LAST LESSON

Q1. What was Franz expected to be prepared with for school that day?
Ans. Franz was expected to be prepared with participles that day. His teacher M Hamel,
was to question him on the topic.
Q2. What did Franz notice that was unusual about the school that day?
Ans. Usually, when school began, there was a great bustle, which could be heard out in
the street. But it was all very still that day. Everything was as quiet as Sunday morning.
There was no opening or closing of desks. His classmates were already in their places. The
teacher’s great ruler instead of rapping on the table, was under M. Hamel’s arm.
Q3. What did Franz notice that was unusual about the school that day?
Ans. Usually, when school began, there was a great bustle, which could be heard out in
the street. But it was all very still that day. Everything was as quiet as Sunday morning.
There was no opening or closing of desks. His classmates were already in their places. The
teacher’s great ruler instead of rapping on the table, was under M. Hamel’s arm.
Q3. What did Franz see when he passed the town hall?
Ans. When Franz passed the town hall he saw a crowd in front of the bulletin board. He
thought to himself what the matter was and what bad news awaited them.
Q4. What was the bulletin board news that caused a change in the school?
Ans. The bulletin board news that caused a change in the school was that, that day was
going to be the last French lesson for the schools of Alsace and Lorraine. The order had
come from Berlin to teach only German in the schools and their new German teachers
would come the next day.
Q5. How did Franz's feelings about M. Hamel and school change?
Ans. Before this day of the last lesson, Franz had never loved his French lesson nor ever
admired M. Hamel. He was of course afraid of his teacher M. Hamel and his terrible iron
ruler. He had often missed school for enjoying himself. He had been seeking bird’s eggs or
going sliding on the Saar instead of learning his lessons.
Today he felt sorry for all that. Till then his books had seemed such a nuisance to him.
Grammar and the history of the saints seemed too heavy to carry. Now these books seemed
like old friends which he couldn’t give up.
He had all along hated M. Hamel’s ruler and thought him cranky. The up thought of his
going away made him forget all that. He feels much pity for him. He repeatedly calls him
a ‘poor man’. He realises M. Hamel’s love for the school where he had spent 40 years of
his life. Finally Franz says that M. Hamel had never before looked so tall. Thus Franz’s
feeling were completely changed on the day of his last French lesson.
Q6. What was unusual about M. Hamel’s dress on his last day in the school?
Ans. On the day of his last French lesson M. Hamel was expectantly kind. He had put on
his beautiful green coat, frilled shirt and an embroidered black silk cap that he normally
wore only on inspection and prize days. In his last lesson he explains everything with
unusual patience as if he wants to teach them everything he has ever learned in their last
French class.
Q7. Franz thinks, “Will they make them sing in German, even the pigeons?” What
could this mean?
Ans. In the chapter ‘The Last Lesson’, France loses two districts to Germany. The Germans
pass the order that from now on, only German will be taught in the schools of those
districts.
As Franz is attending his last class in French, he suddenly hears the pigeons on the roof,
cooling in a low tone. He wonders whether the Germans will make the pigeons to sing in
German too. This remark is a French boy’s typical reaction to the imposition of learning
German. This also shows the extent to which the Germans would go in their attempt at
forcing their language and culture on the territories they had occupied in war.
It makes it clear that man has a strong desire to impose his will upon others and to subdue
others. In this strife-ridden world, there is a strong need for compassion, tolerance and
brotherhood, which alone can lead us towards peace and prosperity.
Q8. “When a people are en slaved, as long as they hold fast to their language it is as
if they had the key to their prison.”
Can you think of examples in history where a conquered people had their language
taken away from them or had a language imposed on them?
Ans. Mother Tongue helps a person to express his feelings and thoughts most lucidly and
intimately. Conquerors try to subdue and control the people of the enslaved territory by
enforcing many measures such as use of force to crush dissent and imposing their own
language on them.
From time immemorial the victorious nations have imposed their own language on the
conquered people and taken away their own language from them. The Romans conquered
many parts of Europe and replaced the local languages by their own language— Latin.
Later on Spanish, Portuguese, Italian and French developed from Latin. The Muslim
invaders imposed Arabic and Persian in the countries of Asia overpowered by them. In
many Arab countries the local religion and language have disappeared. In India, a new
language Urdu developed from the mixture of Persian and Hindi.
Q9. What happens to a linguistic minority in a state? How do you think they can
keep their language alive?
For example:
Punjabis in Bangalore
Tamilians in Mumbai
Kannadigas in Delhi
Gujaratis in Kolkata
Ans. The linguistic minority in any state is easily marked and faces the same
discrimination as the religious, social or ethnic minorities. There is, however, a
pronounced difference in the treatment meted out and the level of acceptance displayed
by the majority community in that region/city. Some cities like Delhi, Mumbai are
cosmopolitan in outlook.
The linguistic minority tries to preserve its identity through an intimate contact,
interaction and preservation of their language in social get-togethers, family functions and
festivals of their own region. Adherence to social customs and traditions in family
gatherings/group meetings of women also promote the unity between members of the
linguistic minority.
In short, they create a mini-Punjab in Bangalore, mini-Chennai in Mumbai, mini-
Bangalore in Delhi and mini-Surat in Kolkata.
Q10. “What can be the matter now?” says Franz. Why, do you think, did he make
this comment?
Ans. There was a bulletin-board near the town-hall. When Franz passed by it, he noticed
a crowd there. He did not stop to look at it. He wondered what could be the matter then.
For the last two years they had received all the bad news from the bulletin-board—the lost
battle, conscription and the orders of the commanding officer.
Q11. Who was Wachter? What did he ask Franz and why? How did Franz react?
Ans. Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz not
to go so fast to his school. He added that the little boy would get to his school in plenty of
time. Wachter had read the latest bulletin about teaching of German. Franz thought that
the blacksmith was making a fun of him. So, he ran to the school and reached there
breathless.
Q12.What did Wachter tell Franz? What was the latter’s response?
Ans. Wachter, the blacksmith on reading the latest bulletin about the teaching of German
told Franz not to go so fast. He added that he would get to school in plenty of time. Franz
thought Wachter was making fun of him so he rushed to school.
Q13. What was the usual scene when Franz’s school began in the morning?
Ans. Usually, when the school began, there was a great bustle. The noise could be heard
out in the school. Students opened and closed their desks. They repeated the lessons
together very loudly. They kept their hands over their ears to understand better. The
teacher would go on rapping the table with his great iron ruler.
Q14. Why did Franz think of running away from school that morning?
Ans. Franz didn’t want to go to school that day because it was a fine warm day. The
weather was very fine and there were birds chirping at the edge of the woods. He heard
the sound of the Prussian soldiers drilling at the back of sawmill. Moreover, he was already
late for the school and had not prepared his lesson on participles. He knew that he would
be scolded by the teacher for that. So he wanted to run away from school.
Q15. How had Franz hoped to get to his desk? What had he to do and why?
Ans. Franz had hoped to get to his desk unseen during the commotion. But that day it
was very quiet. So, Franz had to open the door and go in before everybody. He blushed as
he was late. He was frightened that the teacher might rebuke him, but M. Hamel spoke
kindly to him that day.
Q16. After sitting down at his desk what unusual things did Franz observe about M.
Hamel?
Ans. Franz realised that M. Hamel was not his usual cranky self and said nothing to him
even though he was late for the class. Moreover their teacher was wearing his beautiful
green coat, his frilled shirt and the little black silk cap, all embroidered, that he wore only
on special days in school.
Q17. Why Franz was scared that day? What did he see on his way to school and how
did he get to his desk
Ans. Franz was not good at learning. He would rather take the day off and waste time in
searching birds’ eggs or going sliding on the Saar. Franz was scared that day because M.
Hamel had said that he would question them on participles. Franz did not know anything
about participles.
He found that the day was warm and bright. The birds were chirping at the edge of the
woods. The Prussian soldiers were drilling in the open fields. There was a crowd in front
of the bulletin-board near the town-hall.
Franz found the school room unusually quiet. So, he had no option but to open the door
and go in before everybody. He blushed and was frightened of the teacher. M. Hamel spoke
very kindly to him and asked him to go to his place quickly. Franz jumped over the bench
and sat down at his desk.
