FLEMINGO

The Last Lesson

Question 1.
What was the mood in the classroom when M. Hamel gave his last French lesson? (Delhi 2009)
Answer:
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.

Question 2.
What had the narrator counted on to enter the school, unnoticed? (Delhi 2010)
Answer:
The narrator (Franz) had counted on the hustle and bustle that was usual when the school began
in order to enter there unnoticed. He had thought he could depend on the commotion to get to his
desk without anybody noticing that he was late for the class.

Question 3.
“This is your last French lesson.” How did Franz react to this declaration of M.Hamel? (Delhi
2010)
Answer:
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 consi¬dered a
nuisance. He was also deeply pained at the thought that M.Hamel was leaving.

Question 4.
“What a thunder clap these words were to me!” Which were the words that shocked and
surprised little Franz? (Delhi 2010)
Answer:
When M.Hamel mounted on the chair and announced that he was there to teach his last French
lesson that day, Franz was shocked and surprised. He felt very guilty for deliberately ignoring to
learn his native language and he suddenly developed a strange fascination for his language and
his school.

Question 5.
What changes came over little Franz after he heard M.Hamel’s announcement? (All India 2010)
Answer:
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.
Question 6.
What was tempting Franz to keep away from school That morning’? (Comptt. Delhi 2010)
Answer:
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.

Question 7.
What was unusual about M. Hamel’s dress and behaviour on the day of his last French lesson?
(Comptt. Delhi 2010)
Answer:
On the day of his last French lesson M. Hamel was unexpectantly 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.

Question 8.
Why had the bulletin-board become a centre of attention during the last two years? (Comptt. All
India 2010)
Answer:
The bulletin-board had become a centre of attention because for the last two years all the bad
news had come from there. It was the source of all bad news-the lost battles, the draft and the
orders of the commanding officers.

Question 9.
What was Franz expected to be prepared with for the school that day? (Delhi 2011)
Answer:
Franz had started very late for school that morning. He feared facing his class-teacher, M.
Hamel. Because he was expected to be prepared with his grammar lesson on participles and he
did not know even the first word about them. So he feared a scolding.

Question 10.
What had been put up on the bulletin board? (Delhi 2011)
Answer:
A notice had been put up on the bulletin board informing the people about the order from Berlin
which declared that only German was to be taught in the schools of Alsace and Lorraine. They
had also been informed that the new German teacher was coming on the following day.

Question 11.
Who did M.Hamel blame for the neglect of learning on the part of boys like Franz? (Delhi 2011)
Answer:
Mr. Hamel blamed various people for different reasons for neglect of learning on the part of boys
like Franz. First he blamed the parents for not being anxious to have their children learn and
rather engaging them into household work. He blamed the boys themselves for preferring to
work on mills and farms. He also blamed himself for sending boys on errands for his
convenience.
Question 12.
Franz thinks, “Will they make them sing in German, even the pigeons?” What does this tell us
about the attitude of the Frenchmen? (All India 2011)
Answer:
During his last French class Franz hears the pigeons cooing and wonders if the Prussians would
make them sing in German too. His thought reveals the Frenchmen’s fear of complete
domination by the Germans whereby they would try to enslave even their minds.

Question 13.
“What a thunderclap these words were to me!” – Which were the words that shocked and
surprised Franz? (All India 2011)
Answer:
When M.Hamel mounted on the chair and announced that he was there to teach his last French
lesson that day, Franz was shocked and surprised. He felt very guilty for deliberately ignoring to
learn his native language and he suddenly developed a strange fascination for his language and
his school.

Question 14.
“What announcement did M. Hamel make? What was the impact of this on Franz? (All India
2011)
Answer:
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 consi¬dered a
nuisance. He was also deeply pained at the thought that M.Hamel was leaving.

Question 15.
What did M. Hamel tell the people in the class about French language? What did he ask them to
do and why? (Comptt. Delhi 2011)
Answer:
M. Hamel told the people in his class that French was the most beautiful, the clearest and the
most logical language in the world. He advised them to guard it among themselves j and never to
forget it because it would prove to be the key to their prison when they were I enslaved.

Question 16.
What was the mood in the classroom when M.Hamel gave his last French lesson? (Comptt. All
India 2011)
Answer:
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.

