The Last Lesson (Alphonse Daudet)

EXTRACT BASED MCQ QUESTIONS

1. Read the following extract and answer the questions that follow.
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone
which he had used to me, said, “My children, this is the last lesson I shall give you. The order has come
from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes
tomorrow. This is your last French lesson. I want you to be very attentive.” (a) Who is ‘I’ here?

A. Franz
B. M.Hamel
C. Old Hauser
D. Villagers

Ans: A. Franz

(b) What was ‘I’ wondering?

A. Presence of villagers in the classroom.
B. Ceremonial dress of teacher
C. Silence in the class
D. All of the above.
Ans: D. All of the above.

(c) How was the tone of M. Hamel? A. Grave and gentle.

B. Jovial
C. Mocking
D. angry

Ans. A. Grave and gentle.

(d) Why did Hamel want everyone to be attentive?

A. Because it was the last lesson on French he would give.

B. Because it was better than German

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 C. Because he was teaching them
D. He hated noise in the class
Ans. A. Because it was the last lesson on French he would give

2. Read the following extract and answer the questions that follow.
How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room
above, packing their trunks! For they must leave the country next day.
(a) Who are ‘they’ here?

A. M. Hamel and his sister.

B. Franz
C. Villager
D. Houser

Ans. A. M. Hamel and his sister.

b) Why is M. Hamel’s heartbroken?

A. Because he has to leave the country the next day

B. Because of transfer
C. Because of retirement
D. Because of student’s misbehaviour.

Ans. A. Because he has to leave the country the next day

C) Why do they have to leave the country?

A. German would be taught in place of French.

B. French will be taught now.
C. New languages will be taught.
D. He has got a new job.

Ans. A. German would be taught in place of French

d) Who is packing the trunks?

A. Hamel’s sister
B. Hamel’s wife
C. Hamel’s father
D. Hamel’s servant

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Ans. A. Hamel’s sister

MCQ BASED QUESTIONS ON THE LAST LESSON Q1-

Alphonse Daudet was from which country?

A. England
B. India
C. France
D. New Zealand

Ans. C. France

Q2. The story ‘The Last Lesson’ highlights which human tendency?

A. Male Chauvinism
B. Procrastination
C. Courage
D. Cowardice

Ans. B. Procrastination

Q3. What does The Last Lesson symbolize?

A. Loss of language and freedom

B. Loss of opportunity
C. Loss of freedom
D. Loss of language

Ans. A. Loss of language and freedom

Q4. From where did the orders come to teach only German in the Districts of Alsace and Lorraine?

A. France
B. Lorraine
C. Berlin
D. Germany

Ans. C. Berlin

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Q5.-What did Franz find on reaching the school?

A. strange quietness
B. People were dancing
C. strange people

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 D. Police patrolling

Ans. A. Strange quietness

Q6.-Who occupied the back benches in the class?

A. weak students
B. teachers
C. monitors of the class
D. village elders

Ans. D. village elders

(Short Answer Questions: 2 marks each)

1. Why was Little Franz scared to go school that morning?

Ans: That morning, Little Franz was scared to go to school because he was late for school. Moreover, his
teacher M. Hamel had told them that he would question them on participles and Little Franz did not
know the first word about them.

2. What were the things that tempted/attracted Little Franz on the way to school?
Ans. On the way to school, Little Franz was attracted by the following things:
i) the bright and sunny weather, a perfect
one to be spent out of doors ii) the birds
were chirping at the edge of the woods iii) the
Prussian soldiers were drilling in the open field at
the back of the saw mill.
3. Why did the school look like a Sunday morning?
Ans: The school looked different that day. There was no sound of children or desk and benches nor of M.
Hamel’s terrible ruler. Everything was calm and quiet like a Sunday morning because of the order that
had come from Berlin.

4. What were the usual sounds heard out at the street when school began?
Ans: Usually when school began, there used to be a lot of noise. Opening and closing of desks, lessons
repeated in unison and the teachers great ruler rapping on the table to make the children silent are
some of them heard out in the street.

5. What was unusual that Franz notice about the school that day?
Ans: Franz noticed that everything was calm and quiet like a Sunday morning. The children were already
seated in their desks and M. Hamel was walking up and down in the class with his iron ruler under his
arm. He was wearing his best dress which he never wore except on inspection or prize distribution days.

6. How was the teacher/M. Hamel dressed?

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Ans: M. Hamel was wearing his best dress that day. He was wearing his green coat, frilled shirt and a
little black silk cap, all embroidered which he never wore except on inspection or prize distribution days.

7. Why were the villagers sitting at the back benches of the school/classroom?
Ans: The villagers were very sad after they came to know about the order that had come from Berlin. So,
in order to show their love and respect towards their mother tongue and also to show gratitude to M.
Hamel, they were sitting at the back benches of the school.

8. What was like a thunderclap to Little Franz?

Ans: M. Hamel announced that he was going to give them the last French lesson. He also said that an
order had come from Berlin to teach only German in the schools of Alsace and Lorraine and the new
French teacher would arrive the next day. He asked everyone to be very attentive. These words were
like a thunderclap to Little Franz.

9. What was M. Hamel’s view/opinion on the French language?

Ans: According to M. Hamel, French was the most beautiful language in the world. It was the clearest
and the most logical language. He asked everyone to guard it and never forget it because when a people
are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.

10. Whom did the teacher/M. Hamel blame for Little Franz not learning his mother tongue?
Ans: M. Hamel blamed the parents, the children and also himself for Little Franz not learning French. He
pointed out that the parents preferred to put their children to work in a farm or in the mills to earn a
little extra money. Even the teacher also used to give them a holiday whenever he wanted to go for
fishing. The children put learning for tomorrow.

11. How did the teacher/M. Hamel address or behave Little Franz even if he was late?
Ans: To his surprise, Little Franz noticed that M. Hamel did not scold him for being late. When he saw
Little Franz, he told him very kindly to go to his place quickly and also said that they were beginning
without him. This was just opposite to the normal cranky behaviour of the teacher M. Hamel.

12. What bad news did the bulletin board give for the last two years?
Ans: The bulletin board brought all the bad news for last two years. Some of them were like the lost
battle, the draft and the order of the commanding officer etc. All these news were related to the
FrancoPrussian war going on at that time.

13. Why did the crowd gather in front of the bulletin board that day?
Ans: That day, Franz noticed a crowd gathered in front of the bulletin board. For the last two years, all
the bad news had come through the bulletin board. He wondered what might be the reason that day.
Later, he came to know that it was the order from Berlin which was put in the bulletin board.

14. How did Little Franz react to the announcement made by M. Hamel?
Ans: The announcement made by M. Hamel was like a thunderclap to Little Franz. He understood that
this order had been put up in the town hall. His heart felt with regret and remorse for not learning his
language. He also thought about the teacher who would leave them forever very soon.

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15. How did he feel about the last grammar lesson taught by M. Hamel?
Ans: To his utter surprise, Little Franz found the grammar lesson to be very easy. He was amazed to see
how well he understood it. He also thought that he had never listened so carefully, and that M. Hamel,
their teacher had never explained everything
with so much patience. It looked that as if the old man wanted to give them everything he knew before
going away.

16. What were the topics/subjects discussed or taught by M. Hamel on the day of the last lesson?
Ans: On the day of the last lesson, M. Hamel taught the following topics/subjects:
i) Oral questions on participles ii) a
Grammar lesson iii) A lesson on writing
iv) History

v) Chanting of French alphabet for the babies.

17. How did the little children behave in the class that day?
Ans: That day, even the little children were doing their works quietly. Franz noticed that some beetles
flying in during the writing lesson. But nobody paid any attention, even the littlest one. They were busy
in tracing their fish hooks.

18. What did Little Franz think about the pigeons?

Ans: After the announcement made by M. Hamel about their last French lesson, Little Franz was
wondering on many things amidst the strangely quiet school room. Once some pigeons cooed from the
roof. Little Franz wondered whether the Germans would make them sing in German too.

19. Why did M. Hamel tell the class to guard the French language and never forget it?
According to M. Hamel, when a people are enslaved, as long as they hold fast to their language, it is as if
the key to their prison. So, he requested everyone to guard their mother tongue and never forget it.

20. How did M. Hamel end/conclude his class?

Ans: When the church clock struck twelve, M. Hamel stood up from his chair. He wanted to say
something but something chocked him, he could not go on. Then he walked up to the black board and
wrote on it “Vive La France” with a piece of chalk as large as he could. He leaned his head against the
wall and without saying a word made a gesture with his hand that the school was dismissed, they might
go.
(Long Answer type questions: 5 marks each)
1. How did the order from Berlin change the situation in the school?
Ans: The shocking order from Berlin after the defeat of France shocked the French people. It declared
that all the schools in the two French districts of Alsace and Lorraine would now teach only German.
This not only saddened but also hurt the pride of the people of France. On the day of the last lesson,
even the village elders came to show their respect to M. Hamel for serving the community faithfully for
forty years. The usual hustle and bustle too was missing from school and Franz found it unusually quiet
as it used to be on a Sunday morning. M. Hamel was dressed in his formal suit. Even though Franz
reached late M. Hamel did not scold him. He then went on to praising the French language at length by

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referring to it as the most beautiful language. He called upon the French people to safeguard their
language among themselves and not to forget it ever.
2. Give a brief character-sketch of M. Hamel.
Ans: M. Hamel was a teacher of the French language in a village of Alsace district of France. He had been
teaching French for the last forty years in that village. Everyone in the village had a great respect for
him. His students thought he was cranky, but we didn’t find him cranky in any part of this story.

He was very honest. When Franz failed to recite the rule for participles, he blamed himself for giving
children unnecessary holidays whenever he wanted to go for fishing.
He had great passion for his subject. He knew that it was now the last day of his school and he had to
leave the district the next day for good. Even then he taught his students so well that they understood
everything he had taught.

He had great love for the French language. He called it the most beautiful, the clearest and the most
logical language of the world. Indeed M. Hamel was a. great patriot.

3. Our native language is a part of culture and we are proud of it. How does the presence of village
elders in the classroom and M. Hamel’s last lesson show their love for French?
Ans: According to a famous proverb, the person who does not take pride in his language, culture and
nation is like an animal and he is like a dead person. Every community has a natural attachment to its
culture and language. It is our native language that we naturally learn from the lap of our mother. We
can communicate in our native language more effectively and proficiently than in some other foreign
language.

In this story, the Prussians invaded the French districts of Alsace and Lorraine. They banned the teaching
and studying of the French language in these districts. All the teachers of the French language were
asked to leave the districts of Alsace and Lorraine. M. Hamel was a teacher of the French language in a
village in the district of Alsace. He had been teaching in a school the French language for the last forty
years. The next day, he was leaving the village and school for good.
The elderly persons sitting at the back benches were the old Hauser who was wearing his
threecornered hat, the former mayor, the former postmaster, and several others. Everybody was
looking sad. Hauser had brought an old primer and he held it open on his knees with his spectacles lying
across the pages. All these elderly persons had come to the school to pay their tribute to the selfless
service of M.
Hamel for forty years.
4. Everybody during the last lesson is filled with regret. Comment.

Ans: In the year 1870-71, during the Franco-Prussian war the French districts of Alsace and Lorraine fell
into the hands of Prussians. They harmed the teaching and learning of the French language in these
districts. All the teachers of the French language were ordered to leave these districts. M. Hamel was
one such teacher who taught French in one of the villages of Alsace district. He had to leave the village
the next day for good. In the chapter, he was delivering his last lesson of the French language.

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Not only the students but also the village elders came to attend the last French class. Everybody in the
class was full of regret. M. Hamel blamed himself for giving too much holidays to his students and in this
way not teaching them properly. The students like Franz blamed themselves for not learning their
language properly. The village elders were also full of regret. They had not learnt their language
properly when they were young. Now they had come there to pay their tribute to M. Hamel, the French
teacher, for forty years of selfless service towards the community and also to their love towards the
mother tongue.

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 Question Bank - Lost Spring (Anees Jung)
MULTIPLE CHOICE QUESTIONS
1.He is content to dream of cars. Who is ‘he’ being talked about?
(a) Mukesh
(b) Saheb
(c) Sahukar
(d) Politician

Answer: (a) Mukesh

2.The sahukars, the middlemen, the policemen, the keepers of the law, the bureaucrats and the
politicians. Together these people
(a) worked for the benefit or bangle makers
(b) imposed the baggage on the child that he cannot put down
(c) worked for the upliftment of women
(d) abolished child labour

Answer: (b) imposed the baggage on the child that he cannot put down

3.Who will be hauled up by the police if they try to get organized?

(a) the old citizens
(b) the owners of the factories
(c) the group of young men
(d) Mukesh’s family

Answer: (c) the group of young men

4.‘She has not enjoyed a full meal in her entire lifetime’. Who is ‘she’ in the given sentence?
(a) the elderly woman sitting close to Savita
(b) Mukesh’s sister-in-law
(c) Mukesh’s mother
(d) Mukesh’s grandmother

Answer: (a) the elderly woman sitting close to Savita

5.Savita, a young girl is seen by the author,

(a) stitching clothes
(b) washing clothes
(c) soldering pieces of glass
(d) embroidering a sheet

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Answer: (c) soldering pieces of glass

6.‘Can a god-given lineage ever be broken?’ These words were spoken by

(a) Mukesh
(b) Mukesh’s grandfather
(c) Mukesh’s grandmother
(d) the author

Answer: (c) Mukesh’s grandmother

7.Mukesh’s father is a
(a) car-driver
(b) bangle-maker
(c) cracker-maker (d) mechanic

Answer: (b) bangle-maker

8.Mukesh’s house is covered with

(a) stones
(b) bricks
(c) tiles
(d) thatch

Answer: (d) thatch

9.The families of the bangle-makers live in

(a) comfortable environment
(b) big houses
(c) very small houses
(d) factories

Answer: (c) very small houses

10.What did Mukesh want to become, on growing up?

