ashram near Ahmedabad. Later he visited Calcutta, Patna and
Muzaffarpur before arriving at Champaran.

6. How did Gandhi begin his mission in Champaran? How far did his efforts prove
successful?

When Gandhi arrived in Champaran, he first set out to ascertain the facts. He wanted the
viewpoints of the landlords and the peasants. He visited the secretary of the British
Landlords Association to get to know their point of views. The secretary told him that he
could give no information to an outsider. Gandhi’s efforts proved futile.

7. ‘In consequence, Gandhi received a summons to appear in the court next day.’
Which events of the previous day led to this state of affairs?

Gandhi came to know that a peasant had been maltreated in a village and so he went there.
He started out on the back of an elephant, but he had not gone far when the police
superintendent’s messenger overtook him and asked him to return to the town. Gandhi
accepted the order and said that he would disobey it. So he received a summons to appear
in the court the next day.

8. What was the conflict of duties in which Gandhi was involved?

In court, Gandhi pleaded guilty for having disobeyed the official notice to quit Champaran.
He read out a statement claiming he was involved in a conflict of duties. He clarified that
he disobeyed not to break law and set a bad example but to render the humanitarian and
national services for which he had come to Champaran.
 9. How did Gandhi teach his followers a lesson in self -reliance?

Charles Freer Andrews, the English pacifist and follower of Gandhi came to bid him
farewell. Gandhi’s lawyer friends asked Andrews to stay on and support them. Gandhi
vehemently opposed the suggestion and asked them to face the crisis independently. If their
cause was just, Gandhi said, they would win the battle by relying on themselves.

10. Why did Gandhi stay on in Champaran even after the sharecropper’s problems were
solved?

Gandhi aimed at improving Champaran culturally and socially. The problems were many.
Health conditions were miserable. There was poverty, illiteracy and lack of sanitation. So
he stayed on even after the sharecropper’s problems were solved.

11. Why do you think Gandhi considered the Champaran episode to be a turning point
in his life?

The Champaran episode began as an attempt to ease the sufferings of large number of poor
peasants. He got the whole hearted support of thousands of people. Gandhiji admitted that
he had done a very ordinary thing. He declared that the British could not order him about in
his own country. Hence he considered the Champaran episode as a turning point in his life.

12. Why did Gandhi agree to a settlement of 25 percent refund to the farmers?

For Gandhi the amount of the refund was less important than the fact that the landlords had
been forced to return part of the money and with it, part of their prestige. So he agreed to
the settlement of 25 percent refund to the farmers.

How was Gandhi able to influence lawyers? Give instances.

Gandhi asked the lawyers what they would do if he was sentenced to prison. They said that
they had come to advise him. If he went to jail, they would return. Then Gandhi asked
them about the injustice to the sharecroppers. The lawyers held consultations. They
concluded that it would be a shameful desertion if they returned home. So they told Gandhi
that they were ready to follow him into jail.

LONG QUESTION

Civil disobedience had triumphed the first time in modern India. Relate the events during
Gandhi’s stay in Champaran that led to the triumph.
Gandhi visited Champaran to look into the problems of the poor peasants. At Motihari, he
was greeted by thousands of peasants. This was the beginning of the peasant liberation
from fear of the British
A peasant had been maltreated in a nearby village. Gandhi set out to see him. The police
superintendent’s messenger overtook him and ordered him to return. Gandhi complied. At
home, he was served an official notice to quit Champaran. Gandhi signed the receipt and
wrote on it that he would disobey the order. This was the beginning of Civil disobedience.
Gandhi received summons to appear in court the next day. The peasants thronged the
courtroom. They wanted to help the ‘Mahatma’ who was in trouble with the authorities for
trying to help them. The officials were powerless. Gandhi helped them regulate the crowd.
This baffled the officials.

The magistrate postponed announcing the sentence by two hours and asked Gandhi to
furnish bail. Gandhi declined. The judge released him without bail. The judge said he
would not deliver the judgment for several days. Later, the case was dropped by the Lt.
Governor himself. Civil disobedience had triumphed.
POETS AND PANCAKES
ASOKAMITHRAN
Theme
An account of the events and personalities in a film company in the early days of Indian
cinema.
Sub-Theme Poets and writers in a film company environment.
Main Points
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. 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 SVasan (editor of Tamil weekly AnanadaVikatan’) 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.
Short Answer Questions
1. What does the writer mean by ‘the fiery misery’ of those subjected to make-up’?
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 is the example of national integration that the author refers to?
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 .Why was the office boy frustrated? Who did he show his anger on?
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.
4.Subbu is described as a many-sided genius. List four of his special abilities.
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.
5. Did the people at Gemini Studios have any particular political affiliations?
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.
6. Why was the Moral Re-Armament army welcomed at the studio?
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.
LONG ANSWER QUESTIONS
1.How does the author describe the incongruity of an English poet addressing the audience
at Gemini Studios?
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?
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 storycontest
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.
THE INTERVIEW
Christopher Silvester
THEME:
New invention- interview in the field of journalism
Sub Theme: Opinions of interview - methods – functions -merits
Main Points
Interview an ordinary convention in Journalism
Opinions on interviews vary
Some says it is a source of truth and in its practice an ART
Celebrities claim that they are the victims
An unwarranted intrusion into their lives, it diminishes them
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, anassault,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
Mukund Padmanabhan from The Hindu interviews Umberto Eco.
Umberto Eco –Versatile genius-
Professor at the University of Bologna,
Scholar in Semiotics, literary interpretation and medieval aesthetics,
Author of the best seller Name of the Rose
Wide ranging written output - explains how he as one man does many works.
Pursues his philosophical interests
Eliminates interstices
Playful and personal quality in academic writing
Novels satisfied his taste for narration
Secret behind the success of the novel
Serious Novel,
Detective Yarn,
Delves into metaphysics, theology and medieval history. Difficult Reading Experience
SHORT ANSWER QUESTIONS
1. What are some of the positive views on interviews?
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?