Question 17.
What changes did the order from Berlin cause in the school? (Delhi 2012)
Answer:
The shocking order from Berlin that only German would be taught in the schools of Alsace and
Lorraine saddened and hurt the pride of the French people. So as a gesture to express their
solidarity for their language the village elders also attended school for the last French lesson. The
usual hustle and bustle was missing from school and it was unusually quiet. M. Hamel was also
dressed in his formal suit which he wore only on special occasions.

Question 18.
How did M.Hamel say farewell to his students and the people of the town? (All India 2012)
Answer:
To bid farewell to his students and the people of the town M.Hamel wore his formal suit on the
day he gave his last French lesson. He assumed the role of a mentor and advised the villagers to
safeguard their language, which was the most beautiful and logical language in the world. Being
rimmed up with emotions, he wrote “Vive La France” which mean Tong live France’ in order to
inculcate a feeling of patriotism within everyone.

Question 19.
What were Franz’s regrets after M. Hamel’s announcement of his last lesson? (Comptt. Delhi
2012)
Answer:
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. He was also
deeply pained at the thought of M. Hamel leaving the school.

Question 20.
What change was there in Franz’ attitude towards M. Hamel? (Comptt. All India 2012)
Answer:
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.

Question 21.
Why did M. Hamel not scold Franz when the latter fumbled with the rule for the participle?
(Comptt. All India 2012)
Answer:
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.

Question 22.
How did Franz react to the declaration that it was their last French lesson? (Delhi 2013)
Answer:
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 though that M.Hamel was leaving.

Question 23.
“What a thunderclap these words were to me !” What were the words that shocked and surprised
the narrator? (Delhi, Comptt. All India 2013)
Answer:
When M.Hamel mounted on the chair and announced that he was there to teach his last French
lesson that day, Franz was shocked and surprised. He felt very guilty for deliberately ignoring to
learn his native language and he suddenly developed a strange fascination for his language and
his school.

Question 24.
What did M. Hamel tell them about the French language? What did he ask them to do and why?
(Delhi 2013)
Answer:
M. Hamel told the people in his class that French was the most beautiful, the clearest and the
most logical language in the world. He advised them to guard it among themselves j and never to
forget it because it would prove to be the key to their prison when they were I enslaved.

Question 25.
What was the order from Berlin and what changes did it cause in the school? (All India 2013)
Answer:
The shocking order from Berlin that only German would be taught in the schools of Alsace and
Lorraine saddened and hurt the pride of the French people. So as a gesture to express their
solidarity for their language the village elders also attended school for the last French lesson. The
usual hustle and bustle was missing from school and it was unusually quiet. M. Hamel was also
dressed in his formal suit which he wore only on special occasions.

Question 26.
Why did Franz think of running away from the school that morning? (Comptt. Delhi 2013)
Answer:
Franz was tempted to run away and spend the day outside instead of attending school as it was a
warm and bright day and he wanted to watch the Prussian soldiers’ drill. Moreover he had not
done his lesson on participles from which his teacher, M. Hamel was going to question and
feared a scolding from his teacher.

Question 27.
What did Franz see when he passed the town hall? (Comptt. Delhi 2013)
Answer:
When Franz passed the town hall he saw there was a crowd in front of the bulletin board. For the
last two years all the bad news of lost battles, the draft etc. had come from there and Franz
thought to himself what the matter was then and what bad news awaited them.

Question 28.
When Franz reached his school, what unusual situation did he observe? (Comptt. Delhi 2013)
Answer:
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.

Question 29.
After sitting down at his desk what unusual things did Franz observe about M. Hamel? (Comptt.
All India)
Answer:
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.

Question 30.
“But the thing that surprised me most was to see ” What surprised Franz most in the class?
(Comptt. All India 2013)
Answer:
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.

Question 31.
What tempted Franz to stay away from school? (Delhi 2014)
Answer:
Little Franz was tempted to run away and spend the day outside instead of attending school as it
was a warm and bright day with the birds chirping merrily. Moreover, he was tempted to watch
the Prussian soldiers’ drill. All these things appeared rather tempting considering he did not
know his participles and feared the French teacher M. Hamel’s scolding on that day.

Question 32.
Why were the elders of the village sitting in the classroom? (All India 2014)
Answer:
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.

