Tyndale-Biscoe and Mallinson Society

Unit-2 Tutorial for Class-X (10)

Session 2021-2022

SUBJECT: ENGLISH
‘When You Are Old’
Summary: The poem "When You Are Old” is a lyric by W. B Yeats, which is an expression of Yeats’ intense
emotions. The poem is addressed to Maud Gonne, the poet’s beloved. The poet dramatizes his unrequited love by
offering a future command for his beloved to take down his book of poems and read it when she becomes very
old. He wants his beloved, after she has become ‘old and grey and full of sleep’ to read his poems and think
about his love for her. The poet leaves no stone unturned to convince his beloved that he loves her from the
depths of his heart. The poet is not fascinated by his beloved’s physical charms and external beauty that forms
the basis of the lover’s passion. The poet's love is above all these parameters. Thus one could genuinely find an
elegance of spirituality in this poem.

EXERCISE

Q1. How is the journey from youth to old age described in the poem?
Ans: The journey from youth to old age has been described a sad one. Youth is the time of beauty, joy and
strength. It is the time when one has all the charms and graces. But as we grow old, we become frail. The hair
turns grey. All the liveliness and youthful energy vanishes. We feel sleepy and tired all the time. We lose our
physical strength and beauty. The deep and dark eyes lose their luster. The old age is full of sorrows. We are left
in the lurch by our false admirers. Then we are left alone and the bitterness of life dawns upon us.
Q2. What does the phrase ‘full of sleep’ mean?
Ans: The phrase ‘full of sleep’ is a symbol of old age. It means being drowsy and listless all the time. In our old
age, we always feel sleepy and tired. The agility of youth remains no longer with us. The life becomes
monotonous.
Q3. How is the poet’s love different from those who also loved his beloved?
Ans: The poet’s love is different from others who loved his beloved. The others loved her physical charm and
outward appearance. Their love ended as soon as she lost her physical charm and grace. But the poet loves his
beloved from the bottom of his heart. His love for her is sincere. He is not just fascinated by her physical charms;
but his love is above all these parameters. He loves the holy soul within her. Thus his love is spiritual.
Q4. What is Maud Gonne reminded of in the poem?
Ans: She is reminded that she will realize the worth of the poet’s love for her when she becomes old. She will
then realize that those who loved her in her youth for physical charms have forsaken her completely. She will
then feel sad for the poet whose love she had not requited. Also she is reminded of her youthful beauty when she
possessed grace and beauty. Her eyes had an enchantment for them. She is also reminded that she carried a pious
soul behind her physical charms.
Q5. ‘But one man loved the pilgrim soul in you’. Explain.
Ans: The poet reminds her beloved that there were many who loved her when she was young and beautiful.
They loved her outward appearance. Their love was selfish which could not be called love, but lust. The poet
tells his beloved that she will realize in her old age the true quality of his love. He loved the pilgrim soul in her.
In other words, the poet’s love was spiritual in nature. He would love her constantly.
Q6. Write a short paragraph on the emotions portrayed in the poem.
Ans: The poem ‘When You Are Old’ is an emotional outburst of the speaker - the poet. The poet has felt sad for
not getting his love responded by his beloved. The whole poem is pervaded with melancholy, and it arouses the
feeling of pathos. The poet contrasts two kinds of love in the poem. The love based on mere beauty is superficial
love and it disappears when the beloved becomes old and grey. But the love of soul i.e. true love remains
constant and never changes. The poet expresses the quality of his love for his beloved. It is sincere and from the
bottom of his heart. She will realize it when she grows old. Lovers of her physical charm shall leave her. Then
she will realize that it was only the poet who loved her soul. Thus, the poet leaves no stone unturned to convince
his beloved that he loves her from the depths of his heart.
Q7. Discuss the ‘image’ used in the poem: ‘When you are old’.
Ans: The poem has been made rich with a number of images. The poem begins with the building up of the
image of a lady in old age. She is nodding by the fire. Another image is that of a young and beautiful girl with
beautiful eyes and glad grace. The poet has also created an image of fading nature of love. The old lady ‘bending
down beside the glowing bars’ is another image. Likewise, ‘crowd of stars’ is one more image created by the
poet.’