Q18. What was Franz’s reaction when he learnt that he was attending his French
lesson for the last time?
Ans. He felt sorry that he had not learnt his lessons and wasted his time in seeking birds’
eggs and going sliding on the Saar. He felt that his books which were such a nuisance a
while ago and heavy to carry were now like old friends that he didn’t want to give up at
all. The teacher whom he thought to be so cranky now appeared to be a friend.
Q19. What tempted Franz to stay away from school?
Ans. Franz was not prepared Tor the test on participles. The Prussian soldiers were drilling
in the open field at the back of sawmill. The birds were chirping at the edge of woods.
These things tempted him. So he hurried off to school.
Q20. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?
Ans. He thought it typical with the people of Alsace. They would put off learning till
tomorrow. Parents are not quite anxious to have their children learn. They put them to
work on a farm or at the mills in order to have a little more money. The teacher got his
flowers watered or gave them a holiday. He too neglected their lessons.
Q21. Why were the elders of the village sitting in the classroom?
Ans. M. Hamel was taking the class of last French lesson. That is why elders of the village
were sitting in the classroom to attend it. It was done not only to pay respect to M. Hamel
but to pay respect to his own language.
Q22. Why were some elderly persons occupying the back benches that day?
Ans. The elders of the village were sitting in the classroom as a mark of respect which they
wanted to show for their language and their country. They felt sorry for not having learnt
their language and wanted to thank M. Hamel for his forty years of faithful service.
Q23. Why does M. Hamel reproach himself for his students’ unsatisfactory progress
in studies?
Ans. M. Hamel reproaches himself for his students’ unsatisfactory progress in studies
because he has given them his own personal work to do during school time. Besides, he
also gave them a holiday when he wanted to go fishing. He also tells the villagers that they
should reproach themselves for not having learnt their language.
Q24. Why had the villagers come to school that day? How did they look?
Ans. The villagers had come there to thank M. Hamel for his forty years of faithful service.
They also wanted to show their respect to the country that was theirs no more. They were
sorry that they had not gone to school more. They were sitting quietly and looked sad.
Q25.How did Franz enjoy their lesson in writing?
OR
How did Franz and other boys enjoy their lesson in writing?
Ans. M. Hamel had made copies for the class. The words ‘France, Alsace, France, Alsace’
were written on them in a beautiful round hand. The pupils set to work quietly.
Q26. How did M. Hamel behave as the last lesson came to an end?
Ans. M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say some
parting words, but something choked him. Then he wrote “Vive La France!” on the
blackboard with a piece of chalk. Then he stopped. He leaned his head against the wall.
Without a word, he made a gesture to the students with his hand to permit them to go as
the school was over.
Q27. “He had the courage to hear every lesson to the very last.” What led Franz to
make this remark?
Ans. Franz noticed that M. Hamel was feeling sad on having to leave the place sifter 40
years and not being allowed to teach French any longer. Yet, he kept control on his
emotions. He performed his duties faithfully. He heard every lesson to the last. The school
was dismissed only at mid-day prayer time.
Q28. What happened when the lesson in history was over?
Ans. After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu. Old
Hauser, who was sitting at the back of the room, had put on his spectacles. He was holding
his primer in both hands. He was spelling the letters with the babies.
Q29. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene
does he remember more vividly than the others?
Ans. The narrator remembers the scene of old Hauser spelling the letters from the primer
with the babies. He too was crying. His voice trembled with emotion. It was so funny to
hear him that all of them wanted to laugh and cry at the same time.
Q30. What had the narrator counted on to enter the school, unnoticed?
Ans. Franz was late for the school that day. But he was quite confident to enter the class
unnoticed because usually there was a lot of confusion and noise in the beginning of the
school. Every day there was a sound of opening and closing of desks, lessons repeated in
unison and teacher’s great ruler rapping on the table. So Franz thought that he would
take the advantage of the situation and enter the class unnoticed.
Q31. What changes came over little Franz after he heard M. Hamel’s announcement?
Ans. When M. Hamel announced that this was to be their last French class a grim
realisation dawned on Franz that he could hardly write his language and now he was being
deprived of the opportunity to learn it. He felt very guilty of neglecting his classes and
escaping school. The thought of losing his teacher, M. Hamel, also pained him.
Q33. What was tempting Franz to keep away from school that morning’?
Ans. Franz was very late for school ‘that morning’. M. Hamel was to question the students
on participles and Franz knew nothing and feared a scolding. The bright weather, woods,
fields and chirping of birds tempted him to spend the day outdoors.
Q32. Why were people standing in front of the bulletin board in ‘The Last Lesson’?
Why did Franz not join the crowd?
Ans. For the past two years the bulletin board had been the bearer of all bad news—the
lost battles, drafts, orders from the commanding officer. That day an order had come from
Berlin that from the next day a new teacher would teach German instead of French in the
school. Franz could not join the crowd as he was already late for his class and could not
afford further delay.
Q34. “What announcement did M. Hamel make? What was the impact of this on
Franz? Ans. When M. Hamel declared that it was their last French lesson a grim
realisation dawned on Franz that he had so much more yet to learn. He felt sorry for
whiling away his time and skipping his lessons. Now he did not want to part with his
books, which he had earlier considered a nuisance. He was also deeply pained at the
thought that M. Hamel was leaving.
Q35. What was the mood in the classroom when M. Hamel gave the last French
lesson?
Ans. When M. Hamel was giving his last French; lesson, the mood in the classroom was
solemn and sombre. When he announced that this was their last French lesson everyone
present in the classroom suddenly developed patriotic feelings for their native language
and genuinely regretted ignoring their mother tongue.
Children as well the village elderly were gloomy and repentant for not giving importance
Q36. What was the order from Berlin and what changes did it cause in the school?
Ans. The order from Berlin brought all the routine hustle-bustle of the school life to a
stand-still. The teacher, M. Hamel, became more sympathetic to his students and taught
his lessons with more patience. The students became more attentive in their classes. The
villagers, who were sitting at usually empty back benches and had come to show their
respect and gratitude to M. Hamel, regretted not going to school more than they did. The
order also brought about a great change in the feelings of the people towards their country
and their native language. There was a general sadness about not being able to utilise the
opportunities of learning French when it was easily accessible.
Q37. How did M. Hamel say farewell to his students and the people of the town?
Ans. At the end of his ‘Last Lesson’, M Hamel stood up to say farewell to his students and
the people of the town but overwhelming emotion chocked his voice. He then wrote ‘Vive
La France!‘ as large as he could on the blackboard; and dismissed the class with a gesture
of his hand.
Q38. What changes did little Franz undergo after M. Hamel’s announcement?
Ans. When M Hamel announced that it was their last French lesson, Franz realised he
had so much more to learn. He felt sorry for whiling away his time and skipping his
lessons.
Q39. What change was there in Franz’ attitude towards M. Hamel?
Ans. Franz’s attitude towards M. Hamel underwent a complete change on the day of the
last French lesson. He developed a strange fascination for his school and the French
language. When M. Hamel read out a grammar lesson to the class, Franz was amazed at
how well he understood it. All M. Hamel said seemed so easy to Franz and he genuinely
regretted ignoring M. Hamel’s classes and lessons.
Q40. Why did M. Hamel not scold Franz when the latter fumbled with the rule for
the participle?
Ans. Since it was M. Hamel’s last class in Alsace, he did not scold Franz when the latter
fumbled with the rule for the participle. He told Franz that he would not scold him as he
knew that Franz was already feeling terrible enough and reproaching himself a great deal.
Q41. When Franz reached his school, what unusual situation did he observe?
Ans. The usual hustle and bustle of the morning hours could not be seen on the day of
the last lesson. It was all very still and quiet as it used to be on a Sunday morning. The
din of opening and closing of desks and the rapping of the teacher’s ruler on the table
could not be heard. The students had already taken their places and even the village elders
had gathered there.
Q42. “But the thing that surprised me most was to see” What surprised Franz most
in the class?
Ans. The thing that surprised Franz the most when he entered the classroom was to see
the village people sitting as quietly as the students on the back benches of the class that
were always empty. This included old Hauser, the former mayor, the former postmaster
and several others.