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?

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”?

“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?

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.

6 Do you think Umberto Eco likes being interviewed? Give reasons for your opinion.
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?

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 s
paces, 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?

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.

GOING PLACES
A R BURTON
SYNOPSIS
A R Burton explores the theme of adolescent hero fantasizing and worship in this chapter.
Sophie and Jansie are two school mates. Sophie has many ambitions and aspirations like
owning a boutique, becoming a manager, an actress, a fashion designer. Jansie was
practical and sensible because she knew they were earmarked for the biscuit factory. Geoff,
Sophie's brother, accommodated her since he never ridiculed her. Their father would mock
hr with sarcastic comments and Derek her younger brother made her feel silly saying she
thought money grew on trees. Jansie had a negative or unacceptable quality or character
trait - she could not keep a secret. Sophie was fond of the football celebrity Danny Casey
from Ireland. She went to the extent of fantasizing a close association with him, getting an
autograph and a personal meeting scheduled on the banks of the canal. But the only time
she and her middle class family saw him was during the Saturday football matches in the
stadium - that too from the stadium as one among the spectators. They belonged to the
middle class since
1. her father used a bicycle
2. went to the pub (public drinking place)
3. watched matches from the balcony
4. Geoff was an apprentice mechanic and owned an old bike

Important Questions
1. Differentiate between the characters of Sophie and Jansie.
2. Describe Sophie’s family members and economic status.
3. Give evidences for the amiable nature of Geoff unlike the other members of Sophie’s
family.
4. What are some of Sophie’s aspirations that are unlikely to materialize?
5. How are dreams useful or otherwise?
Useful – relief from drudgery / dull daily routine
Motivation to become somebody / driving force to realize an ideal / aspiration
Delightful and free of cost
Useless – wasting of time
Leading to frustration and despair.

Vistas
THE THIRD LEVEL – JACK FINNEY
GIST OF THE CHAPTER
1. Name of the author: Jack Finney
2. Science fiction dealing with The Theme of Escapism as psychological refuge from grim
realities of life
3. The third level: 3.1. Medium of escape from insecurities of modern world, war worry,
fear etc; Imaginary level at Grand Central Station
3.2. Smaller room than the second level; Fewer ticket windows; Wooden and old looking
information booth
3.3. Clerk wearing green eyeshade and long black sleeve protectors
3.4. Lights dim and flickering – open flame gaslights; Brass spittoons on the floor
3.5. Man, with gold watch; Old style clothes of men and women; Old style beards, side
burns and fancy moustaches
3.6. Small Currier and Ives Locomotives
3.7. Old style currency (Bill); Newspaper- The World showing date June 11, 1984
 4. Narrator: Charley – 31 years old; wearing tan gabardine suit and a straw hat with fancy
band; Hobby Stamp Collection or Philately; wishes to go to Galesburg with wife Louisa
5. Galesburg: 5.1. Town with big old frame houses, huge lawns, trees on both sides of the
road roofing it
5.2. Relaxed atmosphere with men smoking cigars and talking, women waving palm leaf
fans; peaceful world
5.3. Sam invited over for lemonade; all singing ‘seeing Nelly home’, someone playing
piano at the Daly’s

6. First Day Cover: 6.1. when a new stamp is issued, stamp collector & buy and use it to
mail envelops to themselves on the very first day of the sale
6.2. post mark proves the date; this is called as First Day Cover

7. Sam: Charley’s friend and psychiatrist; a city boy; 7.1. His explanation to Charley’s visit
to the third level: Waking dream wish fulfilment; charley’s wish to escape from the
insecurities of modern world, war worries etc.
7.2. Charley’s hobby of stamp collection – temporary refuge from reality

1. How did Charley reach the third level of the Grand Central Station?

Grand Central Station, New York, has only two levels. One evening Charley reached this
station and then walked down the second level to catch an early train to his home. While he
was on the second level, he strangely happened to notice a doorway down. He followed the
steps and reached the third level which was never heard or seen by anyone. In the third level
Charley saw a hundred year old world and people.
2. What was Charley’s strange experience at the Grand Central Station?