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 ‘SPEAK UP’
GLOSSARY
sealed locked: closed
upright straight; honest, erect
smithy a place where things are made out of metal especially iron or steel by heating or
hammering
padlocks a small metal lock with a U-shaped bar
fetter a chain or shackle for the feet
skirting avoidance; dodging; escaping
Summary: The poem, “Speak Up”, written by Faiz Ahmad Faiz, is the poet’s artistic way of encouraging the
poor Indians succumbing under British oppression. The poem is addressed to those people who lived a life of
fear under the British rule. The poet encourages the people to speak up against oppression. The poet says that the
people have lips that are their own. They have soul that is still their own. They have an upright body that is also
their own. So they should stand against the colonial oppression. And they should speak boldly against the British
rule. Only then they can break the fetters of slavery. Before the time runs out and their body and mind fades
away, they should summon up their courage to stand against the cruel.
Q1. The poet instigates the reader to speak up. Why does he do so?
Ans: The poet addresses the people under the yoke of colonial oppression. The poet encourages them to be bold
enough to give vent to their resentment against the cruel British rule.
Q2. The poet addresses the reader to come up with the truth. How does he do so?
Ans: The poet wants the reader to have an unwavering faith in truth “for truth is not yet dead”. Faiz wants the
reader to stand for truth and speak for it.
Q3. How will the chains break?
Ans: Breaking chains would require considerable courage and manliness. The chains will break if people refuse
to live in them. The chains of oppression will break if people unite and revolt courageously against the cruel
rulers.
Q4. Why does the poet urge the reader to speak up now?
Ans: The poet urges the reader to speak up now because he feels it is the proper time to do so. As the struggle
against the British rule is gaining momentum, people should take advantage of the moment and make the revolt
strong enough to make the British flee.
Q5. Do you think “Speak Up” is an effort of the poet to give voice to the voiceless? How?
Ans: Yes, the poet wants to give voice to the voiceless. The poet advises the people who are too oppressed to
speak up. The poet wants the people to shun all fear and be bold. The poet wants them to realize their potential
and right to freedom of expression.

Learning about the literary devices

Metaphor: A figure of speech in which a comparison is made between two apparently unlike things directly.
Here word ‘like’ or ‘as’ are not used as we do in a simile. E.g., He is a lion. She is a moon. In these
comparisons, it is the strength and the beauty respectively, which is similar.
Q1. What are the metaphors used in the poem?
Ans: The poet uses smithy, the oven, the flames, the padlocks and the fetters as metaphors to describe the
struggle for freedom.
Q2. What images does the poet draw from the blacksmith’s shop?
Ans: The poet draws very powerful images of a “red oven” and “fierce flames” from the blacksmith’s shop to
represent the anti-colonial revolution. The images of the melting of old useless things and molding them into
something new and useful flashes before our mind’s eye.

‘SNOWDROP’
VOCABULARY

globe world.
shrunk tight decreased
dulled wintering heart severe winter has reduced the functioning of mouse’s heart.
weasel a small mammal with reddish brown fur and a long body
molded in brass frozen with cold and nearly immobile
brutal cruel; without emotions.
she too pursues her ends nature knows how to achieve goals.
her pale head the heavy head of snowdrop

Summary: The poem “Snowdrop” has been written by Edward James Hughes. In this poem, the poet describes
in a few words a very tough and cruel image of nature. He creates an atmosphere of a hard winter and uses
images from nature to portray the toughness and brutality that a severe winter brings. The poet describes in a few
words the way the winter has reduced the horizon of many creatures. He says the world has shrunk and many
outdoor creatures are on the verge of death. They no longer scurry or fly as they used to.