Q43. What words did M. Hamel write on the board before dismissing the last class?
What did they mean?
Ans. M. Hamel wrote the words ‘Vive La Franco’ in big letters on the blackboard before
dismissing the last class. These words meant, ‘Long Live France!’ This shows his patriotic
nature.
Q44. How different was the scene in the classroom on the day of the last lesson?
Ans. The usual hustle and bustle of the morning hours could not be seen on the day of
the last lesson. It was all very still and quiet as it used to be on a Sunday morning. The
din of opening and closing of desks and the rapping of the teacher’s ruler on the table
could not be heard. The students had already taken their places and even the village elders
had gathered there.
Q45. What made M. Hamel cry towards the end of his last lesson?
Ans. Towards the end of his last French lesson, as the church clock struck twelve and the
trumpets of the Prussians sounded under the window, M. Hamel was completely
overwhelmed with emotions. Feeling choked, he was unable to talk further and dismissed
the class by making a gesture with his hand.
Q46. “We’ve all a great deal to reproach ourselves with”, said M. Hamel. Comment.
Ans. M Hamel said this as most of the people of Alsace could neither speak not write
French. The parents of students preferred to put them to work to earn money and M Hamel
himself did not give much importance to learning as it demanded.
Q47. Whom did M. Hamel blame for Franz’s inability to answer his questions?
Ans. Hamel blamed the parents who sent the children to work instead of sending them to
school. He blamed himself for making them water the plants and giving them a holiday
when he wanted to go fishing. He also blamed the students themselves for delaying the
learning of their lessons thinking that there was plenty of time.
Q47A. How did M. Hamel display his love for the French language?
Ans. As a mark of his love for the French language, M. Hamel gave a tribute to his mother
tongue in his last lesson. He called it ’the most beautiful language’ in the world, the
clearest and most logical. He appealed to the children and the people of the village to keep
their mother tongue close to their heart.
Q48. Why did Franz not want to go to school that day?
Ans. Franz was reluctant to go to a school that day as he was unprepared with his
homework—the rules of participles. M. Hamel was to question the class on the topic and
he was scared of the teacher.
Q49. Why was Franz not scolded for reaching the school late that day?
Ans. It was to be their last French lesson that day. The order from Berlin allowed only
German language to be taught in the schools of Alsace and Lorraine. Hence their teacher,
M. Hamel, was in a sad and somber mood. So he did not scold Franz for reaching school
late that day.
Q50.What did Franz wonder about when he entered the class that day?
Ans. M. Hamel was to question the students on participles. Franz knew nothing about
them and feared a scolding. He also wondered about a big crowd he had seen around the
notice board at the Town Hall. For a moment he was tempted to run away but he overcame
his temptation and hurried of to school.
Q51. The ban on teaching French strengthened the resolve of the French to learn
their language. Give evidence from the text to prove/disapprove the above
statement.
Ans. ‘The Last Lesson’ clearly brings out the resolve of the French to hold fast to their
language. The order from Berlin imposing German language on them made them more
determined to respect and learn their language. This was evident in the last lesson of M.
Hamel. All the backbenches were occupied by villagers, including old Hauser, former
mayor, former postmaster, etc. That day students in the class were quiet and eager to
make the best of the last opportunity to learn their mother tongue.
M. Hamel taught the last lesson with immense patience and told his students to safeguard
their language. He reminded them that they would be able to liberate themselves only if
they kept their language with them. Even the students realised the importance of their
language and listened to their teacher carefully. They could not be distracted by beetles
or the cooing of the pigeons.
Q52. How was the last lesson different from earlier lessons?
Ans. The last lesson was different from earlier lessons in many ways. It revealed the love
and respect of the teacher and students for their mother tongue. M. Hamel spoke very
kindly and taught very patiently. He did not scold anybody that day. It seemed as if he
wanted to give all that he knew before going away. He was in his best attire and his ‘iron
ruler’ was no more in use. This lesson was attended by villagers to show their love and
respect for their mother tongue and M. Hamel. The students listened very carefully and
everybody was absolutely quiet. Franz was sorry for not learning his lesson. The last lesson
was an emotional time which stirred patriotic feelings and awakened the villagers to the
importance of their mother tongue.
Q53. Justify the title ‘The Last Lesson’.
Answer: The title ‘The Last Lesson’ is significant and conveys the central theme of the
story. The title highlights the fact that sometimes even the most precious things in our
lives are taken for granted by us. The people of Alsace never gave much thought or
importance to their mother tongue. They did not insist that their children should give it
wholehearted attention. They did not encourage regular attendance of their children in
French classes. They thought there was plenty of time to learn it. They preferred their
children to work and earn rather than learn. They received a severe jolt when orders came
from Berlin to ban French and make German compulsory. This brutal order from
Prussians made them realise the importance of their mother tongue. So they came in full
force to attend M. Hamel’s last lesson. Thus, the title ‘The Last Lesson’ reveals the theme
of the story and is fully justified.
Q54. Write a character sketch of little Franz.
Answer: Franz was a typical school boy. He was carefree and hated to go to school. He
was afraid of his French teacher M. Hamel’s ‘iron ruler’. He was more interested in
spending his time outside the school. Many times, he missed the school and went in search
of ‘bird’s eggs’ or watching the Prussian soldiers drilling at the sawmill. He did not realise
the importance of learning his mother tongue till the time his country passed into Prussian
hands and teaching of French was banned. This came as a thunderbolt to him when he
came to school and found it to be his last French lesson. At this point, he lamented the
loss of his language. His entire perspective towards the language and the teacher changed.
He was surprised to learn and understand everything on the last day and did not find M.
Hamel strict during the lesson. He was not able to understand the severity of war and
wondered whether “the pigeons would be made to coo in German”.
Q55. Our language is part of our culture and we are proud of it. Describe how
regretful M. Hamel and the village elders are for having neglected their native
language, French.
Ans. M. Hamel in his last French lesson emphasized the importance of mother tongue and
how it binds everybody together. He exhorted all of them to guard their native language
though he blamed himself also for neglecting French. He regretted giving them a holiday
when he wanted to go fishing. He wished he had not sent them often to water his flowers
instead of learning their lessons. The parents too were not very keen for their children to
learn. They preferred to put them to work on a farm or at the mills for a little more money
than encourage them to study. But after the announcement, all elders sat quietly at the
back of the classroom with regret written large on their faces. M. Hamel appealed to them
again to hold fast to their language as that was the key to their freedom.
Q56. How did the order from Berlin Change? How did the order from Berlin change
the situation in the school?
Ans. The order from Berlin brought a sense of shock and surprise in the class. As per the
order, this was the last French class. Alsace and Lorraine had been captured by the
Prussians. So only German was to be taught in the schools. This made all the
distinguished village elders feel guilty of ignoring their mother tongue. So, they all came
to the class to show their love and respect for their mother tongue and French teacher M.
Hamel. The entire school was filled with an air of remorse and regret. There was complete
silence. The teacher, M. Hamel, was in his best dress and was full of emotions. Even the
students in the class, including little Franz, felt remorse for their indifference to their
mother tongue. There was an atmosphere of stillness and quietness in the class.
Q57. Give a character sketch of M. Hamel.
Ans. M. Hamel was a teacher at a school in a village in the French districts of Alsace and
Lorraine. He used to teach the French language. He had been teaching his mother tongue
for the last forty years. He loved his profession from the core of his heart and had a deep
sense of respect for the mother tongue. He had always been very particular and strict in
imparting the knowledge of the language to his pupils. The news, that French would no
more be taught in the schools of Alsace and Lorraine and that this was going to be his last
lesson, completely shattered a calm and composed man like M. Hamel. He tried his level
best to remain calm and composed but broke down at the end. He felt tormented at the
fact that people had become indifferent to learning French and appealed to them to keep
their language alive.
Hamel was a patriot in the real sense. He regarded the mother tongue to be a means of
holding one’s identity and self-respect. He blamed not only the parents and children but
himself also for neglecting French.
His concern and love for his country are evident when, at the end of his last lesson, he
writes on the blackboard ‘Vive La France!’ in bold letters.