The Grand Central Railway Station, New York, has only two levels. It is a common fact. A
simple, normal man, Charley, once took an unknown way down to the third level of this
station. He got lost in a 100 year old world there. People, fashion, currency and dressing were
different there. Even though it was difficult for Charley to believe what was happening, he
had no other choice than believing the reality. He thought of living there, a world behind his
time, because the 1894 world was more peaceful, innocent and secure. He tried to get two rail
tickets to his hometown Galesburg; one for his wife, indeed. But Charley failed to get the
tickets as the clerk at the ticket counter suspected him and his currency notes. Charley ran
away, got out of the third level and finally reached the present world and got home.
3. How did Charley ascertain that he had reached the 1894 world?

Charley reached the third level of the Grand Central Railway Station, New York. Amidst his
fresh amazement, Charley could not relate the possibility of being in a hundred year old
world. But when Charley observed the dim gas lamps, brass spittoons, old styled costumes of
men and women, moustaches and beards generally worn by men, string-watches and so on,
Charley began to doubt that he had become part of the old world yet he still didn’t know
which year it was. Charley got it resolved only at the sight of The World, the newspaper that
bore the date of 1894 with a piece of news of President Cleveland.
4. Why did Charley run away from the third level?

Charley was greatly amazed when he reached the hundred year old third level and was
planning to buy two rail tickets to Galesburg where he had spent his childhood. But when he
took out his money to pay the fare, the clerk found out that his notes were fake and thought
that Charley was attempting to fool him. Seeing that there was nothing good about police and
jail in the hundred year old Galesburg, Charley ran away.
5. What was Sam’s answer to Charley’s dilemma?

Charley met his psychiatrist friend Sam and told him about this experience. The psychiatrist
interpreted it as a mental disorder. Indicating his hobby of stamp collection and this sort of
experiences, Sam explained his abnormality to be ‘escaping from the struggles of life by
fantasizing.’ Soon his friends and wife began to consider Charley as a mental patient. But
how! Charley was not abnormal. He was a happy man who loved his wife and friends and
stamps. But the rest of the world believed Charley was abnormal, a dreamer.
6. How did Sam’s mail reach Charley?

Sam had no easy way to send Charley a message that the third level was no waking dream
wish fulfillment but a reality. He had to depend only on postal system but there was no link
between his old world and Charley’s present world. Finally the smart psychiatrist found a
way out. He was aware of the fact that Charley’s grandfather could be alive in the 1894
Galesburg, young and of course, having a stamp collection and that this same collection was
with Charley. So Sam send a first day cover to Charley’s ‘grandpa’ and the young man kept it
in his collection and consequently it reached Charley.
7. What is role of the stamp-collection in the story?

The stamp collection is the logic behind the story. It was Charley’s favorite pastime. In fact
this collection was passed on to Charley from his diseased grandfather. The most important
fact about this collection is that this was the only thing that connected the old world and the
new: the same thing but existing in two worlds. This collection turned out to be useful for
Sam the psychiatrist friend when he attempted to convey to Charley the truth regarding the
existence of the third level. It was by keeping his first day cover in Charley’s grandfather’s
collection that Sam could make the same available to Charley.
8. Does Charley agree that stamp collecting habit is a way of escapism? Why?

No, Charley doesn’t agree with this claim of his psychiatrist friend. Charley’s grandfather
was a stamp collector yet he was a happy man and he never ran away from any reality.
Another stamp collector was President Roosevelt, the American President who won the
World War II. From these two people Charley believed that stamp collecting habit does not
mean escapism.
9. What does the Third level refer to?
The Third level refers to that level where one transcends the boundaries of time and space
and reaches far flung destinations like Galesburg, Illinois, 1894. Few people like the narrator
and his friend Sam dare to explore it ‘Third Level’ could also symbolize man’s yearning to
get transported to the world of imagination as an escape from the world of harsh realities.
10. How does the psychiatrist turn out to be a firm supporter of Charley and his third
level?

The story ‘The Third Level’ is a blend of satire and irony. Initially, when Charley told his
psychiatrist friend Sam about his strange experience at the Grand Central Station, the latter
dismissed it as a dream. But the same psychiatrist was a seeker of the unknown and therefore
sought the truth and smartly reached the mysterious third level and believed it. Sam, a man
who knew the unknown and unexplained minds of several people, could only prove the
existence of the third level.
Long Answer Questions:
What do you infer from Sam’s letter to Charlie?
Ans. Sam’s letter from Galesburg in 1894 to Charley in the twentieth century leaves the
readers mystified and perplexed. Charley finds this letter among the first day covers of his
grandfather’s collection. Someone had mailed it to his grandfather at his home in Galesburg.
The address on the envelope said so. But the paper inside the envelope was not blank; rather
Charley found a letter written to him by Sam in which he informs that he has reached the
third level.
Several inferences could be drawn from Sam’s letter. Firstly, it is possible that Sam, getting
influenced by Charley’s glowing description of idyllic Galesburg, got transported to the
peaceful past through the medium of imagination. His inability to cope up with rigours of
harsh reality led him to take recourse in the tranquil world of Galesburg. So, through the
letter, Sam suggests Charley and Louisa to keep looking for the third level till they find it.
Secondly, the question could be raised about the authenticity of the letter. Is the letter written
by Sam or is it written by Charley himself? If charley could speak about his journey in the
third level which is unknown to others, so his possibility of writing the letter in the name of
Sam could not be ruled out. The introductory part of the letter seems to be a projection of
Charley’s waking dream wish fulfilment. It confirms his belief in the existence of the third
level.
Thus, the letter appears to be a strange mixture of the real and the fantastic and the author has
made a very clever use of it so that it boggles the reader’s mind.