(a) a motor mechanic
(b) a shopkeeper
(c) a bangle maker
(d) a carpenter

Answer: (a) a motor mechanic

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11.Saheb did not like to work in the tea-stall because
(a) he was getting only Z 800
(b) he hated the steel canister
(c) he was no longer his own master (d) he had to carry heavy bags now

Answer: (c) he was no longer his own master

12.Garbage to the rag pickers is

(a) money
(b) daily bread, a roof over their heads
(c) gold
(d) silver

Answer: (b) daily bread, a roof over their heads

13.For the rag pickers, food is more important than

(a) clothes
(b) shoes
(c) identity
(d) shelter

Answer: (c) identity

14.The squatters in Seemapuri arrived as refugees from Bangladesh in

(a) 1965
(b) 1971
(c) 1982
(d) 1986

Answer: (b) 1971

15.The author visited the town and temple of Udipi after

(a) ten years
(b) five years
(c) thirty years
(d) fifteen years

Answer: (c) thirty years

16.The man from Udipi was the son of a/an

(a) doctor
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(b) teacher
(c) priest
(d) engineer

Answer: (c) priest

17.Saheb’s full name was

(a) Mughal-e-Azam
(b) Saheb-e-Alam
(c) Shahenshah-e-Alam (d) Shah Jahan

Answer: (b) Saheb-e-Alam

18.The author advised Saheb to go to

(a) school
(b) college
(c) club
(d) playground

Answer: (a) school

19.Why did Saheb and his family move to Delhi?

(a) because storms had swept away their fields and homes
(b) their village was flooded
(c) there were landslides
(d) there was a deadly epidemic in the village

Answer: (a) because storms had swept away their fields and homes

20.Saheb’s profession was that of a

(a) cook
(b) rag-picker
(c) bangle seller
(d) driver

Answer: (b) rag-picker

21.What change did Anees Jung see in Saheb when she saw him standing by the gate of the
neighbourhood club? (a) As if lost his freedom
(b) Lost ownership
(c) Lost joy
(d) All of these
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Answer: (d) All of these

22.What is the metaphorical symbol of Seemapuri in the lesson?

(a) Poverty
(b) Exploitation
(c) Enjoyment
(d) A little hell

Answer: (d) A little hell

23.How is Mukesh’s attitude different from that of his family?

(a) Being daring, firm and clear
(b) Being a fighter
(c) Being a coward
(d) Not clear

Answer: (a) Being daring, firm and clear

24.The city of Firozabad is famous for what?

(a) For casteism
(b) For ragpickers
(c) For poverty
(d) For bangles

Answer: (d) For bangles

25.What are the reasons for the migration of people from villages to city in the lesson?
(a) Sweeping of houses and fields by storms
(b) No money
(c) Education and unemployment
(d) Safety

Answer: (a) Sweeping of houses and fields by storms

26.What excuse do the rag pickers give for not wearing chappals?
(a) Mothers don’t give
(b) No interest
(c) A tradition
(d) All these

Answer: (d) All these

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27.What is the function of glass blowing industry?
(a) To make windows
(b) To make doors
(c) To mould glass
(d) To mould glass and make colorful bangles

Answer: (d) To mould glass and make colorful bangles

28.What are the hazards of working in the glass bangles industry?

(a) Poor health
(b) Impaired vision
(c) Miserable life
(d) All of these

Answer: (d) All of these

29.Who are responsible for the poor condition of bangle makers in Firozabad?
(a) Parents
(b) Society
(c) Bureaucrats
(d) All of these

Answer: (d) All of these

30.Where is Seemapuri?
(a) In Noida
(b) South Delhi
(c) North Delhi
(d) East Delhi

Answer: (d) East Delhi

31.Why did Saheb leave his house?

(a) Because the storm swept away his house and field
(b) To enjoy a life of leisure
(c) To find friends
(d) To go to college

Answer: (a) Because the storm swept away his house and field

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32.Saheb hailed from which place?
(a) Delhi
(b) Seemapuri
(c) Greenfields of Dhaka
(d) None

Answer: (c) Greenfields of Dhaka

33.Name the birthplace of the author.

(a) U.S.A
(b) California
(c) Koch
(d) Rourkela

Answer: (d) Rourkela

34.Why is the author calling garbage as ‘gold’ in the story?

(a) Because of jewels in it
(b) Because of gems in it
(c) Because of gold in it
(d) Because of its encashment value

Answer: (d) Because of its encashment value

35.What is the meaning of Saheb -e- Alam?

(a) Owner
(b) Rich man
(c) Poor man
(d) Lord of the Universe

Answer: (d) Lord of the Universe

36.Is Saheb happy working at the tea stall?

(a) Yes
(b) Yes, he earns money
(c) No earning
(d) No, earning but no freedom

Answer: (d) No, earning but no freedom

37.Who was Saheb?

(a) A shopkeeper
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(b) A servant
(c) A ragpicker (d) All

Answer: (c) A ragpicker

38.According to the author what was garbage for the parents?

(a) Means of entertainment
(b) Means of joy
(c) Means of sorrow
(d) Means of survival

Answer: (d) Means of survival

39.What is the central theme of the story Lost Spring?

(a) Pitiable Poor children and their lost childhood
(b) Garbage
(c) Saheb and Mukesh
(d) Spring Season

Answer: (a) Pitiable Poor children and their lost childhood

40. This story is an excerpt from which book of the author?

(a) Lost Spring – Stories of Stolen Childhood
(b) Unveiling India
(c) Breaking the Silence
(d) The Song of India

Answer: (a) Lost Spring – Stories of Stolen Childhood

EXTRACT BASED QUESTIONS

A. Read the extract given below and choose the correct option.
My acquaintance with the barefoot rag pickers leads me to Seemapuri, a place on periphery of Delhi yet
miles away from it, metaphorically. Those who live here are squatters who came from Bangladesh back
in 1971. Saheb's family is among them. Seemapuri was then a wilderness. It still is, but it is no longer
empty. In structures of mud, with roofs of tin and tarpaulin, devoid of sewage, drainage or running
water, live 10,000 rag pickers.
(i) Who was the acquaintance talked about in the above lines?
(a) Mukesh
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(b) Saheb
(c) The narrators gardener's son
(d) Children of Seemapuri
Ans - (b) Saheb

(ii) Why is Seemapuri miles away from Delhi?

(a) It is a home to illegal immigrants.
(b) It is a home to poverty stricken families.
(c) It lacks even the basic facilities.
(d) It is in the outskirts of Delhi.
Ans- (c) It lacks even the basic facilities.
(iii) As per the author, residents of Seemapuri lack
(a) occupation
(b) humanity
(c) proper sanitation
(d) values
Ans - (c) proper sanitation
(iv) Seemapuri is a home of ............ .
(a) poor people of India
(b) rag pickers
(c) refugees from Bangladesh
(d) All of these
Ans - (c) refugees from Bangladesh

B. Read the extract given below and choose the correct option.
“Go to school”, I say glibly, realising immediately how hollow the advice must sound.
“There is no school in my neighbourhood. When they build one, I will go.”
“If I start a school, will you come?” I ask, half-joking. “Yes,” he says, smiling broadly.
A few days later I see him running up to me. “Is your school ready?”

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“It takes longer to build a school,” I say, embarrassed at having made a promise that was not meant. But
promises like mine abound in every corner of his bleak world.
After months of knowing him, I ask him his name, “Saheb-e-Alam”, he announces. He does not know
what it means. If he knew its meaning-lord of the universe-he would have a hard time believing it.
(i) How does Saheb respond to the narrator’s advice?
(a) That he enjoys doing his work
(b) That his parents won’t allow
(c) That he would go when one is there
(d) That they all are beyond his reach
Ans - (c) That he would go when one is there

(ii) Why did the narrator feel embarrassed?

(a) For making a false promise
(b) For hurting the emotions of Saheb
(c) For mocking the poverty of Saheb
(d) For making Saheb run to her
Ans - (a) For making a false promise

(iii) ......... in the extract means ’thrive’.

(a) Embarrassed
(b) Broadly
(c) Glibly
(d) Abound
Ans - (d) Abound

(iv) How is the name of the poor rag-picker, Saheb-e-Alam ironic in nature?
(a) It means the lord of cleanliness
(b) It means the lord of the universe
(c) It means rich end the prosperous
(d) It means king of the kingdom

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Ans - (b) It means the lord of the universe

C. Read the extract given below and choose the correct option.
“Why aren’t you wearing chappals?” I ask one.
“My mother did not bring them down from the shelf,” he answers simply.
“Even if she did he will throw them off,” adds another who is wearing shoes that do not match. When I
comment on it, he shuffles his feet and says nothing. “I want shoes”, says a third boy who has never
owned a pair all his life. Travelling across the country I have seen children walking barefoot, in cities, on
village roads. It is not lack of money but a tradition to stay barefoot, is one explanation. I wonder if this is
only an excuse to explain away a perpetual state of poverty.
(i) Why was the one, being asked, not wearing chappals?
(a) Because he had none
(b) Because one of them was broken
(C) Because his father had asked him not to ' wear
(d) Because his mother did not bring them down from the self
Ans - (d) Because his mother did not bring them down from the self

(ii) What does the boy do when the narrator comments on unmatching shoes?
(a) He changes his shoes
(b) He hides behind the other boys
(c) He shuffles his shoes without responding
(d) He rebukes the narrator and mocks her dress
Ans - (c) He shuffles his shoes without responding

(iii) What is an excuse to explain away a perpetual state of poverty?

(a) Walking barefoot
(b) To term ‘walking barefoot’ a tradition
(c) To reuse the ‘worn out shoes’
(d) Not to bring chappals out of shelf
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Ans - (b) To term ‘walking barefoot’ a tradition

(iv) The word ’perpetual’ used in the extract means..........

(a) constant
(b) ceasing
(c) transient
(d) ephemeral

Ans - (a) constant

D. Read the extract given below and choose the correct option.
In his hand is a steel canister. “I now work in a tea stall down the road,” he says, pointing in the distance.
“I am paid 800 rupees and all my meals.” Does he like the job? I ask. His face, I see, has lost the carefree
look. The steel canister seems heavier than the plastic bag he would carry so lightly over his shoulder.
The bag was his. The canister belongs to the man who owns the tea shop. Saheb is no longer his own
master!
(i) What is Saheb holding while on his way?
(a) Rag picking bag
(b) A pair of different colour shoes
(c) A gold coin
(d) A steel canister
Ans - (d) A steel canister

(ii) How has the new job impacted Saheb?

(a) He earns more money and better food now
(b) He has lost his carefree look now
(c) He saves the time to go to school now (d) He has no time to play now.

Ans - (b) He has lost his carefree look now

(iii) Why does the steel canister seem heavier than the plastic bag he would carry so lightly?
(a) The bag was his
(b) The canister belongs to the shop owner

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(c) Saheb is no longer his own master
(d) All of the above
Ans - (d) All of the above

(iv) …………..means ’canister’ used in the extract.

(a) Vessel
(b) Humdinger
(c) Implication
(d) Fuss
Ans - (a) Vessel

SHORT ANSWER TYPE QUESTIONS

1. Describe the irony in Saheb’s name.
Ans- Saheb is a poor ragpicker who lives in Seemapuri. His full name is ’Saheb-e-Alam’, which means
’Lord of the Universe’.
The irony lies in the meaning of his name itself. According to his name, he should be a king and enjoy all
the luxuries of life. But unfortunately, he is a barefoot ragpicker, who lacks even the basic necessities.

2. Why had the ragpickers come to live in Seemapuri?

Or
To which country did Saheb’s parents originally belong? Why did they come to India?
Or
Why did Saheb’s parents leave Dhaka and migrate to India?
Ans- Once Saheb’s parents lived in Bangladesh, amidst the green fields of Dhaka. There were many
storms that swept away their fields and homes. That’s why they migrated to Delhi and settled down in
Seemapuri looking for an" occupation.

3. What did garbage mean to the children of Seemapuri and to their parents?
Or
In what sense is garbage gold to the ragpickers?

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 Or
‘Garbage to them is gold.’ Why does the author say so about the ragpickers?
Ans- Garbage means ‘gold’ to the poor ragpickers because some of it can be sold for cash, thus
becoming a means of survival for the Children of Seemapuri and for their parents. It is providing them
their daily bread and a roof over their heads.

4. What kind of gold did the people of Seemapuri look for in the garbage?
Ans- The people of Seemapuri look for items in the garbage which can be traded for money, meaning
‘gold’, as it helps them earn their daily bread and have a roof over their heads. For a child, garbage may
mean something wrapped in wonder, whereas for the elders it is a means of survival.
5. Describe Mukesh as an ambitious person.
Ans- Mukesh is an ambitious person because he wants to become a motor-mechanic by breaking free
from the vicious web of generations of families being involved in bangle-making. He has the courage to
dream of becoming a motor mechanic, thus breaking free from destiny.
6. What is Mukesh’s dream? Do you think he will be able to fulfil his dream? Why? Why not?

Or
Who is Mukesh? What is his dream?

Or
Is it possible for Mukesh to realise his dream? Justify your answer.

Or
What was Mukesh’s dream? In your opinion, did he achieve his dream?

Or
Why is Mukesh’s dream of learning to drive a car a mirage?
Ans- Mukesh belongs to the bangle-makers of Firozabad where each family is engaged in bangle-making.
On asking, Mukesh says, “I will be a motor-mechanic. I will learn to drive a car.” Thus, he wants to be his
own master. However, because he is caught up in the vicious cycle created by others, he will not be able
to realise his dream and will remain a bangle-maker.
7. ‘It is his karam, his destiny’. Explain this statement of Mukesh’s grandmother.
Ans -Mukesh’s grandmother believes in destiny. She believes that they cannot escape from the Godgiven
lineage. It is their destiny to suffer like this. They were born in the caste of bangle-makers and will
always be one, for they do not have any control over their destiny.