Q58. ‘Bah! I have plenty of time. I’ll learn it tomorrow.’ Franz was shocked when he
heard that it was the last lesson in French and he hardly knew his mother tongue.
Many of us find ourselves in similar situations and regret when all is over. What
should we do so that we are able to achieve our goals?
Ans. Opportunity knocks the door only once. In fact, everyone gets only one chance in life
and if it is lost there is no way to redeem it. It is said that hard work can turn the
impossible into possible. But along with that, value for time is very essential. Most of us
are in a habit of delaying things. Unless and until we are consistent and regular in our
efforts, we cannot achieve our goals. Setting a goal is an easy task but the journey to reach
that goal is tedious and demands perseverance, grit and determination. One has to be
focused and consistent in one’s efforts.
To achieve our goal in life, we need to understand the importance of time. Like Franz, we
should not delay the efforts and sit comfortably thinking that there is enough time. As we
know that time and tide wait for no man. So in order to achieve our goals, we need to be
vigilant, consistent, punctual, regular, hardworking and a determined person who greatly
values time.
Q59. The people of Alsace and Lorraine did not understand the importance of
learning their language — French. Emphasising the importance and need of learning
one’s native language, discuss why one should learn one’s native language.
Ans. One of the major effects of Westernization is that people have started losing interest
in learning their native language. One’s native language is the repository of one’s culture,
identity, and way of living. As long as one speaks and communicates in one’s language,
one can be proud of oneself. Many Indians who live abroad make it compulsory for their
family to speak in their native language at home so as to have a sense of belonging to their
country. In fact, the native language binds us with our roots. Every language has its own
speciality and the people who speak that language imbibe that speciality. Native language
inculcates a sense of pride. A person who doesn’t know his native language is like a slave.
Q60. What did the French teacher tell his students in his last French lesson? What
impact did it have on them? Why?
Ans. M. Hamel told his students that a new order from Berlin has declared that all schools
of Alsace and Lorraine would teach only German so this was going to be their last French
lesson. This new order aroused patriotic feelings in him and he, in turn, wanted to arouse
similar patriotism in his students and the village elders. He made them conscious of the
glory and value of the French language and told them to safeguard it among themselves
and keep it alive at all costs as it was the key to their unity and liberation. Everyone
listened to him sadly but with rapt attention and respect. Even little Franz listened to his
teacher’s words with a new-found interest. He felt sorry that he had neglected learning
French. Everyone from the village assembled in the class to thank Mr. Hamel for his forty
years of faithful service to the community.
Q61. Everybody during the last lesson is filled with regret. Comment.
Ans. The one common feeling that fills each and every person who is present in the last
French lesson is an acute sense of regret. M. Hamel reproaches himself for putting off his
students’ learning till the next day and sending them to water his flowers instead of
learning their lessons. He also gave his students a holiday when he wanted to go fishing.
Franz felt sorry for not learning his lessons and escaping school. He wished he had
attended his classes more often and even the thought of losing his teacher saddened him.
The village elders occupied the back benches of the class to atone for their guilt and
express their regret for not having attended school regularly. They were now showing their
respect for the country that was theirs no more.
Q62. What order had been received from Berlin that day? What effect did it have on
the life at school?
OR
What changes did the narrator find in the school when the order from Berlin came?
Ans. An order had been received from Berlin that only German would be taught in the
schools of Alsace and Lorraine. This order had far-reaching effects on the life at school.
M. Hamel, who had been teaching French at the village school for the last forty years would
deliver his last lesson that day.
It was in honour of the last lesson that M. Hamel, the teacher had put on his best clothes.
Old men of the village were sitting quietly at the back of the classroom. They were sad as
well as sorry for they had not gone to school more. They had come to thank the master for
his forty years of faithful service and to show respect for the country that was theirs no
more.
The teacher addressed the students in a solemn and gentle tone. He asked them to be
attentive and explained everything quite patiently. He appealed to them to preserve French
among them. During slavery it would act as key to the prison. He felt so overwhelmed by
emotion that he could not bid farewell properly.
MY MOTHER AT SIXTY-SIX
Q1. Analyse the concept of losing our dear ones on account of old age in the context of the
poem.
Ans. The poem ‘My Mother at Sixty-Six’ brings out the natural complexities of the human
mind, the natural fear of losing our parents, which is common to the hearts of all humans.
Ageing is an unshakeable part of human life which we have to accept irrespective of the
pain it creates in our hearts. The poet speaks about her mother who is growing old and
has a pale and weak face.
Her mother at the age of sixty-six is shown as an old woman who requires rest. The poet
recalls of how even as a child she has experienced the fear of losing her mother. Now her
fear has changed with the passing years into a fear of losing her mother to death. Her
attention is arrested by her mother’s failing health and yet she smiles, expressing the hope
of meeting her soon.
Q2. Read the following and answer the question that follows.
“but all I said was, see you soon,
Amma, all I did was smile
and smile and smile…………….”
It is always painful to depart from our loved ones. Our heart bleeds but lips smile. Nothing
is more difficult than to wear an artificial smile, notwithstanding the tragic fact that there
may not be another meeting with the loved person. Death is the ultimate goal of life. After
reading the above lines and the poem ‘My Mother at Sixty-Six’, do you feel that death
should be accepted silently and there is no use of crying over something inevitable? Or do
you feel that sentiments don’t understand the nature of death and sadness can’t cease?
Justify your answer.
Ans. Death should be accepted silently, as it ‘is inevitable and our mind knows this fact.
However, our heart is not aware of something inevitable. It understands the language of
emotions. It knows to laugh and to cry. We all love our near and dear ones. Love is a
beautiful sentiment and the basis of life. If we love someone, his or her death definitely
makes us sad. Our mind knows that death is the ultimate destination of life, yet our
sadness is natural.
Similarly, the author knows that it is probably her last meeting with her mother. She is
sad and her smile is an artificial mask to hide her sadness. She can’t stop loving her
mother, nor can her sadness cease over the departure from, and approaching death of,
her mother.
Q1. What is the kind of pain and ache that the poet/narrator feels?
OR
What kind of pain does Kamala Das feel in ‘My Mother at Sixty Six’?
Ans. The emotional pain and ache that the narrator feels is the realization that her mother
has grown old and is frail and pale like a corpse.
Ans. The pain that Kamala Das feels is the pain of separation from her mother by
death. She had also felt it in her childhood.
Ans. Whenever the poet looks at the colourless and pale face of her mother, her old familiar
pain realising that her mother was ageing and would die soon.
Ans: When the poet sees the pale and corpse-like face of her mother, her old familiar pain
or the ache returns. Perhaps she has entertained this fear since her childhood. Ageing is
a natural process. Time and ageing spare none. Time and ageing have not spared the
poet’s mother and may not spare her as well. With this ageing, separation and death
become inevitable.
Ans. when the poet looks at her mother’s face closely, she discovers that she has aged and
her end is near. The feeling of her mother being old, needing care and help pains the poet
as there is no one to look after her. She feels that her mother can die any moment and
that then she will lose her forever. Her childhood fear of losing her mother which was then
timely but now, will be forever, resurfaces. The poet feels the pain of her mother’s old age
and her helplessness towards her. She has the fear of separating from her mother forever,
upon her death.
Ans. The emotional pain and ache that the poet feels is due to the realization that her
mother has grown old and has become frail and pale like a corpse. She is dependent on
her children. The ache also refers to the old familiar ache of the childhood that revisits the
poet due to the mother’s old age a her approaching end.
Ans. Whilst leaving the home of her parent, the poet observes the pallid face of her mother.
For the poet, her mother's 'ashen' face, stripped of all life and colour, bears a resemblance
to a corpse. With pain, she learns that her mother has grown old and is growing close to
her death. These thoughts make her recall the terror of her childhood and the sadness of
losing her mother. She is saddened by the thought of being separated from her mother.
Even her smiles are an indication of her impotence to face what is inevitable
Ans. The poet sees the pale and corpse-like face of her mother. Her old familiar pain or
ache returns. Perhaps she has been entertaining their fear since her childhood. This is
the fear of decay and death. Time or ageing spares none. They have not spared her mother.
They may not spare her too. With ageing, separation and death become un-avoidable.