Question 33.
What words did M. Hamel write on the black¬board before dismissing the last class? What did
they mean? (Comptt. Delhi 2014)
Answer:
Before dismissing the last French class, M. Hamel turned to the blackboard, took a piece of chalk
and wrote as large as he could -“Vive la France!” These words meant “Long Live France”. He
then made a gesture with his hand that the class was dismissed.
Question 34.
Who were sitting on the back benches during M. Hamel’s last lesson? Why? (Comptt. Delhi
2014)
Answer:
The village elders were sitting on the back benches during M. Hamel’s last lesson. They included
old Hauser, the former mayor, the former postmaster and several others. They were there to show
their respect for their language and their country.

Question 35.
Why is the order from Berlin called a thunderclap by Franz? (Comptt. Delhi 2014)
Answer:
The order from Berlin is called a thunderclap by Franz, because it was a complete shock for him.
He had never thought that he would be deprived of the right of learning his native language. He
realised he had so much more yet to learn and was going to lose the opportunity.

Question 36.
Why does M. Hamel reproach himself for his students’ unsatisfactory progress in studies?
(Comptt. All India 2014)
Answer:
M. Hamel reproaches himself for his students’ unsatisfactory progress in studies. He had often
sent them to water his flowers instead of learning their lessons. And when he wanted to go
fishing, he gave them a holiday.

Question 37.
What made M. Hamel cry towards the end of his last lesson? (Comptt. All India 2014)
Answer:
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.

Question 38.
What was unusual about M. Hamel’s dress on his last day in the school? (Comptt. All India
2014)
Answer:
In honour of his last French lesson in the school, M. Hamel had put on his fine Sunday clothes.
He had on his green coat, his frilled shirt and the little black, all embroidered silk cap that he
never wore except on inspection and prize days.

Question 39.
Who occupied the back benches in the classroom on the day of the last lesson? Why? (Delhi
2015)
Answer:
The village people occupied the backbenches in the classroom on the day of the last lesson. They
included the old hauser, the former mayor, the former postmaster and several others. They had
come there to thank their master for his valuable service and to show their respect for their
language and country which was no longer theirs.

Question 40.
Why did M. Hamel write ‘Vive La France’ on the blackboard? (Delhi 2015 )
Answer:
Before dismissing the class, M. Hamel writes ‘Vive La France’ (Long Live France) on the
blackboard. He was extremely patriotic and he does this to make the Alsacians conscious that
they had to safeguard their language and identity among themselves as this was the key to their
prison.

Question 41.
“We’ve all a great deal to reproach ourselves with”, said M. Hamel. Comment. (Delhi 2015)
Answer:
M. Hamel blamed everyone for putting off learning till the next time and thus losing out on the
opportunity to learn their native language, French. The parents preferred to put their children to
work on a farm or at the mills so that they could earn more money. M. Hamel too sent them to
water his flowers and gave them a holiday when he wanted to go for fishing.

Question 42.
How did the order from Berlin change the situation in the school? (All India 2015)
Answer:
The shocking order from Berlin after the defeat of France shocked the French people. It declared
that all the schools in the two French districts of Alsace and Lorraine would now teach only
German. This not only saddened but also hurt the pride of the people of France. On the day of
the French teacher M.Hamel’s last lesson, even the village elders came to show their respect to
him for serving the community faithfully for forty years. The usual hustle and bustle too was
missing from school and Franz found it unusually quiet as it used to be on a Sunday morning.
M.Hamel was dressed in his formal suit. Even though Franz reached late M.Hamel did not scold
him. He then went on to praising the French language at length by referring to it as the most
beautiful language. He called upon the French people to safeguard their language among
themselves and not to forget it ever.

Question 43.
Whom did M.Hamel blame for Franz’s inabil¬ity to answer his questions? (Comptt. Delhi 2015)
Answer:
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.

Question 44.
How did M.Hamel display his love for the French language? (Comptt. Delhi 2015)
Answer:
M. Hamel had great love for the French language which he had been teaching for forty years. For
him it was the most beautiful, most logical and clearest language. He wanted the French people
to preserve it among themselves and this would enable them to be free from foreign rule.

Question 45.
What was the bulletin board news that caused a change in the school? (Comptt. All India 2015)
Answer:
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.