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Textual Questions
Q1. How has nature shrunk the globe?
Ans. Nature has shrunk the globe by the toughness and brutality that a severe winter brings. It has restricted the
movement of all animals. They no longer scurry or fly as they used to. Winter has reduced their horizon. They
live in the fear of death.
Q2. What has dulled the mouse’s heart?
Ans: It is the severe winter that has dulled the mouse’s heart. The mouse is generally a very lively creature. It
remains very alert and skipping about. But now due to the intense cold, it is feeling dull at heart. All its sportive
activities have come to an end.
Q3. What sufferings do the animals undergo in the poem?
Ans. Animals feel very dull in winter. All their sportiveness comes to an end. They find no place of shelter. They
see death all around them. They remain in the fear that death could come to them any time. They seem to have
been cast in a mould of brass.
Q4. Write a short note of 50-100 words on Hughes’ view of nature.
Ans. Hughes’ attitude to nature distinguishes him from almost all other poets. He presents nature as very cruel
and heartless. It remains indifferent to the sufferings of poor little creatures. It goes on with its deadly course
without caring what happens to them. It takes away their sportiveness and makes them dull. But by giving the
example of snowdrop, the poet gives a message also. In nature, only those will survive who have the courage and
determination to continue to live. The snowdrop pushes its stem up even through the thick layers of snow. Thus
it is able to bloom even in the intense cold.
Q5. ‘Her pale head heavy as metal’. Explain.
Ans: Here the poet refers to the snowdrop flower. Its head is quite heavy. It keeps hanging down. It seems to be
made of heavy metal. But this heaviness and hardness of head is the secret of its strength. It is the secret of its
survival even in the intense cold. This strength enables it to push its stem up even through the thick layers of
snow. Thus, to the poet, the snowdrop is a symbol of the survival of the fittest in nature.
Q.6 Pick out the images from the poem:
Ans. Nature = Mouse, Weasel, Crow, Snowdrop
Universe = Globe, Stars, Outer darkness
Metal = brass.
Q7. ‘Weasel and crow, as if molded in brass’. Explain the simile used by the poet.
Ans: The simile expresses the brutality of winter. The bitter cold has restricted the movement of a weasel and a
crow. They have lost their usual sportiveness. They are frozen with cold. This frozen stillness of a weasel and a
crow has been compared to brass.
Q8. Trace two lines in which ‘ou’ sound is used. Also write down the words with ‘ou’ sound.
Ans. The two lines having ‘ou’ sound are.
(i) Round the mouse’s dulled wintering heart.
(ii) Move through an outer darkness.
Words with the ‘ou’ sound are: round, mouse, outer.
Q9. Pick out two examples of alliteration from the poem.
Ans. The two examples of alliteration are
(i) wintering heart weasel and crow
(ii) her pale head heavy as metal,

FROM THE DIARY OF A YOUNG GIRL

GLOSSARY
Listless (adj.) with no energy or interest (lethargic, enervated, spiritless, lifeless, vigourless, languid,
inactive, inert, sluggish, torpid). She was pale and listless.
Confide (verb) to tell personal things to a person that one trust (reveal, disclose, divulge, declare,
unburden, open one’s heart to). He confided his fears to his mother.
Plunked down Put down in a casual way, plunk down (Br.E), plunk down (Am.E). He plunked himself
down on the bench, sat heavily quacking in his hoots shaking with fear and nervousness.
old foggy an old fashioned person (unfashionable, passé - absolute antiquated; moth-
eaten; (informal) old hat, out of the ark)
Ramble on talk or write meaninglessly for long. What is she rambling on about? Convincing
argument statement made in such a manner that people believe it.
Inherited traits qualities that one gets from one’s parents
incorrigible (adj.) something that cannot he corrected (usually a bad quality) (inveterate; habitual,
conformed, incurable, hardened)
Ingenuity (n) originality and inventiveness
Ingenious (adj.) inventive, creative, imaginative, innovative, shrewd
Chatterbox (n) an abnoxious and foolish talker (babbler, spouter chatterer)

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 FROM THE DIARY OF A YOUNG GIRL

Insights from the Diary:

This is a story of a young girl named Ann Frank. This story is based on a diary. Ann Frank is a Jewish girl who
has to go into hiding during the World War II to avoid Nazis. She does not have any close friend. After almost
two years they are discovered and deported to concentration camps. Ann Frank’s father, Otto Frank, is the only
one of the eight people to survive. Ann describes all her childhood experiences in her diary. After her death, Ann
becomes world famous because of the diary she wrote while hiding.

THINKING ABOUT THE TEXT

Q1. Was Anne right when she said that the world would not be interested in the musings of a thirteen year
old girl?
Ans) In her own space of thinking, Anne was right in saying the world would not be interested in her musings,
besides it was the politically and socially insecure atmosphere and her own introvert nature that made her thick in
these terms. However, the time proved her wrong as her musings shaped into one of the most real books in the
world.
Q2. In which language was “the Diary of Anne Frank” originally written?
Ans) The diary of Anne Frank was originally written in the Dutch language.
Q3. Why does Anne need to give a brief sketch of her family? Does she treat “Kitty” as an insider or an
outsider?
Ans) Anne thought that no one would understand a word of her stories to Kitty if she started straightaway with
her story. Therefore, she thought that it would be better to give a ‘brief sketch of her family before giving vent to
her innermost feelings. She treats Kitty as an insider and a very close friend. She wants to share her innermost
feelings with Kitty.
Q4. Haw does Anne feel about her father, her grandfather, Mrs. Kuperus and Mr. Keesing?
Ans) Anne liked her father and her grandfather. She found her father very much adorable. Mrs. Kuperus, the
headmistress of the nursery school where Anne studied, loved her very much. Mr. Keesing, the math teacher, on
the contrary, was very strict to Anne. He thought she talked too much in the class for which she had to bear the
burden of writing extra home work.
Q5. What does Anne write in her first essay?
Ans) In her first essay, Anne wrote that talking was a student’s trait. She justified her habit of talking by calling it
a trait that she inherited from her mother, because her mother also talked as much as she did. She further
substantiated her stand by saying that there is not much that can be done about inherited traits.
Q6. Anne says teachers are most unpredictable. Is Mr. Keesing unpredictable? How?
Ans: Anne says so out of her own mannerism and attitude towards her teacher. Mr. Keesing, though known for
his strictness, at times can’t help a rapture descend on him. Mr. Keesing proves himself unpredictable, when he is
so amused by Anne’s poem that he allows her to talk in the class.