8. Why could the bangle-makers not organise themselves into a cooperative?

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Ans - The bangle-makers could not organise themselves into a cooperative because they were trapped in
the vicious circle of sahukars, middlemen, policemen, bureaucrats and politicians, who exploited them. If
they tried to organise themselves, they would be beaten by the police and put in jail.

9. In spite of despair and disease pervading lives of the slum children, they are not devoid of hope.
How far do you agree?
Ans -In spite of growing up amidst despair and disease, children who live in slums have the desire to
achieve something big in life. This shows that they are not devoid of hope. Saheb, a ragpicker, is eager to
go to a school and learn.
Mukesh, who works in dark, dingy cells making bangles, dreams of becoming a motor mechanic against
his family tradition.
10. Whom does Anees lung blame for the sorry plight of the bangIe-makers?
Ans -Anees Jung blames the vicious circle of the sahukars (moneylenders), middlemen, policemen,
bureaucrats and politicians for the sorry plight of the bangle-makers. They don’t allow the banglemakers
to organise themselves into a cooperative.
11. What does the title ‘Lost Spring’ convey?
Ans - Spring is associated with childhood. Just as spring is the season when flowers bloom similarly,
childhood is the period when an individual blooms and grows.
Anees Jung here presents the horrific truth about the life of children in India who are victims of child
labour and are not allowed to grow and bloom freely. Their childhood or springtime is lost.
12. Which industry was a boon and also bane for the people of Firozabad? How?
Ans - The bangle-making industry was a boon and also bane for the people of Firozabad. It was a boon
because it gave them a livelihood so that they could survive.
However it was a bane because they were forced to work in their industry for generations, as their
children had to also work in bangle-making to make ends meet, as the earnings were meagre.
Additionally, their eyes and general health were ruined due to continuously working close to the
furnaces used for making bangles.
13. How are Saheb and Mukesh different from each other?
Ans -Saheb and Mukesh are different from each other because, while Saheb is content with just
managing to survive, Mukesh dares to dream of working in a better profession as a motor mechanic.
Saheb is satisfied even when working in the tea stall, as it is still better than rag picking, Mukesh wants to
change his hereditary profession. Thus, Mukesh is ambitious while Saheb is not.
14. “Listening to them, I see two distinct worlds...” In the context of Mukesh, the bangle maker’s son,
which two worlds is Anees Jung referring to?

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Ans - The two worlds that the author refers to are those represented by Mukesh’s parents and Mukesh
respectively. Mukesh has the courage to dream big in spite of all adversity, whereas the other
banglemakers of Firozabad have resigned to their fate, and have suppressed all their hopes and desires.
Mukesh refuses to follow the ‘God-given lineage’ of bangle-making and wants to be a motor mechanic
when he grows up.

LONG ANSWER TYPE QUESTIONS

1. “Seemapuri, a place on the periphery of Delhi, yet miles away from it, metaphorically.” Explain.
Ans - Seemapuri is a place on the outskirts of Delhi where 10000 ragpickers and their families live. The
people living there are squatters who migrated from Bangladesh in 1971. The ragpickers live in
structures of mud, with roofs of tin and tarpaulin, devoid of sewage, drainage or running water.
No one can imagine that such a place exists on the periphery of Delhi, the capital of India. It stands in
stark contrast to the metropolitan city of Delhi. The main city of Delhi, and Seemapuri at its periphery,
provide an exemplary case of contradiction.
In Delhi there is luxury and affluence, there are a host of opportunities and dreams, and in Seemapuri
there is squalor, hopelessness and despair. There is no chance for the inhabitants of this area to strive
towards the attainment of the prospects offered by Delhi.
Thus, although Seemapuri is located at the periphery of Delhi, in the real sense, Delhi is many miles away
from it.

2. Give a brief account of life and activities of the people like Saheb-e-Alam settled in Seemapuri.
Ans- Seemapuri is a slum area located on the periphery of Delhi. Most of the residents of Seemapuri
consist of people who are refugees from Bangladesh. Saheb’s family is among them. The area consists of
mud structures, with roofs of tin and tarpaulin. They do not have facilities of sewage, drainage or
running water. About 10000 ragpickers live here.
Their only means of livelihood is finding saleable items from rubbish. Thus, for them, the rubbish is as
valuable as gold, for their survival depends on what they find in the rubbish. These rag pickers have lived
here for more than thirty years without any identity. They do not have permits but have ration cards,
thanks to the selfish whims and wishes of the politicians. With these, they can get their name on the
voter’s lists and also buy grains for themselves at a subsidised rate.

3. ‘Saheb is no longer his own master.’ Comment.

Ans - Grinding poverty and the necessity for a life of subsistence have involved Saheb in ragpicking.
Rummaging through garbage does not provide him with a regular income but gives him freedom. He has
all the liberty in the world to roam with his friends in the streets without any worries to bother him.

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Also, he can hunt for ’gold’ in the garbage dumps. It provides him a hope and a thrill every day in the
form of a rupee or a ten-rupee note. So, he looks forward to ragpicking.
The job he takes up at a tea stall is one of his attempts to become his own master. Ironically, this further
enslaves him. He is now not free to roam aimlessly in the streets. His new occupation binds him to serve
somebody else.

4. Describe the difficulties the bangle-makers of Firozabad have to face in their lives.
Or
Describe the circumstances which keep the workers in the bangle industry in poverty.
Ans - The bangle-makers of Firozabad are exposed to multiple health hazards while working. Many of
them are children who work near hot furnaces during daylight, often losing their eyesight before
adulthood. Years of mind-numbing toil have killed all initiative and the ability to even think of taking up
another profession. They are not able to organise themselves into a cooperative due to bullying and
exploitation by the politicians, authorities, moneylenders and middlemen.
They live in stinking lanes choked with garbage, having homes with crumbling walls, wobbly doors, no
windows, overcrowded with families of humans and animals coexisting in a primeval state. They have
not even enjoyed even one full meal in their entire lifetime because of their poverty.

5. “It is his karam, his destiny” that made Mukesh’s grandfather go blind. How did Mukesh disprove
this belief by choosing a new vocation and making his own destiny?
Ans - Mukesh disproved this belief that bangle-making was his destiny by choosing a new vocation and
making his own destiny. He decided to become a motor-mechanic and learn to drive a car. As he had
seen his parents and others suffer because of the vicious circle of poverty and exploitation by the
sahukars, middlemen, politicians and the police, he did not want to remain in the bangle-making
profession. He had the courage to break free from the family lineage of bangle-making and was ready to
walk a long distance to reach a motor garage to learn the vocation of car mechanic. He had even thought
that he would request the garage owner to hire him initially as a helper and learn the trade. Finally, he
also wanted to learn to drive a car. Thus, Mukesh was ready to make his destiny by choosing a new
vocation and break the age old belief.

******************

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 Question Bank - Deep Water (William Douglas)
Multiple choice questions.
Q1- Y.M.C.A stands for?
A) Young Men's Christian Authority
B) Young Men's Christopher Association
C) Young Men's Christian Army
D) Young Men's Christian Association

Q2- Where is Yakima located?

A) US City New Zealand
B) US City in California
C) US City in Washington
D) None

Q3- Where did the writer go when he was 3 or 4 years old in the story?
A) Washington
B) New Zealand
C) California
D) Canada

Q4- Why did he develop a fear of water?

A) Because of knocking down by waves at a beach
B) Because of a push by a bully
C) Because of instructor
D) Because of his mother

Q5- What is haunting the author?

A) Terrible experience in the pool
B) ghosts
C) his mother's words
 D) a push by a bully

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Q6- How did the author learn swimming?

A) with the help of a rope
B) with the help of instructor
C) with the help of his mother
D) with the help of swimming instructor

Questions with answers

Q. 1 What did Douglas feel and do when he was pushed into the swimming pool? Ans.
When he was pushed into the swimming pool, he was scared but planned to hit the
bottom as soon as he touched the ground and come up to the surface like a cork. Then he
lay flat on the surface of water and paddled to the edge of the pool. his fear.

Q. 2 Why did William Douglas use the YMCA pool and not Yakima river to learn swimming?
Ans.Douglas preferred to go to the YMCA pool because it was safe as it was only two to
three feet deep at its shallow end and nine feet deep at the other end and the drop was
gradual. Whereas Yakima river was treacherous and many cases of drowning had been
reported.

Q. 3. How did William Douglas’ aversion to water begin?

Ans.William Douglas’ aversion to water started when he was three or four years old and his
father took him to the beach in California. They stood together in the surf. He hung onto his
father, yet the waves knocked him down and swept over him. He was buried in water. His
breath was gone and he was frightened. His father laughed, but there was terror in his heart
at the overpowering force of the waves.

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 33 | P a g e

Question Bank - The Rattrap (Selma Lagerlof)

MULTIPLE CHOICE QUESTIONS :-

1. When did the peddler make the rattraps?

a.) Distractive moments
b.) Odd moments
c.) Difficult moments
d.) Happy moments
2. After following the sound of the regular thumping, where did the peddler finally land? a.)
Manor house
b.) Forest
c.) Ramjso Iron mills
d.) Mjolis
3. Why did the crofter show his money to the peddler?
a.) Because the peddler looked at him ridiculously.
b.) Because he was rich
c.) Because the peddler seemed incredulous
d.) Because he wanted to flaunt
4. What game did the peddler and the crofter play?
a.) Mehfils
b.) Majlis
c.) Mjolis
d.) Mossacs
5. Where did the crofter hang his pouch?
a.) Loft
b.) Door
c.) Frame
d.) Window pane
b What gift did Edla receive from the peddler?

a.) A silver spoon

b.) A tiny rat
c.) A tiny rat tap
d.) A tiny rattrap
6. According to the peddler, the world is a ………
a.) A place to live in
b.) A big rattrap
c.) A big rat
d.) A big bait
7. What is the message of the story?
a.) Love and kindness are powerful reformers
 b.) Kindness encourages thieves
c.) Thieves need reprimand
d.) Kindness is powerless

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 8. What made the peddler finally change his ways?
a.) Edla’s beauty
b.) His mistaken identity
c.) His greed
d.) Kindness and care
9. From where did the peddler get the idea of the world being a Rattrap?
a.) From crofter’s behavior
b.) From his friend’s situation
c.) From Edla’s words
d.) From his circumstances and miserable life condition
10. Why id Edla bring the peddler to her house for Christmas cheer?
a.) Because he was funny
b.) Because she Knew him
c.) Because of his resemblance to her father’s friend
d.) He was goodlooking
11. How much money had the peddler stolen from Crofter?
a.) 20 kronors c.) 30 kronors
b.) 10 kronors d.) 40 kronors

ANSWER KEY-
1. B. 2. C 3. C 4. C 5. D. 6. B 7. A 8. D 9. D 10. C

SHORT ANSWER QUESTIONS

1. Why did the peddler think that the world was a rattrap?
Answer:- The peddler was an extremely poor man who earned his living by selling rattraps. His
mind thus was always preoccupied with rattraps. He felt that the shelter, food, clothes, riches and
joys that the world provided were all baits set to entrap man just as a rattrap offered cheese or
meat to entrap rats.

2. Why did the peddler derive pleasure from his idea of the world as a rattrap?
Answer:- The world had never been kind to the poor peddler. Wherever he went, he was greeted
with sour faces and was turned or chase away. Therefore, he derived pleasure from thinking ill of
the world in this way. Moreover, he perhaps was jealous of those whose fate was better than his
and was rather amuse to think that someday they too would be tempted by the bait and be caught
in the rattrap.

3. Who was the owner of Ramjso iron mills? Why did he visit the mills at night?
Answer:- The owner of Ramjso Iron Mill was an ex – army man. He was very particular about the
quality of his products. That is why he visited the mills even at night to make sure that good iron
was shipped out from his mills.

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

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 Answer:- The ironmaster has mistaken the peddler for an old regimental comrade and invited him
home. The peddler declined the invitation because he was carrying the money he had stolen. He
knew that if the ironmaster discovered his identity, he would hand him over to the police.

5. Why was the peddler surprised when he knocked at the door of the cottage?
Answer:- The peddler was surprised as he was not only welcomed at the night but was also
provided food and shelter. He was treated like a guest not as a beggar.

6. What did the peddler sell? How did he make those rattraps?
Answer:- The peddler sold small rattraps made of wire. He made them himself. He got the material
by begging in the stores or at the big farms.

7. How did the peddler react when he saw that the ironmaster had recognized him as Nils Olof, an old
regimental comrade?
Answer:- The peddler was mistaken by the ironmaster to be an old acquaintance from the
regiment. He assumed that the ironmaster would hand him a few kronors and therefore, made no
attempts to deny the reference being made. However, when the ironmaster said the that he
should not have resigned and suggested that, “ Nils Olof” should accompany him to the manor, he
flatly refused to do so, for fear of being recognized.

8. Why did the crofter welcome the peddler in his cottage?

Answer:- The crofter lived alone in his cottage. He was without wife and child. He welcome the
peddler to overcome his loneliness.

9. The peddler was given to thievery and begging. Why?

Answer:- The peddler made small rattraps and sold them. But his business was not profitable. So he
had to resort to both begging and petty thievery to keep his body and soul together.

10. Describe the peddler.

Answer:- The peddler was poor and wore shabby ragged clothes. His cheeks were sunken and
hunger shone in his eyes. He was tall, with a long grey beard and a bunch of rattraps dangling on
his chest.