Ans. The poet, while leaving her parent’s home, observes her mother’s pallid face. For the
poet, the ‘ashen’ face of her mother, lost of all vitality and colour, bears resemblance to a
corpse. She realises, with pain, that her mother has grown old and is nearing her death.
Such thoughts make her recollect her childhood fear and anxiety of losing her mother.
The idea of getting separated from her mother distresses her. Even her smiles are an
expression of her helplessness at the face of what is inevitable.
Ans. When the poet looks at her mother’s face she found that it had become pale
and withered. She realized that her mother was at the edge of her life and her end
was near. The thought that her mother would be soon separated form her
caused unbearable pain and ache in the poet’s heart.
Ans. The poem tells of a brief incident when the poetess is going away from her parent's
home to Cochin. It narrates how sad her parting with the mother is. She feels her mother's
old age advancing towards an inevitable close. This thought give her pain renewing her
childhood's fear of being bereaved from her mother forever.
Ans. The familiar ache that the poet feels is about her helplessness. She is unable to take
care of her ageing mother. She has to leave her alone at her hour of need. The childhood
fear of the poet is the fear of losing her mother or being separated from her mother.
Q2. Why does the poet feel her old familiar ache and what is her childhood fear?
OR
What kind of pain does Kamla Das feel in ‘My Mother at Sixty-Six’?
OR
What was the poet’s childhood fear?
OR
What was Kamala Das’s childhood fear?
OR
What was Kamala Das’ fear as a child? Why does it surface when she is going to
airport?
OR
What is the ‘familiar ache’?
Ans. The sight of her old mother’s corpse-like face arouses ‘that old familiar ache’ in her
heart. Her childhood fear returns. The fear is that with ageing comes decay and death.
Ageing and decay are inevitable. No one can avoid them. Perhaps she herself may have to
face all these things. This idea is quite painful and frightening to her.
Ans. After seeing her mother at sixty-six in a pale like a corpse face, her childhood fear of
separation from her mother returns. She is deeply pained lest she should not find her
mother alive after her return. These thoughts are painful and distressing to her.
Ans. The child is always in fear of being separated from his parents. In the same way, the
poet’s fear as a child was that of losing her mother or her company.
Ans. Kamala Das’s childhood fear was that one day she would lose her mother and seeing
her aged face, she was pained at the thought of separation.
Ans. As a child, the poet always had a fear of getting separated from her mother. There
was a sense of insecurity and fear of losing her mother. The childhood fear reappeared
when, while going to the airport, she looked at the pale and withered face of her mother.
She realised that her mother was ageing and she might lose her soon.
Ans. The fear of losing her mother has tortured the poet from her very childhood
because she had been intimately bound up with her. Therefore this ache is familiar to her;
it is known to her.
Q3. What is the narrator’s familiar ache and why does it return?
Ans. The narrator is pained to see her mother old and pale. This arouses the ‘familiar
ache’ in her heart which she used to experience in her childhood.
Ans: The poet is pained at the ageing and decaying of her mother. The fear is that with
ageing comes decay and death. The sight of her old mother’s ‘ashen’ and corpse-like face
arouses “that old familiar ache” in her heart. Her childhood fear returns. She is also pained
and frightened by the idea that she may have to face all these things herself.
Q4. What childhood fears do you think the narrator is referring to in the poem ‘My
Mother at Sixty Six’?
Ans. The narrator refers to the fears a child has of losing a parent or getting lost
somewhere and thus getting separated from them or even one’s own process of ageing.
The narrator felt this kind of fear while looking at her mother’s aged and pale face. She
was afraid that she might never see her alive again.
Ans. The poet feels uneasy and unprotected with the thought of losing her mother. She
does not expect to see her mother again on her return. So she shows a childish
unwillingness to leave her mother.
Q5. Why are the young trees described as sprinting?
OR
Why are the young trees described as “sprinting”?
OR
Why does Kamla Das describe the young trees as sprinting?
OR
Why have the trees been described as sprinting?
Ans. The young trees are personified in the poem. They seem to be running in the opposite
direction when seen through the window of the moving car. The movement is juxtaposed
with the expression on the mother’s face i.e. ashen like a corpse.
Ans. The young trees are described as sprinting’ as the movement of the racing car makes
the trees appear as if they are running along.
Ans. The young trees are described as “sprinting” because when we look at them from a
moving car, they seem to be running fast in the opposite direction.
Ans. The poet is driving to the Cochin airport. When she looks outside, the young trees
seem to be walking past them. With the speed of the car they seem to be running fast or
sprinting. The poet presents a contrast—her ‘dozing’ old mother and the ‘sprinting’ young
trees.
Ans. The young trees have been personified. When looked at from the poet’s moving car,
they seem to be running past. The poet found it to be strikingly opposite to her mother
who looked as still as a dead body.
Ans. The young trees are personified in the poem. They seem to be running in the opposite
direction when seen through the window of the moving car. The movement is juxtaposed
with the expression the mother’s face i.e. ashen like a corpse. The movement of the
children and the trees is in star contrast with the stillness associated with the mother.
Ans. When heading to the airport, the poet stares at the young trees 'sprinting' in an
attempt to divert herself from her aging mother's thoughts. The trees seem to fly past the
moving vehicle. The sprinting of the trees symbolizes the fast-passing years of human life
from childhood to old age. This image, which shows movement and power, is in contrast
to that of her old and frail mother who seems to be inactive, sleeping in the car. The 'new'
trees represent life, as opposed to the imminent death of her mother.
Ans. While driving to the airport, in an effort to distract herself from the thoughts of her
ageing mother, the poet looks at the young trees ‘sprinting’. The trees seem to be running
past the moving car. The sprinting of the trees symbolises the rapidly passing years of
human’s life from childhood to old age. This image, which shows activity and strength, is
contrasted with that of her old and weak mother who seems dormant, sleeping in the car.
The ‘young’ trees represent life in contrast to her mother’s approaching death.
Ans. The poet is driving to the Cochin airport. When she looks outside, the young trees
seem to be walking past them. With the speed of the car they seem to be running fast or
sprinting. The poet presents a contrast—her ‘dozing’ old mother and the ‘sprinting’ young
trees.
Ans. The poetess and her mother are going in car. When the poetess looks out from a
speeding car it seems that the trees in sight are sprinting back. so she describes the young
trees as 'sprinting'.
Ans. The sprinting trees contrasts with the frail, pale and corpse like mother of the poet.
Using persomification the poet uses the trees to symbolize sprinting youth, full of life vigor
and vitalitywhile the old age lingers on.
Ans. It is our common experience. Whenever we travel by a fast –running vehicle, the
standing objects appear to be running fast. The appearance of their fast-racing is
described as ‘sprinting’. They provide a stark contrast to the passive old lady sitting inside
the car.
The poet was driving in a car along with her mother. Her movement created the visionary,
illusion of the trees outside appeared to be sprinting past.
Q6. Why has the narrator brought in the image of the merry children ‘spilling out of
their homes’?
OR
Why does the poet draw the image of sprinting trees and merry children?
Ans. The narrator highlights the helplessness and frailty of old age with the help of
contrasts. The listless mother dozes off open-mouthed, whereas the children spill out of
their homes signifying movement and energy, which the old people are bereft of. The image
of the children spilling out of their homes and trees sprinting provides a contrast to the
lack of vitality in the mother.
Ans. The poet draws a comparison between what is travelling with her and what she can
see outside. It’s a comparison between life and death. Her mother is sleeping, with mouth
open, like a dead body, while outside she can see children who are full of life, energy and
enthusiasm.
Ans. The poet has used the image of merry children spilling out of their homes to bring a
contrast between the old age and childhood. Her mother’s pale, colourless face stands for
old and fading age. Merry children symbolise the spring of life, vigour and happiness. They
also symbolize the spontaneity of life in contrast to the passive and inactive life of her aged
mother.
Ans. Children symbolize beginning of life. The pale ashen face of the mother represents
death. The expression symbolizes the spontaneous overflow of life in contrast with the
passive and inactive life.
Ans. The image of the merry children ‘spilling out of their home’ is to suggest the idea of
youth and beauty in contrast to the ashen-like pale wan face of her ageing mother. This
image emphasises the fact that the old mother has lost the vitality, energy, charm, beauty
and youth.