LANGUAGE WORK
Match the words in column A with their meaning in column B, and then use each in a sentence.
Ans:
Word Meaning Sentence
Heartbreaking producing great sadness Shouldering the coffin of his young son was
heartbreaking for him.
Homesick Missing home and family very When the boy first went to boarding school he was
much. very homesick.
Blockhead (An informal word) a very stupid He is a blockhead and won’t understand your
person metaphysics.
Law-abidy Obeying and respecting the law. He is a law-abiding citizen.
Overdo Do something to an excessive degree I overdid the sympathy.
Daydream Thing about pleasant things Oblivious of the surroundings, John was lost in
forgetting about present a daydream.
Breakdown An occasion when vehicles or Our car had a breakdown on the highway.
machines stop working
output Something produced by an The output of our factory has increased by 20%.
organization, a person or a machine.

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Q. Match the phrasal verbs in column A with their meanings in column B.

Column A Column B
Plunge in Go straight to the topic
Kept back Not promoted
Move up Go to the next grade
Ramble on Speak or write without focus
Get along with Have a good relationship with
Calm down Make (them) remain quite.
Stay in Stay indoors
Makeup for Compensate
Hand in Give an assignment (homework) to a person in authority (the leader)

Now read the story, ‘From the Diary of a Young Girl’ from your text-book and sum up the story in your
own words.
CHAPTER: LONG WALK TO FREEDOM
GLOSSARY

Besiege: Surround closely by (round, swarm around, throng around, ring around, encircle)
Dignitaries: Those who possess exalted rank or hold a position of honour worthy, personage, VIP, grandee,
notable, luminary, big name)
Amphitheatre: an oval or circular building with rising tiers of seats ranged about an open space and
used in ancient Rome for contests and spectacles; auditorium
Podium: a raised area on which a person stands to speak to a large number of people (dais, platform, stage,
rostrum, stand, soapbox)
Awe: a feeling of great respect sometimes mixed with fear or surprise (wonder, wonderment,
admiration, reverence, respect, dread, fear). The sight fills me with awe.
Awe some: breathtaking, awe - inspiring, mind - blowing.
Bedeck: decorate
Cheveron: a shape like V or an upside down V
Confer: bestow on, present to, grant, award to
Outlaw: rebel (fugitive, criminal. Bandit)
Emancipation: freedom from restriction

LONG WALK TO FREEDOM

SUMMARY
South Africa remained under the British rule for more than three centuries. Since 1948, a very cruel policy of
Apartheid was implemented by the white rulers. According to this policy, the Whites and the Blacks were kept
separate from each other. They were educated under different systems and were kept in or out of certain areas.
The Blacks of South Africa bitterly opposed such racial discrimination. At last after a long and bitter struggle,
democratic elections were held in which Nelson Mandela was elected as the first Black President of South
Africa. On the 10th of May, 1994, Mandela was sworn in as the President and there were wild jubilations among
the Blacks of the country.
In this lesson, Mandela recalls briefly how the day was celebrated and what his feelings were at the time of those
celebrations. He experienced a lively imagination of the whole history of the South African struggle and also that
of his own life. He pays rich tributes to thousands of South African patriots who suffered endlessly and sacrificed
their lives for the cause of freedom. He describes himself as only the sum of all those patriots who had gone on
before him. In spite of all those sacrifices, Mandela bears no ill-will against the Whites. He says that the
oppressor is as much a prisoner as the oppressed. The oppressor remains chained to hatred. On the other hand, it
is the oppressed that gains heights in character, in proposition to the depths of torture he is subjected to. Yet
another keen observation of Mandela in this context is that courage is not the absence of fear but the triumph
over it. The brave man is not the one who does not feel afraid but the one who conquers that fear. We clearly
learn from this lesson as to how Mandela’s sufferings went on to make him a man of both character and courage.
QUESTIONS
Q1. Why was the May 10 an autumn day in South Africa?
Ans: On May 10, 1994 South Africa established its first non-racial government to taste the fruit of a long
struggle against the White rule. The phrase “autumn day” has symbolical connotations. It symbolizes the “day of
harvest” or the day of fruits. It is the fruit of freedom South Africa will taste after years of servitude.
Q2. At the beginning of his speech, Mandela mentions “an extra ordinary human disaster? What does he
mean by this? What is the “glorious human achievement” he speaks of at the end?
Ans: The White rule for over hundreds of years and the discrimination on the basis of the colour of the skin has
been called “an extraordinary human disaster”. The political and social emancipation has been termed as
“glorious.... human achievement”