Question 46.
Who were sitting on the backbenches on the day of the last lesson? Why? (Comptt. All India
2016)
Answer:
The village people occupied the backbenches in the classroom on the day of the last lesson. They
included the old hauser, the former mayor, the former postmaster and several others. They had
come there to thank their master for his valuable service and to show their respect for their
language and country which was no longer theirs.

Question 47.
Why were people standing in front of the bulletin board in ‘The Last Lesson’? Why did Franz
not join the crowd? (Comptt. All India 2016)
Answer:
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.

Question 48.
Why did Franz not want to go to school that day? (Delhi 2016)
Answer:
Franz was tempted to run away and spend the day outside instead of attending school as it was a
warm and bright day and he wanted to watch the Prussian soldiers’ drill. Moreover he had not
done his lesson on participles from which his teacher, M. Hamel was going to question and
feared a scolding from his teacher.

Question 49.
Why was Franz not scolded for reaching the school late that day? (Delhi 2016)
Answer:
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 sombre mood. So he did not scold Franz for reaching school late that day.

Question 50.
What did Franz wonder about when he entered the class that day? (Delhi 2016)
Answer:
Franz wondered about a number of things when he entered the class that day. He wondered as to
why he was not given a scolding by his teacher, M. Hamel for being late, why his teacher was
wearing his formal clothes which he wore only on inspections and prize days and why the village
elders were sitting on the backbenches in the classroom.

Question 51.
Why were some elderly persons occupying the backbenches that day? (All India 2016)
Answer:
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.

Question 52.
“What a thunderclap these words were to me!” (Franz). What were those words and what was
their effect on Franz? (All India 2016)
Answer:
When M.Hamel mounted on the chair and announced that he was there to teach his last French
lesson that day, Franz was shocked and surprised. He felt very guilty for deliberately ignoring to
learn his native language and he suddenly developed a strange fascination for his language and
his school.

Question 53.
How were the parents and M. Hamel respon¬sible for the children’s neglect of the French
language? (All India 2016)
Answer:
M. Hamel blamed everyone for putting off learning till the next time and thus losing out on the
opportunity to learn their native language, French. The parents preferred to put their children to
work on a farm or at the mills so that they could earn more money. M. Hamel too sent them to
water his flowers and gave them a holiday when he wanted to go for fishing.

Question 54.
How is the title ‘The Last Lesson’ appropriate? (Comptt. Delhi 2016)
Answer:
The title ‘The Last Lesson’ is appropriate because it was M. Hamel’s last lesson and also the last
French lesson in the school. During the last lesson, the teacher, as well as all those who were
attending it, were feeling nostalgic and repentant.

Question 55.
What changes did the order from Berlin cause on the day of the last lesson? (Comptt. Delhi
2016)
Answer:
The shocking order from Berlin that only German would be taught in the schools of Alsace and
Lorraine saddened and hurt the pride of the French people. So as a gesture to express their
solidarity for their language the village elders also attended school for the last French lesson. The
usual hustle and bustle was missing from school and it was unusually quiet. M. Hamel was also
dressed in his formal suit which he wore only on special occasions.
Question 56.
How different did M.Hamel look that particu¬lar morning in ‘The Last Lesson’? (Comptt. All
India)
Answer:
In honour of his last French lesson in the school, M. Hamel had put on his fine Sunday clothes.
He had on his green coat, his frilled shirt and the little black, all embroidered silk cap that he
never wore except on inspection and prize days.

Question 57.
What was M.Hamel’s regret on the day of the last lesson? (Comptt. All India 2016)
Answer:
M. Hamel’s regret on the last day of the French lesson was that they all had put off learning their
language till the next day and now most of them who claimed to be Frenchmen could neither
speak nor write their language. For this they all, including M. Hamel himself, had a great deal to
reproach themselves with.

Question 58.
How different was the scene in the classroom on the day of the last lesson? (Comptt. All India
2016)
Answer:
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.

The Last Lesson Important Questions Long Answer Type Questions (5-6 marks)

Question 59.
What did the French teacher tell his students in his last French lesson? What impact did it have
on them? Why? (All India 2009)
Answer:
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.