The Tiger King- By Kalki

THEME:
1. The story is a satire on the conceit of those in power.
2. It makes an earnest plea for the protection of tigers.
Main Points :
1. The Maharaja Sir Jilani Jung Jung Bahadur of Pratibandapuram is known as The Tiger
King.
2. A Miracle
(a) Infant- 10 days old spoke
(b) Asked intelligent question- the source and manner of his death.
(c) Cautioned all tigers.
3. The royal child grew stronger, taller.
4. Grew up in English environment - taught by an English tutor –drank- milk of an English
cow –looked after by an English Nanny - watched English films.
5. At the age of 20 he was crowned as a king.
6. Began hunting tigers in Pratibandapuram.
7. Astrologer warned him to be careful with the 100th tiger.
8. He became the Sole Hunter and none other were allowed to hunt tiger.
9. He faced threat of losing his kingdom. One British officer was denied the permission to
hunt
tigers in Pratibandapuram or even get a photograph with the carcass of a tiger.
10. He saved his kingdom by gifting 50 expensive diamond rings, costing 3 lakhs rupees to
the
British officer's wife.
11. Maharaja killed 70 tigers in 10 years.
12. As there were no more tigers left in Pratibandapuram Maharaja married a girl from that
royal
state which had more tigers.
13. Hunted in his father-in-law's kingdom and killed 99 tigers.
14. He was feverishly anxious to kill the 100th but couldn't find.
15. News regarding presence of tiger near a village.
16. Irrational behaviour of king towards villagers
(a) First he gave 3-years tax exemption to find a tiger
(b) Later in anger he doubled land tax as no tiger was found
17. The hundredth tiger
(a) Dewan warned by the king
(b) Dewan had the tiger at home which he had earlier brought from people's park in Madras
(c) Put that tiger in the forest
(d) King shot the tiger and it collapsed
(e) King thought it was dead- went home triumphant
(f) But actually he had missed the shot
(g) Shot again and killed by hunters (not by the king)
(h) Carcass of the tiger was carried in procession and buried- tomb erected.
18. Maharaja's Death
(a) Maharaja gifted a wooden toy tiger to his son on his birthday.
(b) Toy tiger was made by unskilled worker.
(c) One tiny sliver pierced in king's left hand while he was playing with the toy with his son.
(d) Three famous surgeons from Madras operated.
(e) The operation was successful but the king died.
(f) Final revenge by hundredth tiger (wooden toy tiger)
Short Answer Question
Q.1. What was the miracle that took place in the royal palace?
Answer-The miracle was associated with the birth of Maharaja. When he was only 10 days
old infant he not only spoke but raised an intelligent question about the manner of his death.
After knowing that he would be killed by a tiger, he uttered "Let tigers beware".
Q2. Why was it celebration time for all the tigers inhabiting Pratibandapuram ?
Q.3. What did the Maharaja do when he stood in danger of losing his kingdom by refusing
the
British officer for tiger hunting?
Q.4. Why did Maharaja order the Dewan to double the tax?
Q.5. From where did the Dewan arrange the hundredth tiger?
Long answer type Question
Q.1 Draw a character sketch of the Tiger King in your own words.
Answer-
- The Maharaja of Pratibandapuram.
- The astrologers' prediction Character traits :- Royalty, fearless, (showed
- Tiger King brought up signs in infancy)
- Maharaja's campaign of tiger hunting. courageous, egoistic (spent his youth to
- The obstacles he faced to complete disprove the prophecy)
- The special episode of 100th tiger. obsessed, whimsical
- The revenge of wooden toy tiger.
Q.2. How did the hundredth tiger avenge the death of all the tigers? Elucidate.
Q.3. The story is a satire on the conceit of those in power: Elucidate
Q.4. What is the author's comment on subjecting innocent animals to the wilfulness of human
beings?