LONG ANSWER QUESTIONS:-

1. The story, “The Rattrap” is both entertaining and philosophical. Do you agree with this
statement? Why/Why not?
Answer:- The story, “The Rattrap” is indeed, both entertaining an philosophical. The fast-paced
narrative in the the person, generous use of dialogue by the author and different characters
belonging to different mindsets and locales make the story interesting and entertaining.
Besides, the author has managed to keep up the suspense till the end.
The incidents in the Forge, with the ironmaster coming at midnight, hold our attention. The
peddler’s constant refusals to the ironmaster to accompany him, but his accepting Edla’s
invitation in one go, the ironmaster’s realization of his mistake, and Edla’s sympathy and

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 generosity, all make the story quite gripping. While all the above events make the story
interesting, there is also an element of philosophy in the story.
Somewhere, the peddler’s theory of the world being a rattrap is true. One feels caught up like a
rat in the entrappings of the world. Some people fall into this trap never to come out of it
again. The story teaches us that, as human beings, we are not above temptations.
2. Do you think the title, “The Rattrap” is appropriate? Give examples from the text in support of
your view.
Answer:- Selma Lagerlof gives a very apt an logical title to the story. The metaphor not
correct of the rattrap is very effectively used. The whole world is nothing but a big rattrap. All
riches, joys, food and shelter are just baits. These baits make people restless, helpless and
powerless. The moment anyone touches the bait, the rattrap closes in on him. Then
everything comes to an end.
The story revolves around the vagabond, who, though philosophises about the world being a
rattrap, falls into its trap. Though the crofter shows him kindness by offering him food and
shelter, he robs him. His greed for money makes him fall in the rattrap. Further, when the
ironmaster mistakes him to be an old friend, he does him. He decides to cheat him of his
money. So even though the peddler tries hard not to fall into the rattrap or worldly riches and
materialistic benefits, he ultimately falls into one.

3. How did the peddler feel after robbing the crofter? What course of life did he adopt and how
did he react to the new situation?
Answer:- The peddler did not respect the confidence that the crofter had shown in him. As soon
as the crofter went to milk his cow, the peddler smashed the window pane and took away the
crofter’s thirty kronors. He was quite happy at his smartness. The peddler did not feel any prick
in his conscience due to his act of thievery. But he realized that he must not walk on the public
highway. Therefore, he turned to the woods. Initially he did not have any problem. Later in the
day it became very bad.
It was a big and confusing forest. He tried to walk in a definite direction, but the paths twisted
back and forth strangely. He walked and walked without coming to the end of the forest. Finally
he realized that he had been walking around in the same part of the forest. All at once he
recalled his thoughts about the world and the rattrap. He thought now his turn had come. He
thought, he had let himself befooled by a bait and had been caught.

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 Question Bank - My Mother at Sixty – Six (Kamala Das)
Extract Based Questions:
Extract: 1

Driving from my parent’s home to Cochin last Friday morning I saw my mother, beside
me, doze, open mouthed, her face ashen like that of a corpse and realised with pain that
she was as old as she looked…..

Choose the most appropriate option and answer any FOUR (04) of the following:1x4=4
(a) Who is ‘I’in the given extract?
(i) Kamala Das
(ii) An elderly lady
(iii) Kmala Das’s mother (iv) None of the above

(b) Where was the poet coming from?

(i) from Cochin
(ii) from abroad
(iii)from her parent’s home
(iv) from hospital

(c) Whose house was the poet leaving?

(i) her friend's house
(ii) in-law's house
(iii) her husband's house
(iv) her parents' house

(d) What does 'ashen face ' signify?

(i) poet's fears.
(ii) to tell that ageing is painful.
(iii) pale and lifeless face of the poet's mother.
(iv) to show illness.

(e) What did the poet realize with pain?

(i) her mother's appearance like a corpse with growing age
(ii) she is helpless
(iii) old age is painful
(iv) she has duties

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Answer Key:
(a) (i) Kamala Das
(b) (iii) from her parent’s home
(c) (iv) her parent’s house
(d) (iii) Pale and lifeless face of the poet's mother.
(e) (i) her mother's appearance like a corpse with growing age
Extrat: 2

-----but soon put that thought away, and

Looked out at young
trees sprinting ,the merry children spilling
Out of their homes

(a) Name the poem and the poet

(i) My Mother at Sixty- Six, Kamala Das

(ii) A Thing of Beauty, John Keats
(iii) My Mother at Fifty Six, Kamala Dass
(iv) My Only Mother, Chetan Bhagat

(b) Which thought did the poet put away?

(i) The thought of her home coming
(ii) The thought of her death
(iii) The thought of her mother’s decaying health and approaching death
(iv) The thought of going back home

(c) Why did the poet put that thought away?

(i) She could no longer see her ageing mother.
(ii) She wanted to make plans for her journey. (iii) She wanted a break
from her daily life (iv) She was in search of enjoyment.

(d) What did the poet see from the window of the car?
(i) Trees
(ii) Children
(iii) Houses
(iv) Both (i) & (ii)

(e) What do the ‘sprinting trees’ signify?

(i) Childhood and youth
(ii) Running trees
(iii) Powerful trees
(iv) Fading trees

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Answer Key:
(a) (i) My Mother at Sixty- Six, Kamala Das
(b) (iii) The thought of her mother’s decaying health and approaching death (c) (i)
She could no longer see her ageing mother.
(d) (iv) Both (i) & (ii)
(e) (i) Childhood and youth

Extract: 3

-----but after the airport’s security

check, standing a few yards away, I
looked again at her, wan, pale
as a late winter’s moon-------

(a) Where was the poet standing? (i) Cochin

airport
(ii) Mumbai airport
(iii) Delhi airport
(iv) Kolkata airport

(b) Who does ‘her’ refer to here? (i) Poet’s

friend
(ii) A co-passenger
(iii) Poet’s mother
(iv) Poet’s aunt

(c) What did the poet do after the security check? (i)
She boarded the flight
(ii) She decided to cancel her flight
(iii) She looked at her mother’s face
(iv) She resolved her issues with the authorities.

(d) Why does the poet compare her mother to a late

winter’s moon?
(i) The poet’s mother looked very beautiful
(ii) Her mother had lost her radiance, looked weak and dull.
(iii) The poet’s mother glowed like a late winter’s moon
(iv) Her mother showed signs of recovery

(e) Why did the poet look at her mother again after
the security check? (i) She wanted to wish her

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 mother good bye before leaving (ii) She
waited for some instruction from her mother.
(iii) She wanted to reassure herself of her mother’s wellbeing.
(iv) Both (i) &(iii)

Answer Key:
(a) (i) My Mother at Sixty- Six, Kamala Das
(b) (iii) Poet’s mother
(c) (iii) She looked at her mother’s face
(d) (ii) Her mother had lost her radiance, looked weak and dull.
(e) (iv) Both (i) &(iii)

2 Markers (To be answered in 30-40 words each)

1. Where was the poet driving to? Who was sitting beside her?

Ans: The poet was driving from her parent’s home to the Cochin airport. Her mother was
sitting beside her.

2. What did the poet notice about her mother?

Ans: The poet looked at her mother and saw that her mother was dozing with her mouth
open.. She noticed that her mother was looking pale and lifeless like a dead body.

3. What is the kind of pain and ache that the poet feels?

Ans: When the poet sees the pale face of her mother, her old familiar childhood fear
returns. Ageing is a natural process. The poet’s mother is old and will die soon. This thought
makes the poet feel miserable.

4. Why has the mother been compared to the ‘late winter’s moon’?
Ans: The poet’s mother is sixty-six years old. She has lost her shine and strength of
youth. Similarly the late winter’s moon looks hazy and dull. It too lacks shine and strength.

5. What do the parting words of the poet and her smile signify?

Ans: The poet’s parting words and her smiles are intentional attempt to hide her real
feelings. The parting words give an assurance to the old lady. Similarly, her repeated smiles
are an attempt to overcome the pain and fear inside her heart.

ONE MARKER QUESTIONS (MCQ)

1. In which languages has Kamla Das written stories and novels? HOTs)

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 (i) English and Malayalm
(ii) English and Hindi
(iii) English and Urdu
(iv) English and Tamil

Ans: (i) English and Malayalm

2. Kamala Das’s work is known for (HOTs)

(i) for their originality, versatility and flavour of the soil
(ii) for their popularity
(iii) for their style
(iv) for the expressions used
Ans: (i) for their originality, versatility and flavour of the soil
3. What is the kind of pain and ache that the poet feels?

(i) Fear of losing her mother

(ii) Heart attack
(iii) Children screaming at her
(iv) Motion sickness

Ans: (i) Fear of losing her mother

4. The distinctive feature of the poem” My Mother at Sixty Six is

(i) The entire poem is a Metaphor

(ii) Simile used
(iii) Alliteration used
(iv) narrative style using a single sentence in a set of 14 lines Ans: (iv) narrative

style using a single sentence in a set of 14 lines

5. Name the poetic devices used in the poem.

(i) Metaphor
(ii) Simile
(iii) Alliteration
(iv) All of these

Ans: All of these

6. The title “My Mother at Sixty Six” suggests

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(i) Poet’s fear of losing her old mother
(ii) Poet’s fear of moving fast
(iii) Poet’s inability to express her feelings
(iv) All of these

Ans: (i) Poet’s fear of losing her old mother

7. What does the narrative style of the poem signify? (HOTs)

(i) A single thread of thought mixed with harsh realities

(ii) Many thoughts
(iii) Contrasting thoughts
(iv) Differing thoughts

Ans: (i) A single thread of thought mixed with harsh realities

8. The mother’s old age and lack of energy is a depiction of

(i) helplessness in old age

(ii) joy and fun of old age
(iii) bonding of mother with family members
(iv) sickness and ill-health Ans: (i) helplessness in old age

9. What is the ‘familiar ache’?

(i) Her childhood fear of losing her mother

(ii) Her mother's weak health
(iii) Her duties
(iv) Her helplessness

Ans: Her childhood fear of losing her mother

10. The image of merry children has been brought out by the narrator in order to

(i) show energy and exuberance of young children

(ii) to show the children playing
(iii)to show the children playing pranks
(iv) to compare with herself

Ans: (i) show energy and exuberance of young children

11. The poet smiles repeatedly to

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 (i) cover up her pain
(ii) make herself happy
(iii) to make her mother happy
(iv) to make her father happy

Ans: (i) cover up her pain

12. Smile and smile and smile is an example of

(i) Alliteration
(ii) Repetition
(iii) Simile
(iv) Metaphor

Ans: Repetition
13. Trees are described as “sprinting” because

(i) Their running appearance shows fast moving change of human life
(ii) They are running
(iii) trees look running backward from a speeding running car (iv) Tress are
far away from the car

Ans: (iii) trees look running backward from a speeding running car

14. The parting words of Kamala Das are

(i) See you soon amma

(ii) See you soon maa
(iii) See you soon mata ji
(iv) See you soon, baa

Ans: (i) See you soon amma

15. What does the poem “My Mother at Sixty Six” revolve around?

(i) Theme of advancing age and fears associated with it

(ii) poet's love for her mother
(iii) poet's journey
(iv) poet’s fears

Ans: (i) Theme of advancing age and fears associated with it

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16. The narrator compared her mother to

(i) summer’s sun

(ii) rain clouds
(iii) late winter’s moon (iv) trees and plants

Ans: (iii) late winter’s moon

17. ‘Children spilling out’ is an

(i) simile
(ii) metaphor
(iii) personification
(iv) transferred epithet

Ans: (ii) metaphor

18. The poet says her mother looked pale like a

(i) corpse
(ii) ghost
(iii) malnourished child
(iv) anaemic person

Ans: (i) corpse

19. The lady in the car, beside the poet, was,

(i) her aunt

(ii) her niece (iii) her uncle
(iv) her mother

Ans: (iv) her mother

20. Which airport was Kamala Das going?

(i) Goa
(ii) Mumbai
(iii) Cochin
(iv) Kolkata

Ans: (iii) Cochin

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Question Bank - An Elementary School Classroom in a Slum (Stephen Spender)
(i)Extract based questions and answers for 1x4 = 4 marks
(ii)Multiple choice question and answers 1x8=8 marks
(iii)Short Answer type questions 2x5=10 marks.

POETIC DEVICES:
Simile • Like rootless weeds,
• like bottle bits on stones,
• their lives like catacombs

Metaphor • The paper-seeming boy

• civilized dome riding all cities
• their future’s painted with a fog
• A narrow street sealed in with a lead sky
• lives that slyly turn in their cramped holes
• On their slag heap
• History is theirs whose language is the sun
• So blot their maps with slums as big as doom.”

Alliteration • far far from’,

• than this
• street sealed
• far far from
• Surely, Shakespeare

Imagery – weighed down: burdened with the weight of poverty and

hopelessness
Pun – reciting:
a) literal- the boy is reciting the lesson. Figurative – he is more
prominently reciting his father’s disease i.e. repeating his father’s
disease of twisted bones and deformity which has been passed
down through generations
b) sour cream: literal - the neglected walls have turns a dirty
yellow .Figurative - a dismal place where all dreams turn sour lead
sky- literal- sky polluted with industrial fumes. Figurative: A sky that
does not open opportunities but weighs down heavily blocking all
escape from the slums.

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Symbol- a) Squirrel’s game - fun outdoors to escape the dull classroom
b) civilized dome riding all cities-
ALSO PERSONIFICATION – riding all cities)
c) Open-handed map- (a map drawn arbitrarily by the people in
power and the privileged)
c.1) map with slums as big as doom- the grim reality of the lives of
slum children
d) fog- bleak and unclear
e) ships and sun- adventure and beautiful lands offering
opportunity
f) slag heaps- industrial waste, toxic filth and squalor
g) Windows –windows of the slum classroom do not open out to
opportunities and the wide world. They show only fog covered slums
where they are confined. misery, hopelessness and doom them to a
death-like existence. h) Green fields, gold sand - nature and golden
opportunities; white and green leaves - first- hand knowledge from
pages of books and nature
run azure- experience the rich colours of nature
i) sun – symbol of enlightenment ; of equal blessing/ equality

EXTRACT BASED QUESTIONS FROM THE POEM :

This question has been designed to test the students’ understanding of the text and their ability
to interpret,evaluate and respond to the questions based on the given extract.In other words, it
attempts to test their reading comprehension only.