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Q3. What ideals does Nelson Mandela set out for the future of South Africa?
Ans: Mandela’s dream of freeing his country from the apartheid practice finally came true. Nelson Mandela sets
out a clear list of ideals for the future of South Africa. He envisages a South Africa without poverty, deprivation,
suffering or discrimination of any kind.
Q4. Why did such a large number of international leaders attend the inauguration? What did it signify the
triumph for?
Ans: The leaders from all over the world had come to honour the first democratic and nonracial government of
South Africa. It was a common victory for justice, peace and human dignity. It signified a victory not only for
the nation of South Africa but for the whole mankind.
Q5. What does Mandela mean when he says he is “simply the sum of all those African patriots” who had
gone before him?
Ans: Mandela means to say that what South Africa had achieved was not a one-man job. The establishment of a
non-racial government and Mandela’s becoming the first black President would have never been possible without
the sacrifices of all those people who had gone before him. The victory was not the result of Mandela’s struggle
only, but that of all the people who had sacrificed for the cause.
Q6. Would you agree that the depths of oppression create heights of character? How does Mandela
illustrate this?
Ans: I agree with the statement of Nelson Mandela we know that the greatest men have emerged in the most
difficult times. When the going gets tough, the tough gets going. It proved true in the case of Mandela himself.
With mounting oppression, Mandela’s character scaled new heights. His compassion, for the oppressed as well
as the oppressor speak of his human nature. He wanted to free the oppressor from the chains of hatred.
Q7. What twin obligation does Mandela mention?
Ans: According to Nelson Mandela, everyman has twin obligations-the obligation towards one’s kith and kin and
the obligation towards one’s people.
Q8. How did Mandela’s understanding of freedom change with age and experience?
Ans: The young Mandela was growing up his understanding of freedom was also evolving. For a period,
freedom meant to him the freedom to run in the fields, during his days as a student, freedom meant the freedom
to read what he pleased and go where he liked. Then as a young man it meant the freedom to develop ones
potential and live a happy life. But then he realized that the real freedom meant the freedom for everyone who
looked like him. All other freedoms were transitory.
Q9. How did Mandela’s “hunger for freedom” change his life?
The hunger for freedom made Mandela a bold person. He became a man sans fear. His candid attitude towards
the racial government forced him to become homeless and live a life of a monk. He was not less than a criminal
in their eyes.
Q10. Match the expressions in column A with the reasons in column B.
Column A Column B
A rainbow gathering of different A beautiful coming together of various people, and nations like
colours and nations. the colours in a rainbow
The seat of white supremacy The centre of racial superiority.
Be overwhelmed with a sense of Feel deeply emotional, remembering all the past events that have
history led up to the moment.
Resilience that defies the imagination A great ability to remain unchanged by suffering (not losing
hope goodness or courage)
A glimmer of humanity A sign of human feelings (goodness, kindness)
A twilight existence A half-secret life, a life lived in the jading light between sunset
and darkness.

Think and answer:

How does the story, ‘Long Walk to Freedom’ contemplate the essence of being brave and wise?

CHAPTER: BHOLI
Q1. For what unusual reasons is Bholi sent to school?
Ans: Bholi was the least charming girl in her house. She had pockmarks on her face that made her ugly. She
stammered and could not speak well. Her family thought of her as a simpleton and believed that it was
hard to find a match for her. As her father Ramlal, the village numberdar was forced to do send one of her
daughters to a newly opened school in order to please the Tehsildar who had inaugurated the school, he
and his wife thought it best to send Bholi as there was no hope for her marriage.
Q2. How does Bholi find her teacher different from other people?
Ans: The people in Bholi’s house were quite indifferent to her who thought of her as being ugly and brainless.
She was never given a special treatment like the other children in the house. She was made to wear used
clothes of her elder sisters. Nobody ever bathed her or combed her hair.
At school Bholi found her teacher totally different. Her teacher encouraged her to speak and gave a
special attention to her. She inspired her and transformed her into a totally different individual.