Question 60.
How different from usual was the atmosphere at school on the day of the last lesson? (All India
2015)
Answer:
Acquiring power over the Alsacians made the Prussians so dominating that they even imposed
their language on them. This way the Prussians intended to dominate the hearts and minds of the
Alsacians and wanted them to even think in their language and thereby lose their complete
identity. An order had been received from Berlin that only German would be taught in schools of
Alsace and Lorraine. So there was something unusual about the school on the last day of the
French lesson. The usual hustle and bustle was missing. Everything was ‘strange and solemn’ as
on a Sunday morning. The village elders were seated on the back desks.

M.Hamel, who had been teaching French at the school for the last forty years, was wearing his
formal suit in honour of the last French lesson. While delivering the last lesson, he called upon
his students and the village elders to guard the French language among themselves and never
forget it, declaring French to be the most beautiful language in the world. Franz developed a
sudden fascination for school and the French language and a sudden respect for M.Hamel. He
wanted his teacher to stay and felt very guilty for having neglected his French lessons as now he
was being deprived of the opportunity of learning his language.

Question 61.
Everybody during the last lesson is filled with regret. Comment. (All India 2015)
Answer:
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.

Question 62.
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. (Delhi 2016)
Answer:
The feeling of regretfulness for having neglected their native language, French comes quite late
to M. Hamel and the village elders. They realise rather late that their language is part of their
culture and they should be proud of it. It is only after they have been deprived of learning their
language that they understand its value. The imposition of German language made them
suddenly realise the authority of their captors and they felt a loss of freedom. So on the day of
the last French lesson the village elders are seated on the back desks and M. Hamel, who had
been teaching French at the school for the last forty years, was wearing his formal suit as a mark
of respect for the last French lesson. M. Hamel expressed how they all had a great deal to
reproach themselves for as most of the people of Alsace could neither speak nor write French.
Parents preferred to put their children to work on farms or mills.

M. Hamel regretfully said how he himself sometimes sent his students to water his flowers
instead of learning their language lessons. While delivering the last lesson M. Hamel called upon
his students and the village elders to guard the French language among themselves, declaring it
to be the most beautiful language tn the world. Each one of them felt guilty for having ignored
the French lessons.

Question 63.
Our native language is part of our culture and we are proud of it. How does the presence of
village elders in the classroom and M.Hamel’s last lesson show their love for French? (All India
2016)
Answer:
Acquiring power over the French made the Prussians so dominating that they decided to impose
even their language on them. So on the day of the last French lesson the village elders were
seated on the back seats of the classroom. They felt sad and sorry for not having gone to school
more often. Their presence was also their way of thanking their master, M.Hamel for his forty
years of faithful service. M.Hamel himself had put on his fine Sunday clothes in honour of the
last French lesson. Assuming the role of mentor he advised the class to safeguard and preserve
their language among themselves and never forget it. He called French the most beautiful and
logical language in the world. By the end of the class M.Hamel was so choked with emotion and
could not speak so he took a piece of chalk and wrote on the blackboard “Vive la France!” (Long
Live France) and then dismissed the class.

Question 64.
Describe the atmosphere in the class on the day of the last lesson. (Comptt. Delhi 2016)
Answer:
On the day of the last French lesson the atmosphere in the class was strange and solemn. The
school was as quiet as if it was a Sunday morning. The teacher (M.FIamel) moving in the class
with his ruler under his arm was wearing his special dress for the last class. The elders of the
village were sitting on the backbenches of the classroom. All the students were studying with
complete attention and the teacher was teaching with full dedication. All this was due to an order
from Berlin that from the next day German would be taught instead of French by a new teacher.
While delivering the last lesson, the teacher called upon his students and the village elders to
guard the French language among themselves and never forget it, declaring French to be the
most beautiful language in the world.

Lost Spring
Question 1.
What does the writer mean when she says, ‘Saheb is no longer his own master’? (Delhi 2000)
Answer:
Since Saheb now works in a tea-stall, he is now bound to his master and feels burdened. The
steel canister he carries is very heavy as compared to his light plastic bag. The bag was his own
and the canister belongs to his master whose orders he now has to follow. So he is no longer his
own master.

Question 2.
Is it possible for Mukesh to realize his dream? Justify your answer? (All India 2000)
Answer:
Mukesh’s determination is going to prove instrumental in helping him to realize his dream. His
dream can become a reality only if he is able to find a garage where he can be taken in as an
apprentice and then he will have to learn how to drive a car. He will then be able to graduate
himself to be a good mechanic.