Read the extracts given below and answer any one of the two extracts given below (1x4=4)

EXTRACT 1
Far far from gusty waves these children’s faces.
Like rootless weeds, the hair torn round their pallor: The
tall girl with her weighed- down head. The paper-
seeming boy, with rat’s eyes……

1. Which children are referred to in the above lines ?

(i)Street children (ii) Children of an orphanage
(iii) Slum children (iv) Children of an asylum
Ans : (iii) slum children

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 2. How are the children ?
(i)Happy (ii)Sad and disappointed (iii) smart and active (iv) miserable and depressed
Ans ; (iv) miserable and depressed

3. Who are they like ?

(i) rootless weeds (ii) flying birds (iii) floating boats (iv) budding flowers
Ans (i) rootless weeds

4. What are they away from ?

(i) nature/gusty waves (ii) towns and cities (iii) oceans (iv)hills and mountains
Ans : (i) nature/gusty waves
OR
1. Who is speaking the above lines ?
(i) The poet (ii) the administrator (iii) the governor (iv) the masters Ans
: (i) The poet

2.Who is the poet ?

(i) Pablo Neruda (ii) Stephen Spender (iii) Kamala Das (iv)Adrienne Rich
Ans (ii) Stephen Spender

3.How is the girl ?

(i) Her head is down (ii) Her eyes are watchful (iii) Her dress is beautiful Ans:
(i) Her head is down

4. How is the boy described above ?

(i) as thin as a paper. (ii) rat’s eyes. (iii) stunted (iv) All the above Ans
: (iv) All the above

EXTRACT 2
The stunted, unlucky heir
Of twisted bones, reciting a father’s gnarled disease,
His lesson, from his desk. At back of the dim class
One unnoted, sweet and young. His eyes live in a dream, Of
squirrel’s game, in tree room, other than this.

1.Who is the ‘unlucky heir’ above ?

(i) A young boy (ii) A young girl (iii) A rabbit (iv) An old master Ans
: (i) A young boy

2.Who is sitting ‘ unnoted’ ?

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 (i) A young boy (ii) A soldier (iii) A master (iv) A shepherd
Ans : (i) A young boy

3.Which game is referred to in the last line ?

(i) The squirrel’s game (ii) The rabbit’s game (iii) Hide and seek (iv) Snakes
and ladders
4.What is a tree room here ?
(i)The squirrel’s hole (ii) the branch of a tree (iii) nest of a pigeon (iii) tree leaves
Ans : (i) The squirrel’s hole

EXTRACT 3 :
On sour cream walls,donations,Shakespeare’s head,
Cloudless at dawn,civilized dome riding all cities.
Belled,flowery,Tyrolese valley.Open handed map Awarding
the world its world.

1. Name the poem and the poet.

(i) An Elementary School Classroom in A Slum by Stephen Spender
(ii) My Mother At Sixty six by Kamala Das
(iii)Keeping quiet by Pablo Neruda
(iv)A thing of Beauty by John Keats
Ans (i)An Elementary School Classroom In A Slum by Stephen Spender

2.What are ‘donations’ above ?

(i) Pictures on the walls of the classroom (ii) colour of the walls (iii)Roof of the school
(iv) Black board in the classroom
Ans : (i)Pictures on the walls of the classroom

3.What is meant by ‘sour cream walls’ ?

(i) The walls are damp and discoloured. (ii) The walls smell of cream (iii) The walls are
Muggy (iv) All the above

4.What is not described above ?

(i) Shakespeare’s head (ii) cloudless dawn (iii) Hawaiian islands (iv) Tyrolese valley
Ans (iii) Hawaiian islands

EXTRACT 4
And yet, for these
Children,these windows, not this map, their world,

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Where all their future’s painted with a fog, A
narrow street sealed in with a lead sky Far
far from rivers,capes, and stars of words.

1.The lives of the children are confined in

(i) elementary school (ii)Shakespeare’s world (iii) Narrow streets of the slum (iv)
Tyrolese valley
Ans: (iii) Narrow streets of the slum

2.What is the future of the children ?

(i)happy and secure (ii) poor and satisfied (iii)uncertain and bleak (iv)unhappy
but secure
Ans (iii) uncertain and bleak

3.Which of the following words imply a bleak future ?

(i)sour cream walls (ii) awarding the world its world (iii)future’s painted with fog
(iv)Shakespeare’s head
Ans ; (iii) future’s painted with fog

4.What do the words ‘future’s painted with fog’ imply ?

(i)No love and care (ii) no warmth (iii) no hardwork (iv) no scope for
improvement
Ans ; (iv) no scope for improvement

EXTRACT 5
Surely, Shakespeare is wicked,the map a bad example,
With ships and sun and love tempting them to steal-
For lives that slyly turn in their cramped holes From
fog to endless night ?

1.Who is wicked above ?What is the figure of speech used in

(i)Shakespeare (ii) the poet (iii) the administrators (iv) The teachers Ans
(i) Shakespeare

2.What kind of future does the slum children have ?

(i)very hopeful (ii)bright (iii) clear like water (iv) hopeless and uncertain
Ans(iv) hopeless and uncertain

3.Which map is a bad example ?

(i)The map of the world hung on the wall of the classroom. (ii) the map in the Geography book

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(iii) the map of world war (iv) the map of transportation and communication
Ans : (i)The map of the world hung on the wall of the classroom

4. What are the images of ships and sun signify in the above lines ?
(i) nature (ii) travel (iii) adventure (iv) development
Ans : (i) nature
OR
1.What does ‘cramped holes’ mean ?
(i) They mean small uncomfortable dwellings of slum children (ii) dark shelters (iii)
congested dwellings (iv)All the above
Ans : (iv)All the above

2.What tempts the children in the classroom to steal ?

(i) The dream of achieving a better life for themselves (ii) desire to travel
(iii) dream to work (iv) dream to visit places
Ans: (i)The dream of achieving a better life for themselves.

3.What does the poem describe ?

(i)an elementary school classroom in a slum (II) a social set up
(iii) a cinema hall (iv)beautiful scenery
Ans(i)An elementary school classroom in a slum

4.What is the figure of speech used in ‘Far far from rivers….’

(i)Assonance (ii) Alliteration (iii) Simile (iv) Metaphor Ans:
(ii)Alliteration

Attempt any 8 questions from the 10 given below : (1x8=8)

1. Why is the boy called ‘the stunted unlucky heir’ ?

(i)He has not inherited the property (ii)He has not received education
(iii)He has received disability from his father (iv)None of the above
Ans (iii)He has received disability from his father

2.His eyes live in a dream, A squirrel’s game, in the tree room, other than this means the boy is
(i) full of hope (ii)mentally ill (iii)distracted from the lesson (iv) None
Ans : (iii) distracted from the lesson

3.The paper seeming boy with rat’s eyes means :

(i)secretive (ii)thin, hungry, weak (iii)Unpleasant looking (iv)uncomfortable Ans
(ii) thin, hungry, weak

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4.Who spell hope for the slum children ?
(i)school (ii)Shakespeare (iii)governor, inspector (iv)none Ans
: (iv) None

5.The night is endless as there is no ……………………….. for them.

(i) support (ii)future (iii) education (iv)wealth Ans
: (ii)future

6.What are the classrooms like ?

(i) temples of learning (ii) dim and pathetic (iii)means of escape (iv)a happy place Ans:
(ii) dim and pathetic

7. One of the following phrases imply unhealthy children. It is

(i)one unnoted (ii) eyes live on a dream (iii)a paper seeming boy
(iv) far from gusty waves

8.What are children like in the slums ?

(i)underfed and sickly (ii) poor but happy (iii)underfed but energetic
(iv)happy and playful
Ans : (i)underfed and sickly

SHORT ANSWER TYPE QUESTIONS : Attempt any 5 of the 6 questions given below (2x5=10)
Distribution of marks : Content 1 mark Expression 1 mark

1. ‘At the back of the dim class …’ Why is the classroom dim ? Ans:
It is dim as it is poorly lit and in a miserable condition.

2.What is the theme of the poem ?

Ans: The poem focuses on the theme of social injustice and inequalities. The poet presents it by
talking of the two different worlds – the rich and the civilized and the world of the poor and the
deprived.

3.What does the poet tries to depict in the poem?

Ans: The poet tries to depict the pathetic and miserable picture of the elementary classroom in
a slum. It is poorly lit and needs repair. The children attending it are in a pitiable and miserable
condition.

4.Do these children have dreams ?

Ans: Yes, some of them do have dreams. A sweet young boy is sitting at the back of the dim
classroom dreaming of a squirrel’s game.

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5.What has been said about their future ?
Ans: Their future is painted with fog. Their future is not clear.There is no one to guide them.

6.Why is the map a bad example ?

Ans: The children have never gone out of the slum. Their life is in the slum. Therefore, the map
on the wall of the classroom is a bad example since they cannot understand it.

LONG ANSWER TYPE QUESTIONS

One Long Answer type question from Prose/Poetry (Flamingo) to be answered in 120-150
words to assess global comprehension and extrapolation beyond the text Questions to
provide evaluative and analytical responses using incidents, events, themes as reference
points. Any 1 out of 2 questions to be done. (1x5=5)

Mark Distribution 5 marks : Content 2 ½ marks

Expression 2 ½ marks

Q1.What is the message that Stephen Spender wants to give through the poem. An Elementary
School Classroom In a Slum’?

In ‘An Elementary School Classroom In a Slum’ the poet Stephen Spender deals with the themes
of social injustice and class inequalities. There are two different worlds. The world of so called
‘civilized’ men has nothing to do with the children living in slums. Nor have the art, culture and
literature any relevance to them. They live in dark, narrow cramped, holes and lanes. Unless the
wide gap between the two worlds is abridged there can’t be any real progress or development.
The barriers that bind them will have to be made mentally and physically free to lead happy
lives.

Q2. Write in brief the summary of the poem.

Answer:
The poet describes some children sitting in an elementary school in a slum. The children sitting
here present a very miserable view. Their hair are like weeds and scattered on their pale face. A
tall girl is sitting with her head bent. There is a small and thin looking boy. His eyes are like that
of a rat’s eyes. Then there is an another boy who has disease of swollen and twisted bones and
joints. He has got his disease from his father.
The poet notices a young and sweet boy sitting at the back of the class. He is perhaps dreaming
about the squirrel’s game in a tree-room for him¬self also. The poet says that the walls of the
classroom are cream. They smell like sour cream. There is a bust of Shakespeare in the

49 | P a g e
classroom. There are pictures of big church and the Tyrolese valley having bell-shaped flowers.
There is an open-handed map, which shows all the places of the world. But ironically for the
children living in the slum their world is not that map but only the scene that can be seen
outside the window of their classroom.

He says that Shakespeare is wicked for the children. The big map with all its places, ships and so
on tempts the children to steal. These children have to spend their lives in small homes. Their
lives are nothing but an endless night. The children have grown so weak that their bones could
be seen from their skin. Many of these wear spectacles, and these spectacles have mended
glass.
The poet appeals to the governor, inspector and the visitors to do something for the poor
children.The children should be shown green fields; they should be allowed to live a free and
carefree life. Without any worry they can concentrate well on their studies. The poet says only
those people create history who are carefree.

……………………………………………………………………………………………………………………………………………….

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 Question Bank - Keeping Quiet (Pablo Neruda)
MCQs
1.What does the poem speak about?
A) the necessity to be happy
B) the necessity to introspect, understand and have feelings of brotherhood
C) the necessity to work quietly
D) none Ans (B)

2.What is the original language of the poem?

A) English B) French C) Pali D) Spanish Ans ( D )

3. According to the poet what creates barriers?

A) interactions B) reactions C) fighting D) languages Ans (D)

4.Why does the poet ask people not to speak?

A) because it creates noise
B) he doesn't like noise
C) it makes things unpleasant
D) because it creates barriers or obstacles in the form of misunderstanding amongst people
Ans (D)
5.How will keeping quiet protect our environment?
A) by creating peace and brotherhood feelings
B) no noise will be there
C) people will not fight
D) none Ans (A)

6.What is destroying the environment?

A) unthoughtful actions
B) violent actions
C) speaking without thinking
D) All Ans ( D)
7.What does number 12 represent?
A) hours of the day and months of a year
B) earth
C)clock
D) cricket players Ans( A)

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8.What does the poem Keeping Quiet teach us?
A) how to maintain silence
B) not to make noise
C) speaking creates noise
D) To be peaceful, thoughtful and have feelings of brotherhood Ans (D)

9.Not move our arms' what does this expression refer to?
A) sit quietly
B) stand quietly
C) to be inactive
D) sitting still without any movement Ans(D)

10.Why is silence treated as a big issue?

A) it helps to search our soul
B) helps us to analyze our actions
C)helps us to be thoughtful and find our true self
D)All these Ans(D)

11.What should not be confused with total inactivity or death?

A) no movement
B) a statue
C) talking people
D) Stillness and silence Ans (D)

12.What is the sadness in the poem that the poet speaks about?
A) violence because of unthoughtful action of the people
B) unnecessary movements
C) speaking aloud
D) fighting Ans (A)

13.What does the earth symbolize?

A) perseverance and new beginning from seemingly stillness
B) stillness
C) greenery
D) prosperity Ans (A)

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14.What is always alive even when everything seems to be dead or still?
A) mountains
B) rivers
C) Sun
D) Earth and nature are always alive Ans (D)
15.Why does the poet request people to keep quiet?
A) to maintain silence
B) to avoid noise
C)to be friendly
D)in the hope of becoming more thoughtful and peaceful Ans(D)

16.What does the poet want people to do for one second?

A) to sing
B) to close eyes
C)to stand quietly
D)to be silent and motionless Ans (D)

17.Why is the moment of silence called Exotic?

A) because of the beautiful scenery around
B) because of the gathering
C) because of large gathering
D) because of perfect peace and harmony Ans (D)

18.What would everyone feel at that exotic moment?

A) happy
B) content
C) dancing
D) strange blissful oneness Ans (D)

19.How long is the poet expecting everyone to stay still?

A) for 10 minutes
B) for12 minutes
C) for15 minutes
D) for 1 second till we count 12 Ans(D)

20.Why is the poet asking everyone not to speak any language?