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Q3. Why do Bholi’s parents accept Bishamber’s marriage proposal?
Ans: Bishamber was a fifty year old widower with grown up children. Yet Bholi’s parents accepted his
marriage proposal because they had always felt that Bholi would never get a good match because of her
ugliness and lack of sense. Bishamber had a big shop, his own house and a fat bank balance. He did not
ask for any dowry. However, the biggest factor was that he was from another village and did not know
about Bholi’s pockmarks and her apparent lack of sense. So her parents thought it to be a good
opportunity to get rid of Bholi.
Q4. The ending of the story is very dramatic. Do you think Bholi’s decision not to marry Bishamber
makes her an outcast/rebellious or is it an assertion of her being an individual and a woman of
substance?
Ans: Bholi had been discouraged and treated badly by her family since her childhood. She was thought to be
ugly and an imbecile. She could not speak well and stammered whenever she tried to speak. The only
good and encouraging treatment she received was from her teacher at the school. She does not react when
her parents decide to marry her off to the 50 year old lame widower, Bishamber. However, towards the
end of the story, we see a dramatic change in her. She refuses to marry Bishamber when he demands a
dowry after seeing the pockmarks on Bholi’s face. She decides to serve her parents in their old age. It
then turns out that she had accepted to marry Bishamber because she did not want to disgrace her parents.
And that is precisely why she refuses to marry Bishamber when he disgraces them during their marriage
ceremony. She is not rebellious or outcast. She is finally able to assert her individuality, encouraged by
her teacher at school.
Q5. Bholi’s real name is Sulekha. We are told this right at the beginning, but only in the last but one
paragraph of the story is Bholi called Sulekha again. Why do you think she is called Sulekha at that
point in the story?
Ans: In the beginning of the story we are told that Bholi’s real name is Sulekha. But she is never referred to as
Sulekha except towards the end of the story. Bholi had fallen from her cot in her childhood and her
family believed that some part of her brain had got damaged. She could not speak properly. She had also
had an attack of small pox in her childhood which left pockmarks on her face making her ugly. She was
considered to be an imbecile and thus nicknamed Bholi. She remained an imbecile until she was sent to
school as a stroke of luck. In the school she was encouraged by her teacher to speak properly.
We do not witness her changed personality until towards the end of the story when she refuses to marry
the greedy Bishamber who demands a dowry to compensate for his accepting a girl with ugly pockmarks
on her face. She speaks without the slightest stammer all the while and makes her intentions clear of not
marrying at all. As we witness a complete transformation in her personality and she no longer appears to
be an imbecile, she is thus referred to as Sulekha again by the writer.
CHARACTER SKETCH OF BHOLI
Bholi’s real name is Sulekha. She appears to be a simpleton and cannot speak well. She is ugly with
pockmarks all over her face. Her family believes that she had fallen from her cot in her childhood and
thus some part of her brain had got damaged and she had lost her sense. Her pockmarks came from small
pox that she suffered with in her childhood.
However, it is hard to say if Bholi really is imbecile. She is discouraged by her parents and her family.
She is never treated at par with the other children in the household, never given any privileges. The only
good treatment she receives is from her teacher, who encourages her to speak and express herself freely.
It is only after her teacher encourages her, we see the actual self of Bholi.
Bholi never disgraces her parents, never reacts to their behaviour despite the parents treating her horribly
like a “dumb cow”. They fix her marriage to a 50 year old lame widower, Bishamber. However, he
refuses to marry her on the day of marriage after he sees her pockmarks and demands a dowry to
compensate for it. Bholi then asserts her individuality and refuses to marry Bishamber, much to the
astonishment of the entire watching crowd. She speaks without the slightest stammer. We can say that
Bholi is a woman of substance, who, despite being discouraged by her family is able to assert herself and
her individuality.
CHARACTER SKETCH OF ‘BISHAMBER’.
Bishamber was a middle aged man and a successful grocer by profession. He walked with a limp. He was
however, a widower and had grown-up children from his first wife. Despite all this, Bholi's parents
accepted his proposal for marriage to Bholi. They had their own reasons for it. He was a prosperous
person and was not demanding a dowry. But at the time of the marriage, seeing the pockmarks on Bholi’s
face, he started demanding a big dowry. In this way, his mean nature instantly surfaced. He made good
use of the situation to blackmail Bholi’s parents. In spite of the incessant and pitiable pleadings of Bholi’s
father, the mean Bishamber refused to budge from his demand. He proved himself to be a crooked and
crude person, excessively greedy and mean. He had no sense of respect for others and harboured a callous
heart that was devoid of human feelings and emotions.