Ans: The poet has brought in the image of merry children ‘spilling out of their homes’ to
present a contrast. The merry children coming out of their homes in large numbers present
an image of happiness and spontaneous overflow of life. This image is in stark contrast to
the ‘dozing’ old mother, whose ‘ashen’ face looks lifeless and pale like a corpse. She is an
image of ageing, decay and passivity. The contrast of the two images enhances the poetic
effect.
Ans. The poet highlights the helplessness and frailty of old age with the help of contrasts.
The mother dozes off mouth open, whereas the children spilling out of their homes signify
movement and energy, enthusiasm and vivacity, which the old people are bereft off.
Ans. The author has provided contrasting descriptions of life and death in the poem. In
order to represent liveliness, vigor, fitness, beauty, and joy, she has integrated the picture
of the merry children, running out of their houses to play. This image contrasts
dramatically with that of her mother, who is nearing her death and has grown frail,
withdrawn, poor, and withered. The poet juxtaposed the two pictures to show their
contrasts. Childhood marks the start of life while old age marks the end of life.
Ans. The contrast enhances the poetic effect. The poet’s mother who is sitting beside her
is dozing. Her ‘ashen’ face looks lifeless and pale like a corpse. She is an image of ageing,
decay and passivity. On the other hand, the children are gay and happy. They are moving
out of their homes in large numbers. Here is an image of happiness and spontaneous
overflow of life.
Ans. In the poem, the poet has shown contrasting images of life and death. She has
incorporated the image of the merry children, running out of their houses to play, in order
to signify liveliness, vigor, health, beauty and happiness. This image is a sharp contrast
to that of her mother who is nearing her death and has become old, inactive, weak and
withered. The poet has juxtaposed the two images to indicate the contrasts between them.
Childhood marks the beginning of life whereas old age marks its end.
Ans. The poetess looks out of the window to avoid the painful thoughts of parting with her
mother and moreover of her life's drawing to a close. But the sight of merry children
spilling out of their homes makes her bring in this image to present a sharp contrast with
the old age.
Ans. Sprinting trees and merry children bursting out from the doors suggest fresh life
and warm energy. The poet draws this image to strikes a scene of contrast with the
pale, dull and withered face of the mother. Here the curtain is falling and the life coming
to
an end and there the curtain is rising and fresh life is beginning and bubbling with energy
and vitality.
Q7. Why has the mother been compared to the “late winter’s moon”?
OR
Why does Kamla Das compare her mother to ‘a pale winter’s moon’?
Ans. The mother has been compared to the late winter’s moon which is dull and shrouded.
It symbolizes the ebbing away of life. The moon brings to the narrator’s mind, the night or
the approaching end of life.
Ans. The poet’s mother is sixty-six years old. Her shrunken ‘ashen’ face resembles a
corpse. She has lost her shine and strength of youth. Similarly the late winter’s moon
looks hazy and obscure. It too lacks shine and strength. The comparison is quite natural
and appropriate. The simile used here is apt as well as effective
Ans. Just as the late winter’s moon is dull and lacks luster, so is her mother at the end
stage of her life. Also, as the late winter moon gets overshadowed by the fog and mist in
the sky similarly her mother can get overshadowed by death at any time. Both of them are
nearing an end- one of season and the other of life.
Ans. With the growing age, the poet’s mother has started losing all her vitality and
radiance. The poet uses the simile of ‘late winter’s moon’ for her mother to indicate her
approaching death.
Winter, being the last season of the year, is synonymous with lifelessness and dormancy.
And, a winter’s moon is also pale-white in colour bearing close resemblance with her
mother who, having lost all her strength and beauty, looks ’wan’ and ‘pale’ to the poet.
Her mother, too, is in the last phase of her life.
Ans. The mother has been compared to the 'late winter's moon' because she has become
old, wan and weak and her complexion is very much like that of the late winter's dim and
withering moon that is about to set.
Ans. During winter the moon is covered with mist and bereft of its radiance looks hazy
and obscure. Being old the poet’s mother has lost her shine and her strength and has
therefore been compared to the ‘late winter’s moon’. The poet has used the figure of speech
of simile.
Ans. The late winter’s moon is calm and hazy with a dim lustre; it loses its vitality and
power. So the poetess compares her mother’s calm, colourless and withered face to the
late winter’s moon. She has become weak and was due to her age of sixty-six.
Ans. The smile used here is apt as well as effective. The poet’s mother at sixty-six. She
has shrunk to an ‘ashen’ face resembling a corpse. She has lost the shine and strength of
her youth. Similarly, the late winter moon looks hazy, obscure, lacking shine and strength.
Hence, the comparison is quite natural and appropriate.
Ans. The mother has been compared to the late winter’s moon as she is very old and her
face is ashen, pale and withered. She looks very dull and lifeless like the late winter’s
moon.
Ans: The poet’s mother has been compared to the late winter’s moon to bring out the
similarity of ageing and decay. The late winter moon looks hazy and obscure. It lacks shine
and strength. The poet’s mother has an ‘ashen’ face resembling a corpse. She has lost her
shine and strength of youth. The comparison reinforces the impact.
Ans. The mother has been compared to the late winter’s moon which is dull and shrouded.
It symboliz the ebbing of life. The moon brings to the poets mind night or the approaching
end of life. The mother like the late winter’s moon is dull, dim and dismal.
Ans. With that age, the mother of the poet has started to lose all its strength and radiance.
The poet uses her mother's resemblance to 'the late winter moon' to suggest her imminent
death. Winter, being the last season of the year, is synonymous with dormancy and
lifelessness. And, a winter moon is also snow-white in color bearing a strong resemblance
to her mother who looks 'wan' and 'pale' to the author, having lost all her power and
beauty. Her mother, too, is in her final phase of life.
Ans. The late winter moon lacks luster. The mothers face was pale and
withered. Moreover, the late winter moon suggests the end of season and mother too
is nearing the end of her life, therefore the poet compares her with the late winter’s moon.
Ans. The mother is compared to the late winter’s moon because like the moon of the winter
season, the poet’s mother also looks pale, dull and greyish.
Q8. What do the parting words of the poet and her smile signify?
OR
In the last line of the poem ‘My Mother at Sixty-Six’, why does the poet use the word
‘smile’ repeatedly?
Ans. The parting words ‘see you soon Amma’ are used by the narrator to reassure the
mother and to infuse optimism in the narrator herself. She accepts the reality of her
mother’s approaching death, yet keeps up the facade of a smiling, happy face in order to
put up a brave front. It requires a lot of e ort and hence the poet has used the poetic
device of repetition to emphasize this.
Ans. The parting words of the poet show her positive attitude. She overcomes her pain
and fear, assures herself and her mother that they would meet again. She is being very
brave which is indicated by the use of repetition in the poem: “smile and smile and
smile......”
Ans. The parting words ‘see you soon Amma’ are used by the poet to reassure the mother
and to infuse optimism in the poet herself. The poet accepts the reality yet keeps up the
façade of smiling in or to put up a brave front. It requires a lot of effort and hence the poet
has used the poetic device of repetition
Ans. The parting words of the poet, "see you soon, Amma," both signify her farewell to her
mother and an attempt to leave her optimistically and cheerfully. These also encourage
the poet to empathize with the sense of loneliness that her mother feels when she is aged.
Her smiles represent her impotence in the face of the imminent death of her mother. They
express her love and concern for her mother as well as the underlying pain and difficulty
she is feeling in coming up with this bitter realization.
Ans. The old familiar ache or fear of the childhood returns. It provides a stark contrast to
the parting words of assurance and her smiles. The parting words: “See you soon, Amma”,
give an assurance of life to an old and weak lady. The mother’s ‘ashen face’ looks like a
corpse. Similarly, the poet’s continuous smiling is an attempt to overcome the ache and
fear inside her heart and to assure the old lady that they will meet again soon.
Ans. The parting words express the poet’s optimism. These words console the mother that
she would soon visit her again. She smiles to conceal her fear and pain of separation from
her mother and gives her ageing mother an assurance of survival.