A) to avoid noise
B) to avoid loud voices

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C) to avoid people
D)to avoid conflicts and misunderstandings Ans (D)

21.While gathering salt, what will happen to the man if he keeps silent for a moment?
A) he will stop dropping it
B) he will look at the ground
C)he will walk carefully
D)he will think of the harm the salt is doing to his hands Ans(D)

22.Which images in the poem show that the poet condemns or hate violence?
A) fishermen not harming whales
B) wars leaving behind no survivors to celebrate
C)poet's refusal to deal with death
D)All these Ans(D)

23.What are the different kinds of wars mentioned in the poem?

A) War against humanity
B) War against nature
C) War with gases and fire
D) All these
Ans(D)
24.What is the poet's pen name?
A) Pablo Neruda B) Pable C) Pablo D)Neruda Ans(A)

25.What is the poet expecting from fishermen?

A) to find more fish
B) to go deeper into the sea
C) to think and stop harming the fish Ans(C)
D) none

Poetic devices:

ALLITERATION: We will, we would, hurt hands, sudden strangeness, Clean clothes, wars
with
Repetition: without rush, without engines
Antithesis: count to twelve and we will all keep still

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Personification: Perhaps the earth can teach us

1.Read the extract given and answer the questions that follow ( 4 marks)

For once on the face of the Earth

Let’s not speak in any language, Let’s
stop for one second
And not move our arms so much.
a. Name the poet . Pablo Neruda
b. Name the Poem. Keeping Quiet
c. Why does the poet want us to keep quiet?
A) to maintain silence
B) to avoid noise
C) tranquil moment will help find solutions to our problem
D)in the hope of becoming more thoughtful Ans(c)
d. What does he want us to do for one second?
A) to be still for one second
B) To keep quiet and not speak
C) stop all activities
D) All the above Ans (D)
e. What does Neruda mean when he says ‘not move our arms’?
A) Means we should be in a state of total inactivity
B) We should not harm others
C) There should not be any wars and no violence.

D) all the above Ans (D)

2. It would be an exotic moment
Without rush, without
engines, We would all be
together In a sudden
strangeness.
a. Name the poet . Pablo Neruda
b. Name the Poem. Keeping Quiet
c. What would be an exotic moment?
A) making noise
B) Keeping quiet
C) singing together

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 D) dancing together Ans (B)
d. Why would it be called an exotic moment? A) because it will be pollution free
environment
B) there will be heavenly flow of wind
C) the whole world will be enveloped in quietness
D) flora and fauna will grow Ans ( C )

e. How would we feel at that moment?

A) There will be strange togetherness
B) there will be no discrimination
C) There will be harmony and brotherhood
D) All the above Ans (D)
f. What is the poetic device used in the phrase “we would”?
A) Imagery B) antithesis C) alliteration D) repetition Ans (C)

3. Fishermen in the cold sea,

Would not harm whales
And the men gathering salt
Would look at his hurt hands.

a) What does the poet want the fishermen to do?

A) Not harm the whales
B) To introspect
C) Not to indiscriminately harm nature
D) All the above Ans (D)
b) What would the man gathering salt do?
A) He would also introspect
B) He would look at his hurt hands
C) He would get a moment to realize his folly.
D) All the above. Ans (D)
c) What message does the poet give in these lines?
A) The desire of man for progress and advancement has done more destruction than
development.
B) Human beings are Oblivious of the pain they are causing to themselves.
C) They have no care and concern for his fellowmen. D) All of the above.
Ans (D)
d) What is the poetic device used in ‘ hurt hands’ ?
A) Simile B) metaphor C) alliteration D) Onomatopoeia Ans (C)

Answer in 30-40 words (2 marks each)

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1. What will counting to twelve and keeping quiet help us achieve?
The poet asks each one of us to count twelve and then be quiet, silent and
motionless so that at least for once on the surface of the earth no language will be
spoken. We will be able to meditate, reflect and introspect in silence. It will help us
to achieve a sense of togetherness among all, a condition which is important for the
survival of humanity.

2.What is the sadness that the poet ,Pablo Neruda, refers to in the poem, ‘Keeping
Quiet’?
The poet refers to the sadness, which surround man due to not having any time for
himself, of not understanding what he and his fellowmen want. He has no time for
introspection, as a result, he is not able to analyze his own actions and understand its
consequences.
3.Do you think the poet advocates total inactivity and death? Why?
No, the poet does not advocate total inactivity or death. He clearly states that his
asking for stillness should not be confused with inactivity. He only wants to stop inhuman
and destructive activities particularly those involved in war. He wants to live in peace.
4. What are the different types of wars mentioned in the poem? What is Neruda’s
attitude towards these wars?
The poet mentions war against humanity and nature. Green wars, wars with
poisonous gases and wars with fire do no good to any one.
Neruda feels that such wars may bring victory but there are no survivors. It is a
hollow victory. It means there is heavy loss on both sides.

Page 57 of 78
Question Bank - The Third Level (Jack Finney)
Read the extracts given below and attempt by answering the questions that follow. (4x1=4
marks)
Extract 1
The presidents of the New York Central and the New York, New Haven and Hartford
railroads will swear on a stack of timetables that there are only two. But I say there are
three, because I’ve been on the third level of the Grand Central Station. Yes, I’ve taken the
obvious step: I talked to a psychiatrist friend of mine, among others. I told him about the
third level at Grand Central Station, and he said it was a waking dream wish fulfilment. He
said I was unhappy. That made my wife kind of mad, but he explained that he meant the
modern world is full of insecurity, fear, war, worry and all the rest of it, and that I just want
to escape. Well, who doesn’t? Everybody I know wants to escape, but they don’t wander
down into any third level at Grand Central Station.
i. How many levels are there in the Grand Central?
a. Two
b. Three
c. One
d. Four
ii. Why did the author say that there are three levels?
a. He heard from others
b. There are three levels
c. Timetables say so

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 d. He has been to level three
iii. What is ‘waking dream wish fulfilment’?
a. A pleasant wish that one wants to happen
b. A pleasant wish that takes one to the future
c. A pleasant wish which inspire to work
d. A pleasant wish that makes one forget the past
iv. According to Sam why did Charley wish to escape?
a. His wife was mad
b. He wanted to go to third level
c. He wanted to get away from insecurities
d. He wanted to meet his grandfather
Extract 2
I turned into Grand Central from Vanderbilt Avenue, and went down the steps to the first
level, where you take trains like the Twentieth Century. Then I walked down another flight
to the second level, where the suburban trains leave from, ducked into an arched doorway
heading for the subway — and got lost. That’s easy to do. I’ve been in and out of Grand
Central hundreds of times, but I’m always bumping into new doorways and stairs and
corridors. Once I got into a tunnel about a mile long and came out in the lobby of the
Roosevelt Hotel. Another time I came up in an office building on Forty-sixth Street, three
blocks away.
i. Where did the author get lost?
a. Vanderbilt Avenue
b. Second Level
c. Going for subway
d. None of the above
ii. How can you say that author knew Grand Central?
a. He has visited Grand Central many times
b. He has visited Grand Central not many times
c. He didn’t board trains from Grand Central
d. He had studied well the map of Grand Central
iii. Why did the author say that it was easy to get lost in Grand Central?
a. Grand Central has three levels

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 b. Grand Central has two levels
c. Grand Central was huge
d. Grand Central was like a maze
iv. How can you say that the author didn’t come out of expected exits?
a. Once he came out near Roosevelt Hotel
b. Once he came out on Forty-sixth Street
c. Twice the underground tunnels led him far away
d. All the above

Extract 3
To make sure, I walked over to a newsboy and glanced at the stack of papers at his feet. It
was The World; and The World hasn’t been published for years. The lead story said
something about President Cleveland. I’ve found that front page since, in the Public Library
files, and it was printed June 11, 1894. I turned toward the ticket windows knowing that
here — on the third level at Grand Central — I could buy tickets that would take Louisa and
me anywhere in the United States we wanted to go. In the year 1894. And I wanted two
tickets to Galesburg, Illinois.
i. What was the name of the newspaper?
a. Grand Central
b. President Cleveland
c. Galesburg
d. The World
ii. How can we say that the newsboy was selling newspapers from the past?
a. The newspaper talked about President Cleveland
b. The newspaper carried a news of 11.06.1894
c. The news in the newspaper was of a past time
d. The newspaper could be found in a public library
iii. Why tickets bought at third level of Grand Central could take Charley and Louisa to
anywhere in USA?
a. Because in the past for more money you could get less

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 b. Because in the past for less money you could get not much
c. Because inflation results in bringing down the value of currency
d. Because inflation results in increasing the value of currency
iv. Where did Charley want to take his wife?
a. Galesburg, Illinois
b. The Third Level
c. The Grand Central
d. Into the past

Attempt the questions given below in 30-40 words each. (2 marks )

Q1. What does the third level refer to?
A. The third level refers to a railway station in the Grand Central Terminal at New York, USA.
In reality there is no third level as there are only two levels but, in the story, the third level
serves as a portal leading to the past. There’s no logic behind that except the fact that it
helps in some sort of time travel which is theoretically possible.
Q2. Would Charley ever go back to the ticket-counter on the third level to buy tickets to
Galesburg for himself and his wife?
A. It entirely depends on chance. If he could locate the third level then he will surely go for
he is fascinated by the idea of settling in the past as money taken from the present to the
past can have a reverse impact on devaluation of currency and make him rich in the past. Till
the end of the story he is not able to achieve that.
Q3. What is a first day cover?
A. A first day cover is a new stamp with the post mark pasted on an envelope containing a
blank paper. When a new stamp is issued, on the first day, people mail a blank paper to
themselves and then retain that unopened letter with the date on the postmark. Such an
envelope is known as a ‘first day cover’.
Attempt the following questions in 120-150 words (1x5=5)
Q1. “The modern world is full of insecurity, fear, war, worry and stress.’ What are the
ways in which we attempt to overcome them?
A. The different ways by which we attempt to overcome them are by hallucinating, taking
psychedelic drugs (LSD), making virtual friends online, taking part in death defying
adventure sports, watching movies, taking part in various cultural activities, taking up a
hobby and perusing it, taking a break in the form of a holiday or a journey to a destination,

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pampering us in spas and health resorts, going on a spending spree, dabbling in
technological gizmos, flaunting our sexuality and breaking gender stereotypes etc. We try to
indulge in some activity which is neither routine nor necessitated by our livelihood. We
prefer to take controlled risks to get an adrenaline rush. We try to do things which results in
an adventure and which adds thrill and excitement to our life.
Q2. Do you see an intersection of time and space in the story?
A. Yes, the dimensions of time and space overlap each other and creates a bridge between
individual fantasy and public reality. Public time encroaches into personal space. A doorway
through time that expands the boundaries of space is created in the story by means of
Charley’s narrative and Sam’s letter from the past. Space and time come together to mould
a new reality – the third level. Third level is a defined space but that belongs to the past.
However, in the story that space from the past is accessible in the present time. So, the past
becomes present in the story by means of a common and shared space. Third level is the
common space which is from the past but also accessible in the present. The boundaries
between past time and present time is merged in a common space called the third level.
Q2. How does Jack Finney describe Galesburg, Illinois as it was in 1984?
A. The author using words paints a beautiful picture of Galesburg, Illinois as it was in 1894.
The author presents that through the mouth of the central character named Charley.
Charley describes the place as quiet and peaceful. It is far removed from the rush hour of a
modern city. The lifestyle is relaxed, and the residents have enough time for socialising and
leisure. The strong presence of nature adds beauty to the landscape. The community living
there lived a peaceful life among trees, fireflies and picturesque landscape. He refers to the
huge trees and lawns. He also talks about the rural nature of the community contrasted to
the fast-moving life of an urban settlement. Then he also talks about the World Wars
emphasizes how that community was unaware of the death and destruction, fear and
trauma, enmity and hatred of the wars and still lived happily believing in human friendship
and sharing.

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 Journey to the End of the Earth
Page No: 19 Read and Find Out
1. How do geological phenomena help us to know about the history of humankind?
Answer: The geological phenomenon of separating various continents and water bodies
from one compact landmass tells us about the age of existence of human race on the earth.
Six hundred and fifty million years ago, no human race existed on the earth because the
environment was not favorable. After the time when the dinosaurs were wiped out, the
Mammals started existing and after the separation of landmass, the human race started
flourishing on the earth.
Page No: 20
1. What are the indications for the future of humankind?
Answer: The future of the humankind can get in danger if the emission of carbon- dioxide
and other poisonous gases go on in the same manner. These gases deplete the ozone layer
and allow the ultra-violet rays of the sun to enter the earth’s environment. This causes the
rise in temperature of the earth and giving rise to the phenomenon called global warming.
Increased temperature can melt the ice of the Antarctica, and cause other environmental
problems, thus jeopardizing the future of human kind.
Page No: 23 Reading with Insight
1. ‘The world’s geological history is trapped in Antarctica.’ How is the study of this
region useful to us?
Answer: The study of this region of Antarctica gives us insight into the world’s geological
history. It gives an idea, how the earth was like, before it drifted into continents and
countries. It shows how slight changes in the climate can change the shape of the region. It
gives the explanation how the climatic conditions of the earth were not favourable for life
before and how slowly rising temperature made earth a place to sustain life. All secrets are
embedded in the layers of ice in the form of half million year old carbon records.
2. What are Geoff Green’s reasons for including high school students in the Students on
Ice expedition?
Answer: Geoff Green took the high school students to one end of the world, to provide them
the opportunity to develop the respect and understanding for the earth. He wanted to make
the future policy-makers to experience how difficult it would have been for the earth to
sustain life by rising its temperature. He wanted them to understand that any interference in
nature can cause drastic mishappenings in the future when the students see the ice shelves
melting and collapsing, they can estimate the kind of environmental troubles ahead in their
future.
3. ‘Take care of the small things and the big things will take care of themselves.’ What is
the relevance of this statement in the context of the Antarctic environment?
Answer: This statement has great relevance in the context of the Antarctic environment. A
small change in the environment can give rise to drastic developments. Antarctica has a
small biodiversity. The example of small grass called phytoplankton can be studied in this
context. These microscopic grasses undergo the process of photosynthesis and serve as food
for number of marine birds and animals. The author says if there is further depletion of the

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ozone layer, it will affect the phytoplankton’s and the carbon cycle on the globe. This whole
process can jeopardize the existence of all the marine birds and animals. So if we take care
that processes carried over by these small grasses are carried out properly, the bigger
animals and birds will fall into the place on their own.
4. Why is Antarctica the place to go to, to understand the earth’s present, past and
future?
Answer: Antarctica gives us an idea, how the earth would have been like millions of years
ago and how it got divided into various earth masses. The melting and colliding ice masses
also give us an insight into how our future is going to be, if we continue with interference in
the working of the nature. Moreover, Antarctica holds into the depths of its ice half-million
year old carbon records, which are helpful in understanding the past, present and future of
the earth. Therefore, Antarctica is the place which reveals our past, shows our present and
visualizes our future.