CHARACTER OF ‘BHOLI’S TEACHER.

The teacher was a very kind and sympathetic person. She is well versed in her profession. She gave the
right education to her pupils. She worked with patience and played an extremely crucial role in Bholi's
life. Bholi could not talk. She was shy and lacked confidence. But when she was sent to school, her
teacher gave her all the love and affection she had been denied till that point of her life. She filled her

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 heart with a new hope and encouraged her to learn. She skillfully boosted her confidence. Finally, we see
Bholi emerging as bold and out-spoken woman. The teacher proves to be successful in carving out a
masterpiece of courage and confident woman in the form of Bholi, now respectfully addressed as
Sulekha.
THEME OF THE STORY.
The story ‘Bholi’ has many themes. However, the main motif of the story is the role of education in a
person’s life. It depicts how education boosts one’s confidence and makes one outspoken. Education
changes the way of thinking of a person. Bholi was an outcast because of her lack of sense and ugly face.
She could not talk properly. She was scared and bore everything without resistance. She was sent to
school and it was there that we see the turning point of her life. Her teacher treats her with immense love
and affection. She encourages her to learn. With skilful guidance, she fills her mind with wisdom. As a
result of this education, Bholi is transformed into a woman of substance. She becomes a bold and
courageous woman who has the courage to raise her voice and take a stand against injustice in society.
Attempt Yourself:
Character Sketch of Bholi’s Parents
GRAMMAR
Pronoun: A word which replaces a person, place or a thing.
E.g.: John is a lazy boy because he does not like to participate in any kind of
activity.
Noun Pronoun

We cannot drop Ahmad as he is very intelligent.

It is difficult to buy gold, as it is very expensive.

PRONOUN

1st person singular 1st Person plural

(I) (WE)

2nd Person Singular/Plural 3rd Person Singular 3rd Person

(You) (He, She, It) (They)

Objective Possessive/genitive Case

/Accusative case
Acting as Acting as pronoun
Determiner/Possessive
Objective
Me My Mine
Wait for me. This is my book. This bag is mine.
Us Our Ours
This class belongs This is our class. Those fields are ours.
to us.
You Your Yours
It is hard to This is your book. This computer is yours.
believe on you.
Him His His
Let me go with This is his pen. This pen is his.
him
It Its
He cannot live The horse fell down and broke
without it. its legs.

Them Their Theirs

The class belongs These are their books. These books are theirs.
to them.

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 Exercise: Fill in the blanks with the correct form of pronoun in the following:
1. Ahmad slipped down and broke ____ leg.
2. I found _____ very helpful.
3. A table generally has four legs it is necessary ______ legs are well balanced.
4. The book on the table is ________.
5. There are forty students in the class. These books are ________.
6. The lady left the room in hurry, this bag would be________.
7. We have worked hard. The output is surely __________.
8. Falak is a strong contender. ______cannot outshine______.
9. This is _______ watch, you can take ____.
10. You can come with _____, or go with ______.
Concord : An agreement of the verb with the subject. In concord, the verb should agree with the subject
(noun or pronoun) in terms of number and person for a structural balance:

STRUCTURAL PARALLELISM
U

Verb Subject (noun or pronoun)

Rule no. 1: A plural verb is always required after “you” even when it is used in singular, referring to one person,
e.g.
1.You are walking alone. (singular) 2. All of you are reading. (plural)
Rule no. 2: If the subjects joined by ‘and’ refer to the same person or thing, the verb used is singular, e.g.
1.The poet and philosopher is dead. (One person)
2. The principal and the Director are on a tour. (two persons)
Rule no. 3: If the nominatives of two subjects joined by ‘and’ denote one single idea, the verb must be singular,
e.g.
1.Law and order is in utter chaos.
2. Slow and steady wins the race.
Rule no. 4: If two subjects connected by ‘and’ are preceded/modified by ‘each, every, many a, somebody, no,
either, no one, little, more, much, nobody, etc. These must take singular verb, e.g.;
1. Each boy and girl was given his or her share.
2. Either of these two mangoes is sweet.3. Everyone in the party was well received.
Rule no. 5: If a singular subject is connected to another noun or pronoun by ‘with, together with, along with,
besides, as well as, including, in addition to, and not, etc, the verb must be singular:
1. The teacher along with the boys has gone out.
2. She together with her parents has gone out.
Note: If two subjects are connected by ‘as well as’, the verb must agree in number and person with the first one,
e.g.;
1. I, as well as, you am wrong.
2. She, as well as, I is not wrong.
Rule no.6: If the subject is made up of both singular and plural words connected by ‘nor, or, either..., or,
neither...
nor, not only... but also, the verb must agree with the nearer part of the subject, e.g.;
1.Either he or you are to blame.
2. Either you or he has done it.
Rule no.7: If a Collective Noun expresses a single whole, the verb must be singular. But if it expresses the
individuals of which it is composed/made of, the verb must be plural, e.g.;
1. The committee are divided in their opinions
2. The public is protesting against the new law.
Now use the verb in agreement with its subject in the following sentences:
1. Two and two ______ four.
2. The husband and wife _____nice couple.
3. Rice and curry _____ our favourite food.
4. Either he or his brother _____ to blame.
5. The poet and painter ______ died.
6. Time and tide ______ for none.
7. He as well as his brother _______ my friend.
8. Bread and butter ______ a wholesome food.
9. Its I who ______ done my work.
10. Forty miles _______a long distance.