JOURNEY TO THE END OF THE EARTH

Tishani Doshi
Main Points
1. The writer visited Antarctica, the coldest, driest and windiest continent in the world,
aboard the Russian research vessel, Akademik Shokalskiy.
2. The journey, beginning at Chennai, passed through many areas, geographical, local,
ecological and temporal.
3. The writer’s first reaction to the continent was of relief, followed by wonder at its vastness,
seclusion and geological history.
Part of History
4. Before human evolution, Antarctica was part of a huge tropical landmass called the
Gondwana land, which flourished 500 million years ago.
5. Biological (flora and fauna), geological (changing continents) and geographical
(climatic)changes occurred and Antarctica separated and moved away evolving into what it is
today.
6. A visit to Antarctica gave the writer a deeper understanding of mountains, the earth’s
history, ecology and environment.
7. The writer felt unsettled in two weeks’ time not only because she came from a much hotter
place, but also because all features of human civilization were absent from an already
desolate landscape.
8. The long summers, the silence broken occasionally by cracking ice sheets and avalanches,
the blue whales and icebergs, all contribute to an ecological implication that the future for
humans isn’t good.
Human Impact
1. Humans, who are known to have existed for a mere 12000 years, have caused tremendous
impact and played havoc with nature.
2. Population explosion, putting a strain on available resources, carbon emissions, fossil fuels
and global warming have all resulted in climatic and ecological imbalances that have also
affected Antarctica.
3. Antarctica, though unpopulated, has been affected and there are concerns for its half a
million year old carbon records trapped under its ice sheets.
4. The ‘Students on Ice’ programme, an initiative of Canadian adventure educator, Geoff
Green takes students on expeditions to Antarctica, to create awareness in them, the future
policy makers.
5. The stark proof of global warming and environmental threats help students attain an
understanding of ecosystems and biodiversity of our planet.
6. An amazing display of the food chain of the Southern Ocean helps in the understanding
that further depletion of the ozone layer will set off a chain reaction that will affect the global
carbon cycle.
7. The simple truth is- take care of the small things and the bigger ones will automatically be
taken
care of.
Walk on The Ocean
8. Before their return, the writer got an opportunity to walk on the ocean at 65.55 degrees
south,
which made her realize that she was walking on 180 meters of ocean water, a rich
kaleidoscope of
life.
9. Reaching home, she wondered whether Antarctica would ever be warm again, how much
difference a million years can make and, that each day makes a difference.

1.How does the geological phenomenon help us to know about the history of mankind?
Answer- Geological phenomena give one an insight into why and how the present landforms
came into being. About six hundred and fifty million years ago, there existed a giant southern
supercontinent Gondwana. It thrived for 500 million years and finally it broke into separate
countries as they exist today. By visiting Antarctica we can know from where we have come
from and where we are heading. It also helps us understand the importance of Cordilleran
folds and pre-Cambrian Granite shields, ozone and carbon and also about the evolution and
extinction. Its ice cores hold more than half –million-year old carbon records which are
useful for the study of past.
2.What are the indications for the future of mankind?
 Future of mankind appears dismal.
 Increase in population has led to a “population boom.” It has greatly depleted the resources
of nature, destroyed forests, caused extinction of certain species of wildlife.
 Excessive burning of fossil fuels has created a blanket of carbon dioxide around the earth.
 Antarctic environment has been affected by global warming- this is clear from receding
glaciers and collapsing ice shelves.
 These grave indications do not augur well for the future of mankind
3. How is the study of Antarctica useful to us?
 Antarctica – only place in the world remaining pristine (never sustained human population)
 holds in its ice-cores half million year-old carbon records
 only place to study Earth’s past, present and future
 gives an insight into how the earth forms and continents as they are today came into being
 tells us about repercussions of environmental changes through the parable of
phytoplankton
 enables us to study problems of global warming (glacier retreating, ice-shelves collapsing),
concept of evolution and extinction, significance of Cordilleran folds and granite shields,
ozone
and carbon
LONG ANSWER QUESTIONS
1. What are Geoff Green’s reasons for including high school students in the ‘Students on Ice’
expedition?
Answer- A visit to Antarctica makes it quite clear and there one can see the ice shelves
melting.
‘Students on Ice’ is a programme headed by Canadian Geoff Green. He aims at organizing
this programme by taking high school students to the ends of the world. He thinks it most
essential to provide the students with inspiring educational opportunities to know more about
Antarctica. Through this programme they will generate a new understanding and respect for
our
planet. Earlier Geoff Green had organized programme with celebrities and rich people who
could give him back only in a limited way. With Students on Ice, Geoff Green offers the
future
generations of policy –makers a life changing experience at an age when they are ready to
absorb, learn and most importantly, act. They can see through their own eyes glaciers
retreating
and ice-shelves collapsing. They can realize the catastrophic effect of climatic changes and
the
global warming. Antarctica provides the young students a perfect place to study the varied
changes occurring in the environment. These little changes can have significant
consequences.
Thus the programme provides a lively study of changes occurring at Antarctica.
2. ‘Take care of small things and big things will take care of themselves.’ What is the
relevance of
this statement in the context of the Antarctic environment?