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 THE TIGER KING’ by KALKI

Questions and Answers:

1. What was the miracle that took place in the royal palace?
When the Maharaja was a 10 day old infant spoke and asked intelligent questions about his death.
After knowing that he would be killed by a tiger he uttered saying “Let tigers beware.”
2. How was the Tiger King brought up?
As a child the Tiger King was brought up by an English nanny and tutored in English by an
Englishman. He was given the milk of an English cow. Like many other Indian crown princes he
watched only English movies.
3. What did the State astrologer say he would do ‘if the hundredth tiger were also killed’?
The State astrologer was so sure of his prediction that he announced that he would cut off his
ceremonial tuft, crop his hair short and become an insurance agent in case the king was able to kill
the 100th tiger, too. He was sure that the Maharaja’s death would be caused by the 100 th tiger.
4. What did the high-ranking British officer wish to do? Was his wish fulfilled?
The high-ranking British officer wanted to kill a tiger. When he was denied the permission for
hunting, he sent a word to the king that he would be happy if he was allowed to get photographed
with the dead body of a tiger killed by the king. However, his wish remained unfulfilled.
5. How did the Maharaja manage to save his throne?
The Maharaja had annoyed the visiting senior British officer over the issue of tiger-hunting and
‘stood in danger of losing his kingdom itself’. So, the Maharaja and the Dewan decided to placate
and pacify the officer through bribe by sending gifts of expensive diamond rings to the ‘duraisani”,
the wife of the British officer. Thus he managed to save his throne.
6. How did the ‘duraisani’ behave on receiving the gifts?
Some fifty samples of expensive diamond rings were sent to the duraisani and it was expected
that she would select on or two and return the rest. But the lady proved to be greedy as she
retained all of them and merely sent a letter of thanks.
7. Why did the Maharaja’s tiger killing mission come to a sudden still?
Within ten years Maharaja’s tiger hunting had resulted in the killing of seventy tigers. However his
tiger killing mission came to a sudden standstill because the tiger population became extinct in the
forest of Pratibandapuram.
8. Why did the Maharaja suddenly decide to marry? Whom did he wish to marry?
The Maharaja suddenly decided to marry because firstly, he was of marriageable age and
secondly, he wanted to kill thirty more tigers in his father-in-law’s state in order to complete the
tally of hundred tigers .For this reason he wished to marry a girl in the royal family of a state with
a large tiger population.
9. Why did Maharaja order the dewan to double the tax?
The Maharaja called the dewan and ordered him to immediately double the tax of the villagers
who had informed him of a tiger in the forest because despite his best efforts he was unable to
locate the beast. This infuriated the Maharaja.
10. What did the Maharaja buy as a birthday gift for his son?
The Maharaja wished to give his son a very special gift on his birthday and he bought a wooden
toy tiger as a perfect birthday gift for his son.

11. How did the king’s arm become seriously infected?

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The king’s arm had got infected from a prick caused by one of the slivers on the wooden tiger. In
one day, the infection got flared in the Maharaja’s right hand and in four days it developed into a
suppurating sore which spread all over the arm. Though he was operated yet he died.

Long answer type question

1. How did the Tiger King meet his end? What is ironical about his death?
The wooden toy tiger the king had got as a birthday present for his son had been carved by an
unskilled carpenter. It had a rough surface with tiny slivers of wood standing up like quills all over
it. One of those slivers pierced the Maharaja’s right hand and although the king pulled it, his arm
got infected. In four days, it developed into a suppurating sore and spread all over the arm. The
king died while being operated upon.
The king’s death is ironical but not surprising for the reader who is, in fact, looking forward to it.
Having ‘killed’ the 100th tiger, the king is jubilant for he has fulfilled his vow and disproved the
prediction of the royal astrologer. He is now at ease for he thinks he cannot die of a tiger’s attack.
No wonder, he orders the ‘dead’ tiger to be taken in a procession through the town and gets a
tomb erected over it. All this while he does not know that the 100th victim was not killed by him
but by other hunters. That is indeed quite ironical. Death is lurking around him and the king is
unaware of it. Again, it is ironical that a king who has killed 100 tigers and is bold and fearless dies
of a mere ‘sliver’ on the body of a wooden tiger. Thus, ironically death does come to him from a
tiger. .

2.The astrologer’s prediction about the death of the Tiger King came to be true. Do
you agree with this statement?
Answer. I agree with the statement that the astrologer’s prediction about the death of the
Tiger King came to be true.
The astrologer had predicted that Tiger King would be killed by a tiger and he should be
wary of the hundredth tiger.
This statement of the astrologer forced the king to go on a killing spree. The hundredth
tiger was not killed by the king himself but by the hunters, who found out that the old tiger
had not died by the bullet of the king but only fainted by the bullet whizzing past him. .
The hundredth tiger was a wooden toy tiger which the king had presented to his three-year
old son. It killed the king merely by a sliver of wood protruding form it that pierced his right
hand. The wound developed pus and it soon spread all over the arm. The best surgeons
failed to save the king and thus, the astrologer’s prediction about the death of the Tiger
King proved to be correct.

VALUE BASED QUESTIONS

1. The tiger king proved that - ‘Power corrupts and absolute power corrupts absolutely’ Today’s
political order presents a similar picture. It is time to realize that authority and power should be
used for the benefit of the masses. Write a speech for the school assembly on this theme.

Suggested Value points - Understand that democracy means by the people, for the people, of the
people. - Every act of ours to be directed towards upliftment of the poor. - Learn to take criticism in
the right spirit. - Practise simple living and high thinking. - Not to misuse power / clout – to amass
wealth. - Understand that they are just guardians of people’s wealth. - Be patriotic in the real sense

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 of the word. Textual inputs: • Was obsessed to keep his throne at the cost of the people of
Pratibandapuram.

2. It is understood from the lesson ‘The tiger king’ by Kalki that the king was surrounded by people
who obeyed him out of fear and there was a lack of good counseling from his ministers to run his
kingdom for the good of the people. How important is it to have a good council of ministers for
the good governance of the country?

Suggested Value points - Elected ministers should place the country before self. - the head should
mercilessly remove the corrupt ministers. - there should be a strong judiciary - law and order
should be in the hands of honest officers. - bureaucracy should be strong and transparent. Textual
inputs: • The dewan humouring the king and playing upto his idiosyncracies .

3. The fascination for everything English is brought out beautifully in the lesson ‘The tiger king’ by
Kalki. The Maharaja of Pratibandapuram is given an ‘English’ upbringing. How can love for one’s
country be inculcated against all odds?

Suggested Value Points: - aping the west should be stopped - willness to serve the country should
be there - understand our age old culture and build up on family values rather than seeking
personal gains Textual inputs: • The king was more bothered about his throne than to serve the
country

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The Enemy (Pearl S. Buck)
1. Who was Dr. Sadao?
A) An Iranian Doctor
B) An American doctor
C) A Japanese doctor
D) None
2. Why did the General not pass orders to arrest Dr. Sadao for giving space to a whiteman?
A) because he trusted him
B) because he needed him
C) General was not in good health and needed his services
D) None
3. Why did Hana wash the wounded man herself?
A) Because of her servants
B) because her servants ran away
C) because her servants refused to help an American enemy soldier
D) none
4. Why did the servants refuse to help ?
A) out of fears
B) because of superstitions
C) because he was an American Soldier
D) All these
5. How did Doctor get rid of the American Soldier?
A) by giving him instructions
B) by giving him flaslight to use in times of distress
C) by asking him to row to the island
D) All these

6. What was General's plan for American soldier?

A) he wanted him to reach safely
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B) will inform his country
C) will get him assassinated by some private assassins
D) none
7. Why did the servants leave Dr.'s House?
A) Because he was wounded
B) because he was dirty
C) Because he was an American Soldier and they didn't like him
D) All
8. Where did Dr find American soldier?
A) in the park
B) in the battlefield
C) outside his house
D) none
9. Why did Dr. help an enemy soldier?
A) because he was an ethical and sincere doctor
B) because he was his friend
C) because he knew him
D) none
10. What kind of person Dr Sadao was?
A) an excellent doctor
B) a compassionate human being
C) Sincere and responsible citizen
D) All these

11. Why did Dr. Sadao go to America?

A) to meet the soldiers
B) to meet his friends
C) to travel
D) to study surgery and medicine which was his father's wish

12. What did Doctor give to the soldier?

A) his boat
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B) food to eat
C) flashlight to use in distress
D) All these

13. Where did Dr. meet Hana?

A) in Japan
B) in his neighbour
C) in the battlefield
D) at professor Harley's house in America

14. Now Sadao remembered the wound and with his expert fingers he began to search for it.
Blood flowed freshly at his touch. On the right side of his lower back Sadao saw that a gun wound
had been reopened.
The flesh was blackened with powder. Sometime, not many days ago, the man had been shot
and had not been tended. It was bad chance that the rock had struck the wound.
(a) Who was wounded?
(i) Sadao (ii) Hana (iii) soldier (iv) Yumi (b)
Which word best suits ‘trained’ in the extract?

(i) touch (ii) tended (iii) expat (iv) expert

(c) What kind of wound the man had?
(i) it was a knife stab (ii) it was an injury (iii) it was a gun shot (iv) it was due to spikes on
rocks
(d) How old was the wound?
(i) few days old (ii) a month old (iii) a week old (iv) many days old

SHORT ANSWER TYPE QUESTIONS

1. Who was Dr Sadao? Where was his house?

Dr Sadao was a famous Japanese surgeon and a scientist. He was perfecting a discovery which
would render wounds entirely clean. His house was located next to a narrow beach. The beach
was outlined with bent pines. A little uninhabited island also existed near his house. In storm, it
had been submerged. A mile or two on either side of the house was a fishing village, but near his
house, there existed only the bare and lonely coast, dangerous with rocks. The water beyond the
beach was spiked with rocks.
2. What did Dr Sadao and his wife do with the man?
Dr Sadao operated the wounded man. The operation was successful. Dr Sadao knew that the
wounded man would now be out of danger. So he and his wife decided to give him to the police as
a prisoner of war. However, the man was very weak. Thus, they decided to keep him till he
recovered, so that later they could decide, what to do with him.
3. What did Dr Sadao do to help Tom escape to freedom?

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Dr Sadao knew that the wounded American sailor, Tom could be arrested any time. So he decided
to help him in escaping. He decided to give his private boat with food and clothes in it. He could
row it to a little island not far from the coast. Nobody lived there. In this way, he could escape to
freedom.
4. Why did the messenger come to Dr Sadao? What did Hana think about it? [CBSE (AI) 2010]
Dr Sadao had been summoned to the palace to treat the ailing General. This relieved Hana,
since she expected it to be a punishment for helping and providing refuge to an enemy. As the
General was ill, he could require an operation any moment. Hana got very anxious to think
about the consequences her family might have to face for harbouring an enemy soldier. When
an official in uniform knocked her door, she thought that he might have come to apprehend
her husband.
5. Why did Hana wash the wounded soldier herself? [CBSE Delhi 2011, 2012]
Hana helped the wounded man and washed him herself. The wounded American was in a very bad
state and needed to be washed before being operated on. Hana did not want Dr Sadao to clean
the dirty and unconscious prisoner, and so asked their servant, Yumi, to do so. However, Yumi
defied her master’s order and did not help. She thought she would be punished by law for being a
traitor to her country. As a result, Hana had no other option but to wash him herself.
6. Why did the General overlook the matter of the enemy soldier?
The General had an attack and according to Dr. Sadao he could not survive the second attack. So if
Dr. Sadao was arrested, no other doctor was capable of performing the operation. So for
furthering his selfish needs he overlooked the matter and promises to send his assassins. But he
was so self-absorbed, he forgot about it.