Ans. The poet’s parting words, “see you soon, Amma,” signify both her farewell to her
mother and an effort to leave her with optimism and cheer. They also enable the poet to
empathise with the sense of isolation faced by her mother in the old age.
Her smiles signify her helplessness at the face of her mother’s inevitable death. They
express her love and concern for her mother along with the underlying pain and struggle
that she undergoes in coming to terms with this bitter realisation.
Ans. The parting words of the poet reflect the poet’s pain. But she puts on a smile on
her face to mask her pain and to give hope, happiness and reassurance to her mother.
Ans. The poet said, “See you soon Amma” in order to give her mother moral support and
encouragement. She said so to give her mother hope that she would see her again.
By “smile and smile and smile…” she means to make herself and her mother hopeful to
see each other again. It is actually a painful smile. The poet tries to conceal the swelling
emotions by smiling.
Ans: The poet’s parting words of assurance and her smiles provide a stark contrast to the
old familiar ache or fear of the childhood. Her words and smiles are a deliberate attempt
to hide her real feelings. The parting words: “See you soon, Amma” give an assurance to
the old lady whose ‘ashen face’ looks like a corpse. Similarly, her continuous smiles are
an attempt to overcome the ache and fear inside her heart.
Ans. Looking at her mother, the poetess feels that her (the mother's) life is drawing to a
close and it is not too far. This thought makes her sad and uneasy but to console her
mother and herself that they will soon meet again she speaks with a false smile that she
will see her soon.
Ans. The parting words of the poet ‘see you soon, amma’ express a faint hope that her
mother might survive and she would be able to see her again. The smile is superficial and
expresses her dilemma, confusion, helplessness. She smiles not only to hide her anxiety
and of losing her mother but also to stop herself from passing her worry to her mother.
Ans. In the last line, the poet repeats the word ‘smile’. This repetition brings out the poet’s
need to hide her pain from the mother and even herself and to pretend that all was well
and they would meet again. The smile heightens the contrast between her inner pain and
outward behaviour.
Ans. The poet has used the word ‘Smile’ in the last line repeatedly to hide her emotions.
She tries to give hope to her ageing mother by saying that they will meet again.
Q9. What does the narrator mean by ‘all I did was smile and smile and smile…’?
Ans. The narrator realizes the pain and aches she would feel at separating from her
mother. It was her childhood fear that she was experiencing once again. She was trying to
hide her true emotions from herself and her mother by smiling and smiling.
Q10. What did the mother look like?
OR
What does the narrator’s mother look like? What kind of images has been used to
signify her ageing?
OR
How does the poet’s mother look like? What kind of images has the poet used to
signify her ageing and decay?
OR
Describe the poetic devices used by Kamala Das in ‘My Mother at Sixty-Six’?
OR
What does the poet’s mother look like? What kind of images has the poet used to
signify her ageing decay?
Ans. Her old mother looked sick, drowsy and lifeless like a dead body.
Ans. The narrator’s mother is sixty-six years old, looks pale like a corpse. The imagery of
death has been created by this comparison.
Ans. The poet’s mother is at sixty-six. She is sitting beside her. The mother is dozing as
old people usually do during the journey. She keeps her mouth open. This is also a sign
of old age. Her face looks pale and faded like ash. Actually, she is an image of decay and
death. Her ‘ashen’ face looks like that of a corpse.
Ans. The poet’s mother is sixty-six years old. She is sitting beside the poet and dozing with
her mouth open. This is a sign of old age. Usually old people keep their mouth open to
overcome breathing problems. Her face looked pale and faded like ash. Actually, she is an
image of death as her ‘ashen’ face looks like that of a corpse.
Q11. What were the activities that the narrator saw outside the car window?
OR
Why does the poet look outside? What activities does the poet see outside the car
window?
OR
Describe the world inside the car and compare it to the activities taking place
outside?
OR
Describe the contrast of the scene inside the car with the activities going on outside.
OR
Describe the use of images that the poet employs to strike that contrast.
OR
How has the poet contrasted the scene inside the car with the activities going on
outside?
Ans. The narrator saw young trees speeding past which seemed as if they were sprinting
or running fast. Happy, enthusiastic and energetic children could be seen running out of
their homes. They present an image of youth and energy in comparison to the lack of
energy of the narrator’s mother.
Ans. The poet feels very sad thinking that her mother is nearing death. This painful
thought makes her worried and anxious. So in order to divert her attention from her
mother, she looks outside. The poet sees young trees running past them. She also sees
little children coming out of their homes in a merry mood. She sees life and vitality in the
outside world.
Ans. The pale and faded face of the poet’s mother looks lifeless like a corpse. Her dozing
with mouth wide open suggests passivity, decay and death. Outside the car, the poet
watches young trees speeding past them. They seem to be running fast or sprinting. Happy
children are moving out of their homes cheerfully. They present an image of life, dynamism
and activity.
Ans. The contrast enhances the poetic effect. The poet’s mother who is sitting beside her
is dozing. Her ‘ashen’ face looks lifeless and pale like a corpse. She is an image of ageing,
decay and passivity. On the other hand, the children are gay and happy. They are moving
out of their homes in large numbers. Here is an image of happiness and spontaneous
overflow of life.
Ans. The poet has used beautiful images to highlight the stark contrast between the scene
inside the car and the activities going on outside. The ‘ashen’ face of the poet’s mother is
pale and lifeless. It looks like that of a corpse. She is dozing and lost to herself. The image
of the ‘dozing’ mother is contrasted with the ‘spilling’ of children. The ‘ashen’ and
‘corpselike’ face is contrasted with the young trees sprinting outside.
Q12. Why does the narrator look outside? What does she perceive?
OR
Why does the poet look outside? What does she see happening outside?
OR
Why does the poet ‘put that thought away’ and looks outside?
OR
What does the poet realise with pain? Why does the poet ‘put that thought away’
and look outside?
Ans. The very thought of separation from her mother upsets and depresses the narrator.
She experiences the fear that she may never meet her mother again. In order to drive away
such negative thoughts, she looks out of the window and her mind gets diverted when she
sees trees moving rapidly and children playing merrily.
Ans. The thought of the ageing mother at sixty-six and her pale and ashen face looking
like a corpse becomes too heavy for the poet to bear. She needs a distraction, a diversion
and therefore she looks outside. She watches young trees. These trees speed past them
and appear to be sprinting. Then she sees happy children moving out of their houses and
making merry.
Ans. The poet’s old mother is sitting beside her. She is dozing with her mouth open. Her
face looks pale and faded. She looks lifeless like a corpse. Actually, she gives an image of
passivity, decay and death. The poet needs a distraction, a change. Hence she looks
outside where she gets a picture of life, happiness and activity. There is a starting contrast
between the pale old women and the youngsters ‘sprinting’ outside. The young children
present a picture of youth and dynamism.
Ans. The lifeless and faded face of the poet’s mother pains her heart. She looks lifeless
like a corpse. She provides an image of passivity, decay and death. The old lady seems to
be lost in her thoughts. The poet needs a distraction, a change. She puts that thought
away and looks outside. There she gets a picture of life, happiness and activity.
Q13. What does the poet do to shrug off the painful thought of her
mother’s approaching end?
Ans. To get rid of painful thought her mother‘s nearing the poet looked out to see
the sprinting tree and the happy children, bursting out of their house.
Q14. What does the narrator do after the security check-up? What does she notice?
OR
What does the poet do after the security check-up? What does she notice?
OR
What does Kamala Das do after the security check-up? What does she notice?
Ans. Immediately after the security check-up at the airport, and standing a few yards
away from her mother, the narrator observes her mother once again and compares her to
the pale, colourless winter’s moon, marking the last phase of her life, i.e., her old age. She
is pained to see her in such a condition and the fear of separation returns in her, once
again.
Ans. They have to pass through a security check-up at the airport. After it, the poet stands
a few yards away. Before saying parting words to her mother, she looks at her mother
again. Her face looks pale and colourless like the late winter’s moon. She presents a
picture of ageing and decay.
Ans. After the security check-up, the poet stands a few yards away from her mother and
gazes at her mother. She notices the declining age and finds her pale and worn out than
ever before.
Q15. Why does the narrator smile and what does she say while bidding goodbye to
her mother?