THE ENEMY – PEARL S. BUCK

THE ENEMY
1. Name of the author: Pearl. S. Buck
2. The writer of the story conveys that there comes a time in a man's life when it is required
for him to lift from petty considerations of race, nationality and act in human consideration.
Dr. Sadao being patriotic Japanese hates Americans as his enemies.
3. Dr SADAO HOKI: 3.1. Japanese doctor – surgeon and scientist
3.2. Studied in America for 8 years; he was perfecting a discovery which would render
wounds entirely clean
3.3. Was treating old General; considered Americans as enemy

4. SADAO’S FATHER: 4.1. Never played or joked with Sadao; concerned about his
education; sent him to America to study surgery and medicine at the age of 22; patriot;
never used foreign bed or chair; accepted Hana as daughter-in-law as she was pure
Japanese

5. HANA: 5.1. Studied at America; Dutiful wife and concerned mother; humble and soft
spoken, compassionate, helped Sadao during surgery; nursed American soldier after
surgery

6. AMERICAN SOLDIER: 6.1. Prisoner of war – escaped; wounded /shot at the back;
thankful to Sadao or Hana;

7. GENERAL TAKIMA: 7.1. Powerful Army officer; old with health related problems;
bagged many important victories; over concerned about his health; had faith in Sadao’s
skills, not sent him with troops; cruel/ wife beater; had private assassins, forgets to kill
American soldier due to his own health concerns; studied at Princeton University

1. Why was Dr. Sadao not sent abroad with the troops?

He was not sent abroad for two reasons. Firstly he had perfected a discovery which would
render wounds entirely clean. Moreover, the General was in some sort of danger and might
have needed an operation and Dr. Sadao was the most skilled doctor available.

2. Who was the person they saw while standing in the verandah? What had happened
to him?

Sadao and his wife were standing in the verandah when they saw a man who had been
flung up out of the ocean by a wave. At first they thought him to be a fisherman but on
closer look they saw that it was a white man, an American prisoner of war who had
escaped. He was injured badly and was bleeding profusely.

3. What did the doctor do on seeing him in dreadful state?

Sadao tried to staunch the fearful bleeding. He packed the wound with the sea moss that
was lying near by on the beach. After seeing the miserable condition of the injured man, he
had pity on him and in consultation with his wife; he decided to take him home.

4. How did Yumi react when Hana asked her to obey the command of her master?

Yumi had refused to wash the white man saying that she had never done such a thing
before and would not do it now especially for this man who was so dirty. But when Hana
asked her to obey the master, there was a fierce look of resistance upon her face. She said
she would have nothing to do with him and that it was not her business to clean him.

5. Why were, according to the servants, Dr.Sadao and his wife saving the American?

The cook of Dr.Sadao declared that the young master was so proud of his skill to save his
life that he saves any life. Yumi even told Hana that they would not stay if they would
continue to hide the man. She accused Sadao and Hana of having a soft corner for
Americans after staying in America and having forgotten their own country.

6. How did Dr Sadao respond to the prisoner’s query ‘What are you going to do with
me… Are you going to hand me over?’

Dr.Sadao answered by confessing that he himself didn’t know what he would do with him.
He thought perhaps he would hand him over to the police as he was a prisoner of war. He
told him not to speak. He didn’t even want to know his patient’s name and told him so.

7. What did the letter of Dr.Sadao mean?

Dr.Sadao had led the prisoner on the road to recovery. One day he went to his office and
typed a letter to the chief of police reporting the whole matter. He just mentioned that he
had found the escaped prisoner in front of his house on the 21st of February. He could not
bring himself to complete this confession and so, left it in his drawer. He was a law abiding
citizen.

8. How did Hana feel when she saw a messenger in official uniform?

Her hands went weak and she could not draw her breath. She thought the servants had
already told the police about the young prisoner they were harbouring. She ran to Sadao
gasping and unable to utter a word. They were relieved to know that the messenger had
come to deliver a message from the general.

9. What did the general suggest to get rid of the American?

The general suggested that the prisoner could be quietly killed by his own private assassins.
He would send two of them to Sadao’s house and all he had to do was to leave the outer
partition of the white man’s room open while he was sleeping. He even offered to have the
body removed quietly.

10. What measures did Sadao take for the safety of the American?

He gave the American a stout boat, put food, bottled water and two quilts in it. He returned
to the prisoner’s room, checked his temperature, the condition of his wound, his heart and
his pulse. He decided to even give him his flashlight after a bit of hesitation. He told him
how to catch fish and then use the flashlight to signal to him if he needed food etc.

11. How did the American behave while departing?

The young man first tried to understand all the instructions given to him by Sadao and then
dressed in the Japanese clothes Sadao had given him, he shook his hand warmly and left
for the island from which he had to escape.

12. What did Sadao do to get rid of the American soldier?

Sadao decided to help the American soldier to escape to safety. He told him to go to an
island nearby and wait for a Korean fishing boat to pass by. He even gave him a boat, some
food and bottled water. He kept two quilts for him and gave him clear instructions so that
this plan would not fail.

13. The General wanted to reward Sadao. But Sadao had another reward. What was that
 reward?

The general had wanted to reward Sadao for his royalty but at the same time Sadao knew
that he had the General in the palm of his hand, for he too, had shown dereliction of duty.
Sadao was rewarded in a different way by destiny. His prisoner was able to escape to safety
on the very first night. All his efforts had borne fruit.

LONG QUESTION

While hatred against a member of the enemy race is justifiable, especially during war time,
what makes a human being rise above narrow prejudices?