7. How was the plan of the prisoner’s escape executed in the story?
The prisoner was successful in his escape only because of the right guidance and help from Dr.
Sadao. He provided him his boat, gave his food, made him wear Japanese cloths and also helped
him in comfortable sail to a nearby island.
8. Why did the servants leave Dr. Sadao’s house?
They were not in favour of keeping the American prisoner hidden in the house. They also did not
want Dr. Sadao to save his life as he was the enemy. Also, if the police come to know of it, all their
lives would be in danger. So they left the house.
9. Who was the white man whom Dr. Sadao and Hana found?
The white man was an American soldier as evident from his clothes. They guess that he was a
prisoner of war from his cap that said ‘Navy Seals’
10. Who was Sadao’s wife? Where had he met her? Why did he wait to fall in love with her?
Ans. Hana was Sadao’s wife. He had met her by chance at an American professor’s house.
Professor Harley and his wife had been kind people. They held a party at their home for their few
foreign students. Hana was a new student. He waited to fall in love with her until he was sure she
was Japanese. It was because his father would never have received her unless she had been pure
in her race.
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11. What dilemma did Sadao face about the young white man?
Ans. The white man was wounded. He needed immediate medical care. Dr Sadao could do so. But
if they sheltered a white man in their house, they would be arrested. On the other hand, if they
turned him over as a prisoner, he would certainly die. Dr Sadao was in a fix. It was difficult for him
to come to any decision.
12. What was the attitude of Sadao and Hana towards the white man?
Ans. They stared upon the inert figure of the white man with a curious repulsion. Both talked of
putting him back into the sea, but neither of them was able to do so alone. They hesitated. Sadao
said that being American, the man was his enemy. He would have handed him over to the police if
he had not been wounded. But since he was wounded… He left the sentence incomplete, implying
that he couldn’t do so.
13. What solution did Hana offer to resolve Sadao’s predicament?
Ans. Hana found that neither of them could throw the white man back into the sea. There was
only one thing to do. They must carry the man into their house. They must tell the servants that
they intended to hand him over to the police. She reminded her husband of his position and
children. It would endanger all of them if they did not give that man over as a prisoner of war.
14. How did the servants react when their master told them about the wounded white man?
Ans. The servants were frightened and puzzled. The old gardener told Hana that the master ought
not to heal the wound of that white man. He said that the white man ought to die. First he was
shot. Then the sea caught him and wounded him with her rocks. If the master healed what the
gun and the sea had done, they would take revenge on them.
15. Why had Hana to wash the wounded man herself ?
Ans. Hana told Yumi to fetch hot water and bring it to the room where the white man was. Yumi
put down the wooden bucket, but refused to wash the dirty white man. Hana cried at her
severely. She told her to do what her master commanded her to do. The fierce look of resistance
upon Yumfe dull face made Hana afraid. Under these circumstances, Hana had no option but to
wash the white man herself.
16. How did Harm look after the white man? How did he react?
Ans. Hana had to serve him herself, for none of the servants would enter the room. She did not
like him and yet she was moved to comfort him. She found the man quite weak and terrified. She
knelt and fed him gently from the porcelain spoon. He ate unwillingly but still he ate.
17. How did Hana react when she saw a messenger at the door in official uniform?
Ans. Hana was working hard on unaccustomed labour. When she saw the uniformed messenger,
her hands went weak and she could not draw her breath. She feared that the servants must have
told everything already. She thought that they had come to arrest Dr Sadao.
18. Why, do you think, had the messenger come to Dr Sadao’s house? How did Hana react to
the message and what did the messenger take exception to?
Ans. The messenger had arrived there to ask Dr Sadao to come to the palace as the old General
was in pain again. In her anxiety for her husband’s safety, Hana asked if that was all. The

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messenger took exception to the word ‘all’ and enquired if that was not enough. Hana apologised
for the error.
19. What plan did the old General suggest for getting rid of the ‘man’?
Ans. He thought that it would be best if the white man could be quietly killed—not by the doctor,
but by someone who did not know him. He offered to send two of his private assassins any night
to his home. These capable assassins would make no noise. They knew the trick of inward
bleeding. They could even remove the body. Dr Sadao had to leave the outer partition of the room
open and this made restless.
20. What plan did Dr Sadao devise to get rid of the man?
Ans. Dr Sadao devised the plan of letting the man escape to the nearest uninhabited island. He
told the man everything. He put his boat on the shore with food and extra clothing. He advised
the man to row to the little island not far from the coast. He could live there till he saw a Korean
fishing boat pass by.
21. How was the plan of the prisoner’s escape executed?
Ans. Dr Sadao had put food and bottled water in his stout boat. He also put two quilts. After
supper, he cheked the American again. He gave him his flashlight and told him to signal two
flashes if he needed more food. One signal would mean he was OK He had to signal at sunset and
not in the darkness. The man was dressed in Japanese clothes and his blond head was covered
with a black cloth.
LONG ANSWER TYPE QUESTIONS
1. Why did Sadao Hoki go to America? What do you learn about his experiences there?
Ans. Sadao’s education was his father’s chief concern. So he had been sent at twenty-two to
America to leam all that could be learnt of surgery and medicine. He studied there for eight years
and returned to Japan at thirty. Before his father died, Sadao had become famous not only as a
surgeon, but also as a scientist.
He had had great difficulty in finding a place to live in America because he was a Japanese. The
Americans were full of prejudice and it had been bitter to live in it, knowing himself to be superior
to them. An ignorant and dirty old woman at last consented to house him in her miserable home.
He found her repulsive to him even in her kindness.
One of his American professors and his wife were kind people. They were anxious to do something
for their few foreign students. But their rooms were quite small, the food was very bad, the
professor was a dull person and his wife was a silly talkative woman.
2. Do you think the doctor’s final solution to the problem was the best possible one in the
circumstances?
Suggested Answer / Value Points
It is the best possible option-general had promised him that he would get the soldier quietly killed
through his private assassins-but he forgot to get rid of- Dr. Sadao could do nothing-he wanted to
get rid of the wounded soldier-as the servants had left the house-and news could be spread-so he
devised his own plan to get the soldier off to the nearby island-managed his boat for the soldier

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and instructed him. The white soldier took leave of him and followed his instruction and managed
to escape safely. Thus all this proves that that was the only way out for Dr. Sadao to the problem.
3. What will Dr Sadao and his wife do with the man?
Ans. Dr Sadao and his wife, Hana, had told the servants that they only wanted to bring the man to
his senses so that they could turn him over as a prisoner. They knew that the best possible course
under the circumstances was to put him back into the sea. However, Dr Sadao was against
handing over a wounded man to the police. He dedded to carry him into his house. He operated
upon him and extracted the bullet from his body. He kept the white man in his house. He and his
wife looked after him and fed him till he was strong enough to walk on his legs. .
4. What will Dr Sadao do to get rid of the man?
Ans.Dr Sadao had told the old General that he had operated upon a white man. The General
promised to send his private assassins to kill the man silently and secretly at night and remove his
body. Dr Sadao left the outer partition of white man’s room open. He waited anxiously for three
nights. The servants had left their house. His wife Hana had to cook, clean the house and serve the
wounded man. She was unaccustomed to this labour. She was anxious that they should get rid of
the man.
Dr Sadao told Tom, the white man, that he was quite well then. He offered to put his boat on the
shore that night. It would have food and extra clothing in it. Tom might be able to row to the little
island which was not far from the coast. It had not been fortified. The .water was quite deep.
Nobody lived there, as it was submerged in storm. Since it was not the season of storm, he could
live there till he saw a Korean fishing boat pass by. He gave the man his flashlight. He was to signal
twice with his flashlight at sunset in case his food ran out. In case, he was still there and all right,
he was to signal only once.
Dr Sadao gave the man Japanese clothes and covered his blond head with a black doth. In short,
Dr Sadao helped the man to escape from Japan. At the same time he also got rid of the man.
5. Dr Sadao was compelled by his duty as a doctor to help the enemy soldier. What made Hana,
his wife, sympathetic to him in the face of open defiance from the domestic staff?
Ans. Dr Sadao and his wife, Hana, together lifted the wounded man and carried him to an empty
bedroom in their house. The man was very dirty. Sadao suggested that he had better be washed.
He offered to do so if she would fetch water. Hana was against it. She suggested that the maid,
Yumi, could wash the man. They would have to tell the servants. Dr Sadao examined the man
again and remarked that the man would die unless he was operated upon at once. He left the
room to bring his surgical instruments.
The servants did not approve of their master’s decision to heal the wound of a white man. Even
Yumi refused to wash the white man. There was so fierce a look of resistance upon Yumi’s round
dull face that Hana felt unreasonably afraid. Then she said with dignity that they only wanted to
bring him to his senses so that they would turn him over as a prisoner. However, Yumi refused to
have anything to do with him. Hana asked Yumi gently to return to her work.
The open defiance from the domestic staff hurt Hana’s feelings. She had told the servants to do
what their master commanded them. She was convinced of her own superiority. She now became
sympathetic to her husband and helped him in his efforts to heal the wounded man.

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Though the sight of the white man was repulsive to her, she washed his face and his upper body.
She prepared herself to give him the anaesthetic according to her husband’s instructions. She had
never seen an operation. She choked and her face turned pale like sulphur. She felt like vomiting
and left for a while. She returned after retching and administered anaesthetic to the man. Thus
she co-operated with her husband fully to save the wounded man.there and this situation was full
of risk for himself as well as for the doctor and his family. Thus it is quite clear that the reluctance
of the soldier was caused by the single motive of self-preservation. He knew from the treatment
he had received from the couple that they would save him.
6. What will Dr Sadao do to get rid of the man?
With the injured American’s health gradually improving, Dr Sadao and Hana were in a fix as to
what should be done with him. However, finally Dr Sadao will succeed to get rid of him. Their loyal
servants had left them. Keeping him in their house could pose a threat to their lives as well. As
Hana’s impatience and distress grew, Dr Sadao revealed the matter to the General who decided to
send assassins to kill the young American in his sleep. Keen on getting rid of the escaped war-
prisoner, Dr Sadao agreed. However, the matter could not be resolved because the assassins
never came. Dr Sadao then planned another way to get rid of him which was overpowered with
sympathy and a distant gratitude towards the people he had been linked to in America. He
decided to save his patient one more time. He secretly sent him to an isolated island with food,
bottled water, clothes, blanket and his own flashlight on a boat from where he boarded a Korean
ship to freedom and safety.
7. Why did Sadao Hoki go to America? What do you learn about his experiences there?
Ans. Sadao’s education was his father’s chief concern. So he had been sent at twenty-two to
America to leam all that could be learnt of surgery and medicine. He studied there for eight years
and returned to Japan at thirty. Before his father died, Sadao had become famous not only as a
surgeon, but also as a scientist.
He had had great difficulty in finding a place to live in America because he was a Japanese. The
Americans were full of prejudice and it had been bitter to live in it, knowing himself to be superior
to them. An ignorant and dirty old woman at last consented to house him in her miserable home.
He found her repulsive to him even in her kindness.
One of his American professors and his wife were kind people. They were anxious to do something
for their few foreign students. But their rooms were quite small, the food was very bad, the
professor was a dull person and his wife was a silly talkative woman.

8. What was the dilemma that Sadao faced when he saw a wounded, young white man washed
to his doorstep? What solution did his wife, Hana, offer to resolve his (Sadao’s)
predica¬ment?
Ans. The young white man was bleeding. He had a bullet wound on his lower back. He needed
immediate medical attention. Dr Sadao, an eminent surgeon, could do so. But if they sheltered a
white man in their house, they would be arrested. On the other hand, if they tinned him over as a
prisoner, he would certainly die. Neither of them could put him back into the sea and get rid of
him. They were true humanist. So, they hesitated.

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Sadao declared that being an American, the man was his enemy. He would have handed him over
to the police if he had been hale and hearty. But since he was wounded… He left the sentence
unfinished implying that he could not do so as he had been trained not to let a man die if he could
help him.
Hana suggested that they must carry the man inside the house. They must tell the ser¬vants that
they intended to hand him over to the police. She reminded her husband of his position and the
children. It would endanger all of them if they did not hand that man over as a prisoner of war. His
doubts were removed and they decided to carry the man into their house.
9. How did the servants initially react to the presence of a white man in their masters house?
Ans.When Dr Sadao told the cook and the gardener about the wounded young white man, they
had brought inside the house, the two servants were frightened and puzzled. The *
superstitious old gardener looked so annoyed that he pulled the few hairs on his upper lip.

He bluntly told Hana that the master ought not to heal the wound of that white man. He said that
the white man ought to die. First he was shot. Then the sea caught him and wounded him with
her rocks. If the master healed what the gun and the sea had done, they would take revenge on
them.
Even the maid, Yumi, refused to wash the man though Hana cried at her severely and told her to
do what the master had commanded her to do. The servants seemed to be in a defiant mood. The
fierce look of resistance upon Yumi’s dull face frightened Hana. She thought that the servants
might report something that was not as it happened. She main¬tained her dignity and told the
maid that they wanted to bring him to his senses so that they could turn him over as a prisoner.
Even this explanation failed to convince Yumi and she refused to do anything for the white man.
Since the white man was not handed over to the police, even after a week, all the servants left on
the seventh day after that.
10. Under what circumstances did Dr Sadao let the wounded white man escape? Was it lack
of national loyalty, professional ego and sentimentality, human consideration or just an
attempt to save his skin?
Ans. Dr Sadao had no love for the repulsive Americans and he considered them his enemies.
Unfortunately, the sea-waves pushed a wounded white man to his doorstep. He knew that the
best possible thing was to throw him back into the sea. He could not handover a wounded
‘enemy’ to police because he would certainly die. Being a doctor, he could save him and not kill
him. His efforts to get him removed with the help of the old General’s private assassins did not
bear fruit.
He was under a severe strain. His domestic servants had left him. His wife had to do
unaccustomed labour and run the household. Moreover, his wife was anxious about his safety.
They might be arrested for harbouring an enemy prisoner of war and condemned as traitors.
Dr Sadao let the man escape in the larger interest of professional ethics and human consideration.
He rose above narrow national loyalty and sentimentality. He did not think of himself as the
General had already assured him that no harm would be caused to him. The matter remained
unreported and closed from public eyes and ears. The servants returned after the white man had
“left”. Everything became normal again.

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11. What was the General’s plan to get rid of the American prisoner ? Was it executed ?
What traits of the General’s character are highlighted in the lesson ‘The Enemy’? [All India
2014]
Ans. The General made a plan to get rid of the American prisoner by sending his personal assassins
to kill the prisoner. He also wanted to remove the body of American prisoner from Sadao’s house.
But, unfortunately he could not succeed in his attempt. The plan was i not executed. The General
could not send the assassins.
The General had an unusual sense of humour as well as frankness and ability to admit his mistake.
Dr. Sadao keeps on waiting for three nights for the assassins who fail to turn up. He loses his rest
and sleep. Finally he lets the white man escape. When Dr. Sadao tells the General that the man
has escaped, the General admits that he forgot his promise. It was carelessness of him but not the
lack of patriotism. It is his self-absorption and instinct of preserving himself that saves Dr. Sadao
and his family being arrested.
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