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• 1A.) A number of spots have appeared.
• 1B.) * A number of spots has appeared. -- (ungrammatical)
Also,
• 2A.) Heaps of money has been spent.
• 2B.) * Heaps of money have been spent. -- (ungrammatical)

Phrase:
A word or group of words that functions as a single unit in the syntax of a sentence. In a phrase we do not find
noun and verb existing together as subject predicate. e.g. a bar of soap, walking along the road etc.

Phrasal verbs
A phrase which consists of a verb in combination with a preposition or adverb or both, the meaning of which is
different from the meaning of its separate parts:
'Look after', 'work out' and 'make up for' are all phrasal verbs.

A phrasal verb is a verb followed by an adverb or preposition.

run away (verb + adverb)
look after (verb + preposition

The adverb or preposition in a phrasal verb is also called the particle.

A phrasal verb can also be a verb followed by an adverb and a preposition:
get on with run out of

Some people also call phrasal verbs ‘multiword verbs’ or ‘prepositional verbs’.

Idioms: Idioms are a group of words that has a special meaning and is different from the ordinary meaning.
Idioms have usually fixed order. e.g., lose heart, for ages etc.

Use the following idiomatic expressions into your own sentences:

Caught my eye, laugh ourselves silly, he’d had enough, can’t bring myself to

Modal verbs
A modal verb is a verb that is used before another verb to express meanings such as
ability, permission, possibility, necessity or advice.

The modal verbs are can, could, may, might, must, ought, shall, should, will and
would. Need and used to can follow some of the grammar patterns of modal verbs,
but are also used like ordinary verbs.
The grammar of modal verbs

• They are usually followed by an infinitive without to (barring ‘ought to’)

 You should thank him.
You should to thank him.
• There is no ‘s’ for the third person singular he must, she must, it must
• They have no infinitive or -ing form
I would like to can go.
• they cannot follow another verb.
I want to can sleep tonight.
• they are not used in future, perfect or continuous tenses
they will might be angry. they have must leave.
they are canning to speak English.

Example modal verb: can

• ability
• permission
• request
• possibility
• polite offers of help
Look at the example sentences.
Notice that
• The forms of can for you and she are the same: you can, she can
• When you use modal verbs in questions or negatives you do not use auxiliary verbs such as do or
have: Can you drive?
can (ABILITY) modal verb

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to be able to
Can you drive?
She can speak four languages.
can (PERMISSION) modal verb
INFORMAL to be allowed to, either by general or personal permission
You can park over there.
You can have a piece of cake if you eat your vegetables!
can (REQUEST) modal verb
INFORMAL used informally to request something
If you see Adrian, can you tell him (= please tell
him) I’m in London next weekend?
can (POSSIBILITY) modal verb
used to express possibility in the present, although not in the future
You can get stamps from the local newsagents.
can (OFFER) modal verb
used in polite offers of help
Can I help you with those bags
.Used as past of ‘can’
Rustum could lift heavy logs.
.Used in the beginning of a sentence to show request:
could you give me your pen?

May
Used for remote possibility:
It may rain in the days to come.

Might
Used for instant possibility:
Since it is overcast, it might rain today.

Should
With moral obligations (without sense of accountability):
You should help the poor and the weak.
Used as the past of ‘should’:
Ahmad should have helped his friend in Mathematics.
Will/ shall
Will

Used with determination and possibility:

John will come tomorrow to attend the meeting. (possibility)
I will work hard to make it better this time. (determination)
Shall
Used with obligations to be discharged:
The Club shall take care of the activity.

Used preferably with Ist person singular (I) and Ist person plural (we):
I/we shall take care of my family when I/we earn.

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