‘The Enemy’ by Pearl S. Buck raises a few important issues. Call of duty towards nation
versus call of duty towards one’s profession, is the major issue in the story. Dr. Sadao
rescued a wounded prisoner of war who was washed ashore. The prisoner, in a dying state,
according to his call of duty, should have been handed over to the police yet his profession
and his humanitarianism prevented him from doing so. He resolved to treat him first and
then hand him over. However, the patient needed immediate surgery and despite all odds
against him, Dr’ Sadao went ahead and operated upon him, thus saving his life yet being a
traitor to his own country.

His domestic servants deserted him out of fear but he rose above narrow prejudices to save
the wounded American soldier. Not only that, he helped the soldier to escape to freedom
after having nurtured him to good health. Eventually, Sadao helps him to escape. He goes
to the extent of calling him ‘my friend’. He rose above narrow prejudices and political
enmity, disregarded the lurking dangers and open defiance of his loyal servants to help the
‘enemy’ escape. He has transcended racial/ political hatred and had heard the voice of his
conscience.

He proved, in the end, that emotions prejudices and hatred are man-made but love,
compassion for human beings was instinctive. One needs to do one’s duty towards fellow
human beings before anything else.

ON THE FACE OF IT – SUSAN HILL

On the Face of it By Susan Hill
Theme
The story is about a teenage boy, Derry, who has a burnt face and Mr. Lamb who is a
disabled old man with an artificial leg made of tin. Derry accidently enters his garden so
that he can hide himself from people who hate him because of his ugly face. Mr. Lamb not
only welcomes him in his garden but also encourages him to lead a normal life, leaving
behind his past.
Summary
The play is about an old man with a tin leg and a young boy with a burnt face. The play
starts with Derry, the young boy stealthily entering into Mr. Lamb's garden by jumping
over the wall. A dialogue starts between the two and Mr. Lamb realizes that Derry is bitter,
lonely and depressed. He avoids people as he feels they do not behave normally with him
due to his burnt face.
Mr. Lamb understands Derry and his anguish and doesn't get angry with him even though
Derry is rude towards him. He makes Derry realize that being handicapped is not a
drawback. He himself had a tin leg, but he had learnt to cope with the indifference and
cruelty of others. Mr Lamb opens the world to Derry by telling him to wait, watch and
listen. Initially Derry was very suspicious of Mr. Lamb, but towards the end, Derry has
love and admiration for him. He is ready to face the world and finds courage and strength
to get what he wants. Derry goes back to Mr. Lamb against his mother's advice.
Unfortunately, he finds that Mr. Lamb is no more. He has fallen off a ladder while picking
apples.
Point to Remember
1. Mr. Lamb is sitting all alone in his garden.
2. Suddenly Derry entered the garden thinking no one was inside the house. Although the
gate of the garden was open. Derry entered by jumping over the wall.
3. Derry is scared to see Mr. Lamb sitting in the garden.
4. Mr. Lamb told him that the garden’s gates were always open for all people.
5. Mr. Lamb assured him, that he could stay there if he wanted to sit there.
6. Derry told him that people were afraid of his burnt face and hated him.
7. Mr. Lamb convinced him that both of them were similar as both of them faced a
disability.
8. Mr. Lamb also told him that he should not bother about what others say.
9. Derry was impressed by the positive thoughts of Mr. Lamb.
10. He decided to go home informed his mother and came back to help Mr. Lamb.
11. Derry was fascinated by Mr Lamb’s talk, motivated and drawn towards Lamb.
12. When Derry came back he was shocked to see that Mr. Lamb had fallen from the
ladder and had bled to death.
13. Derry cried, turned emotional but gained confidence to face the world.
1. What explanation does the small boy offer for coming into the garden? How does
Mr Lamb react to it?

Derry explains that he came into the garden because he thought it was empty. If he knew
that Mr. Lamb was there then he would have not ventured to enter. Mr. Lamb welcomes
him and accepts him as a friend.

2. ‘I’m not afraid… People are afraid of me,’ says Derry. What do people think on
seeing his face?

When people looked at Derry’s face they found it repulsive. They thought it was the ugliest
thing they had ever seen. Some were afraid of what they saw. Derry did not like being with
people who reminded him of his scars. He spurned people because he felt rejected and
unloved.

3. Why does Derry want to go home as soon as comes face to face with Mr. Lamb?

Derry thought the garden was an empty place and had come out of curiosity. On seeing Mr.
Lamb, Derry wanted to go home because he felt that Mr. Lamb like other people would
find his face repulsive and frightful.

4. What terrible complex does Derry suffer from?

One side of Derry’s face was severely burnt by acid. Nobody liked him or befriended him.
They were repulsed by his ugly face and avoided him. He drew complex on account of this
and avoided people.

5. What is Mr. Lamb’s response to Derry saying that the tin leg did not trouble him?

Derry feels that Mr. Lamb can cover up his tin leg and not let people know. Mr. Lamb
replies that if he got affected, people would still make fun of him. One has to stop
bothering about people and their reaction to one’s disability.

6. ‘We’re not the same’, says Derry. How does Mr. Lamb try and convince him that
there is no essential difference between them?