OR
Why does the poet smile and what does she say while bidding good bye to her
mother?
OR
With fear and ache inside her heart and words of assurance on lips and smile on the
face, the poet presents two opposite and contrasting experiences. Why does the poet
put on a smile?
Ans. The narrator smiles in order to put up a brave front so that her mother does not
observe her pained and frightened look. She smiles in order to reassure her mother and
says that she would see her again soon.
Ans. The ‘wan’, ‘pale’, face of the poet’s mother at sixty-six brings an image of decay and
death. It brings that old familiar fear of separation back. She fears the ultimate fate of
human beings. But she has to put on a brave face. She regains self-control. She composes
herself and tries to look normal. She utters the words of assurance that they will meet
again soon. She tries to hide her ache and fear by smiling continuously.
Q16. What poetic devices has the poet used in ‘My Mother at Sixty-six’?
Ans. The poem is rich in imagery. Devices of comparisons and contrasts are also used by
the poet to draw out the difference between youth and old age. She describes the mother’s
face using similes ‘ashen like a corpse’, and ‘late winter’s moon’. The merry children
playing happily are contrasted with the old, weak and pale mother.
Ans. The poem ‘My Mother at Sixty-six’ is rich in imagery. Kamala Das uses the devices
of comparison and contrast. The use of simile is very effective. The face of the poet’s old
mother is described as ‘ashen’. This ashen face is ‘like that of a corpse’. The poet uses
another simile. The “wan, pale’ face of the mother is compared to ‘a late winter’s moon’.
The poem excels in contrasts. The old ‘dozing’ lady inside is contrasted with the young
trees “sprinting” and merry children “spilling” out of their homes.
Q17. Why are the youngsters described as springing? (My Mother at Sixty-six)
Ans. The poetess is in the car on her way home to the Cochin airport. She looks outside
some young children were running and playing. The poetess seems to contrasts her ageing
mother with the youngsters’ full of life
Ans. Youngsters are described as springing because they are full of energy and vitality.
They represent the vibrant youth. The poet is trying to bring in the contrast of her old and
ageing mother with the energetic youth.
Q18. Having looked at her mother, why does Kamala Das look at the young children?
Ans. While driving her car, the mother was sitting with her. She was dozing with mouth
open. Her face was pale and ashen. She looked like a corpse. She was deeply depressed
and pain started troubling her mind. In order to put these troubled thoughts away, she
looked at the outside world which was full of life, activity and energy. This distraction
made her feel happy.
Ans. Kamala Das looked at her mother and painfully realized that she had aged and was
inching towards death. To distract herself, she started looking out of the window at the
young children playing.
Q19. How does Kamala Das try to put away the thoughts of her ageing mother?
Ans. In order to put away the thoughts of her ageing mother, the poetess started looking
out of the window of the car at young trees sprinting, the merry children spilling out of
their homes.
Ans. Kamala Das was in much trouble after seeing the lifeless and faded face of her
mother. The old lady seemed to be lost in her own thoughts. The poetess turned away her
attention from her mother and looked outside. The outside world was full of life and
activity. The young trees seemed to be running fast. The children looked happy while
moving out of their homes.
Q20. What were the poet’s feelings at the airport? How did she hide them?
Ans. The poet experienced two opposite and contrasting feelings at the airport. The ashen
and pale face of her mother brought an image of decay and death. But she immediately
hid her real feelings from her mother. She composed herself and tried to look normal. She
smiled continuously to assure her mother that they would meet again soon.
Ans. The poet was full of pain and fear of being separated from her ageing mother. The
fear of losing her mother gripped her. But she bade her mother goodbye with a smile to
give her hope of survival and meeting again.
Q21. Where was the poet going and who was with her?
OR
Where is the poet going and who is with her?
OR
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. The poet’s mother
had come to see her off. She was sitting beside her. She was dozing with her mouth open.
The words ‘driving’ and ‘doze’ provide a contrast between images of dynamic activity and
static passivity respectively.
Ans. The poet is driving from her parent’s home to the Cochin airport. Her mother has
come to see her daughter off. She is sitting beside her and dozing with her mouth open.
Her face looks pale and lifeless like a dead body. The poet is ‘driving’ but the old lady is
‘dozing’. The poet gives an image of dynamic activity while her mother is a picture of
passivity.
Ans. The poet was driving to Cochin airport. The poet’s mother was sitting beside her.
Q22. Before You Read Ageing is a natural process; have you ever thought what our
elderly parents expect from us?
OR
Ageing is a natural process; have you ever thought what our elderly parents expect
from us?
Ans. Aged people usually undergo pangs of loneliness and need companionship. The
pessimistic approach they develop towards life can be shunned only if we provide them
with abundant love, care, importance and empathy. They expect their children to sit
calmly and talk to them about th happenings of their lives and to take their suggestions
for making significant decisions. Their lost vitality can thus be easily rejuvenated. This
happiness will encourage them to live life enthusiastically.
Ans. In general, elderly people suffer from isolation episodes and need companionship.
Only if we provide them with ample affection, concern, value, and empathy we can shun
the cynical attitude they grow towards life. They want their kids to talk to them about their
life's happenings and take their advice for making significant decisions. Hence it can
quickly rejuvenate their lost vitality. The joy would allow them to live life with excitement.
Ans. Aged people usually undergo pangs of loneliness and need companionship. The
pessimistic approach they develop towards life can be shunned only if we provide them
with abundant love, care, importance and empathy. They expect their children to sit
calmly and talk to them about the happenings of their lives and to take their suggestions
for making significant decisions. Their lost vitality can thus be easily rejuvenated. This
happiness will encourage them to live life enthusiastically.
Q23. What does the poet’s smile in the poem, ‘My Mother at Sixty-six’ show?
Ans. The poet was in reality very sad. But she did not want to show her fears to her mother
so she was smiling. Her smile was just a facade. She had fears of losing her mother soon.
Q24. What did the poet notice about her mother?
Ans. She noticed that her mother was weak, pale and unconscious like a dead body.
Q25. The poet compares her mother to many things. Pick out two similes which
reinforce this comparison.
Ans. (a) The two similes are: “Her face ashen like that of a corpse.”
(b) “I looked again at her wan, pale as a late winter’s moon”
Q26. What image does the poet use to describe death in the poem?
Ans. The poet uses the image “corpse” to describe death in the poem.
Q27. Cite an example of one device of contrast that the poet uses in the poem.
Ans. The device of contrast that the poet uses in the poem is the old age of her mother
and the young trees and children playing merrily. The poet compares youth, energy,
vitality and jubilance of childhood.
Q28. “My Mother at sixty-six” is an emotional account of the poet about her old
mother. Discuss.
Ans. “My Mother at sixty-six” is an emotional account of the poet about her old mother.
She feels very sad and depressed on seeing her pale, weak and worn out. She tries her
best to divert her thought but remains unsuccessful and this thought haunts her mind
every now and then. Till the end of the poem, she feels very sad and disappointed about
the declining age of her mother. She is unable to express her fears and emotions to her
mother with the thought of disheartening her. She bids goodbye to her mother by just
smiling in order to hide her fear, anxiety and real feelings.
Q29. In today’s fast life, children neglect their ageing parents. What do you think
children can do to have an involved and inclusive relationship with their elderly
parents?
Ans. Children are caught up in their own world of stress and ambition. They sometimes
ignore their parents. However, if they live in the same city, they should take out some time
for them. If they are in another city, the children must ring them up regularly.
Birthdays and festivals are a good time to spend with their elderly parents and make them
feel wanted. If children accompany their parents for the medical check-up, the parents
will feel reassured. Last but not least, children must let them know how much they are
loved. This is the best gift children and grandchildren can endow to the elderly parents.
Q30. The poem, ‘My Mother At Sixty Six’, brings home the theme that ageing is a
natural process and is going to envelop one and all. Comment.
Ans. The narrator sees her mother dozing looking pale as a corpse. The mother’s pale face
arouses the narrator’s childhood fears of losing her mother but she cannot stay on. She
accepts her mother’s ageing as a natural process. She hides her pain and guilt under a
smile. The narrator delves on the complexities of life in which we have to strike a balance
and sometimes part with our dear ones as we have other commitments.