Mr. Lamb tells Derry, that despite apparent differences, they are the same. They have life
and are growing. Both of them have a physical disability. The differences are superficial
and unimportant.

7. What peculiar things Does Derry notice about Mr. Lamb?

Derry felt Mr. Lamb had no friends and lived a lonely life. He had no curtains. He was not
fond of shutting things in. He liked the light and the darkness. He also liked to hear the
wind and listen to bees singing.

8. Why does Mr. Lamb narrate the story of a man who locked himself in a room
because he was afraid?

Mr. Lamb told him a story of a man who was afraid of everything in the world. He went
into his room and locked the door. A picture fell off the wall on his head and killed him. He
narrated this story to make Derry realize that building a wall around him would not help.
Derry needed to shed his fear and live life.
 9. What arguments does Derry give to convince his mother why he wanted to go to the
old man’s garden?

Derry told his mother that Mr. Lamb had a tin leg. He lived in a huge house with no
curtains. Derry wanted to be in Mr. Lamb’s garden and listen to things that matter. Things
nobody else had ever said. Things he wanted to think about. He added it was nothing to do
with his face but about what he felt.

10. Comment on the ending of the play ‘On the Face of it’.

Mr. Lamb who lived a full life in spite of his disability and loneliness helps Derry
overcome his fears. He falls down exactly as Derry had said he would earlier in the play.
Mr. Lamb has left the reformed Derry to complete the good work he had started. Even
though the ending appears sad there is hope in the form of young Derry.

LONG QUESTION

Compare and contrast the characters of Mr. Lamb and Derry.

Both Mr. Lamb and Derry suffer from physical impairment. Mr. Lamb has an artificial leg
made of tin and Derry has a severely burnt face- both the experiences have been terribly
painful for the respective sufferers.

Apart from this Mr. Lamb does not bother about his lameness or that children make fun of
him. He takes life as it come without grumbling. He keeps the gates of his house and
windows open. Mr. Lamb loves all the creatures of God and states, ‘There’s nothing God
made that doesn’t interest me’. Weeds and flowers demonstrate life and growth. If one
isolates oneself, he might suffer like the man in his story who died when a picture fell off
the wall and killed him.

Derry on the other hand is a young boy of fourteen who is conscious of his ugly face and is
full of bitterness. Derry is withdrawn and complexed. He hates meeting people. He suffers
on account of the pain caused by his notions of how much people hate him and are repulsed
by him. Derry is forced by Mr. Lamb to see that actions are more important than looks and
even weeds have their value. Mr. Lamb’s positive attitude changes Derry and inspires him
to rush back and face the world.

MEMORIES OF CHILDHOOD
Synopsis
The Cutting of My Long Hair
The first part deals with the account of Simmons, An American Indian, who fought against
the prejudices of the society against American Indians. She writes under the pseudonym
Zitkala-Sa and describes her experiences on her first day at the Carlisle Indian School. The
customs and rules of the place were strange and new to her. She was forced to wear clothes
that were considered undignified in her culture as they were too tight for her and as a native
American Indian she was used to wearing loose garments. At breakfast, she was
embarrassed as she did not know the routine of the place. Later on she comes to know that
they were planning to cut her hair; she tries to avoid it by hiding under the bed, even
though she knew it was futile. In her culture, both men and women had the custom of
having long hair. The hair was cut only on two occasions –as a sign of mourning when
someone in the community dies and as a sign of cowardice, the hair of prisoners who are
caught are shingled. When she is dragged out from under the bed, she puts up a fight, but is
soon subdued and is forced to suffer the indignity of her hair being cut.

We too are Human Beings.

The second part is an excerpt from the autobiography ‘Karukku’ by Bama –a Tamil Dalit.
– She was in her third grade when she becomes aware of the indignities that the lower caste
people face. She happens to see an elderly person from her community degrade himself in
front of a higher caste person as he was not supposed to touch the food that he was ordered
to fetch for the landlord. She finds this incident funny and later on shares it with her
brother. Her brother explains to her that the incident had no humour in it, but was indeed
very pathetic. The people from the lower caste were treated as untouchables. She was
deeply saddened and decided to study hard to overcome discriminations advised by her
brother as education can be a great leveler and removes all sorts of inequalities among
people.
Additional Questions
(i) What were the indignities that the new girls from American Indian community were
subjected to at Carlisle Indian School?
(ii) On learning that her long hair would be cut the author decided to struggle first. What
does this tell us about her?
(iii) Why does the author rebel against her hair being cut?
(iv) Why did Zitkala-Sa start crying in the dining hall?
(v) ‘Now I was only one of many little animals driven by a herder!’ Explain.
(vi) Why did Bama take longer time to cover the distance to her home that would normally
take only ten minutes?
(vii) What was the incident that made Bama laugh as well as feel so provoked and angry?
(viii) When and how did Bama come to know of the discrimination faced by the
marginalized
people?
(ix) Bama’s brother’s timely guidance helped her to come out of the stigma of
untouchability. Do you agree? Why / why not?

ALL THE BEST

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