Question 3.
Do you think Saheb was happy to work at the tea stall? Answer giving reasons. (All India 2000)
Answer:
Since Saheb now works in a tea-stall, he is now bound to his master and feels burdened. The
steel canister he carries is very heavy as compared to his light plastic bag. The bag was his own
and the canister belongs to his master whose orders he now has to follow. So he is no longer his
own master.

Question 4.
What does the title, ‘Lost Spring’ convey? (All India 2000)
Answer:
The title ‘Lost Spring’ conveys how millions of children in India lose out on living the ‘spring’
of their lives, that is their childhood. The best phase of life is lost in the hardships involved to
earn their livelihood. Poverty forces these young children to work in the most inhuman
conditions as a result of which they miss out on the fun of childhood which hampers their
growth.

Question 5.
Why does the author say that the bangle makers are caught in a vicious web?(All India 2010)
Answer:
The author says that the bangle makers are caught in a vicious web which starts from poverty, to
indifferences, then to greed and finally to injustice. Mind-numbing toil kills their hopes and
dreams. They cannot organise themselves into cooperatives and have fallen into a vicious circle
of ‘sahukars’, middlemen and the police so they get condemned to poverty and perpetual
exploitation.

Question 6.
What does the writer mean when she says, ‘Saheb is no longer his own master’? (Comptt. All
India 2011)
Answer:
Since Saheb now works in a tea-stall, he is now bound to his master and feels burdened. The
steel canister he carries is very heavy as compared to his light plastic bag. The bag was his own
and the canister belongs to his master whose orders he now has to follow. So he is no longer his
own master.

Question 7.
Who is Mukesh? What is his dream? (Delhi 2012)
Answer:
Mukesh is a child labourer in a glass factory in Firozabad. Belonging to a family of bangle
makers, he shows no fascination towards bangle-making and insists on being his own master. He
dreams of becoming a motor mechanic. He desires to go to a garage and get the required training
for this job.
Question 8.
Is Saheb happy working at the tea stall? Why/ Why not? (Delhi 2012)
Answer:
No, Saheb is not happy working at the tea stall. Even though, he now gets a fixed income of ?800
alongwith all his meals, he has lost his freedom and his carefree days. He is no longer his own
master and is bound and burdened by the steel canister he now has to carry.

Question 9.
Why could the bangle-makers not organise themselves into a co-operative? (All India 2012)
Answer:
The bangle-makers are caught in a vicious web which starts from poverty to indifferences then to
greed and finally to injustice. Mind-numbing toil kills their hopes and dreams.
The bangle makers of Ferozabad were not able to organise themselves into a cooperative because
they had got trapped in a vicious circle j of the sahukars, the middlemen, the policemen, j the
bureaucrats and the politicians. Together they had imposed a baggage on these people 1 which
they could not put down.

Question 10.
Mention any two problems faced by the bangle sellers.(Comptt. All India 2012)
Answer:
The bangle makers had to work in the glass furnaces with high temperatures, in dingy cells
without air and light. They are exposed to various health hazards like losing their eyesight as
they work in abysmal conditions in dark and dingy cells. They were also caught in a web of
poverty, burdened by the stigma of caste in which they were born and also caught in a vicious
circle of sahukars, middlemen and policeman.

Question 11.
Garbage has two different meanings—one for the children and another for the adults. Comment.
(Comptt. All India 2012)
Answer:
For the children garbage has a different meaning from what it means for the adults. For the
children it is wrapped in wonder, their eyes light-up when they find a rupee or a ten-rupee note in
it. They search the garbage excitedly with the hope of finding something more. But for the elders
it is a means of survival.

Question 12.
Why didn’t the bangle makers of Ferozabad organise themselves into a cooperative? (Comptt.
All India 2012)
Answer:
The bangle-makers are caught in a vicious web which starts from poverty to indifferences then to
greed and finally to injustice. Mind-numbing toil kills their hopes and dreams.
The bangle makers of Ferozabad were not able to organise themselves into a cooperative because
they had got trapped in a vicious circle j of the sahukars, the middlemen, the policemen, j the
bureaucrats and the politicians. Together they had imposed a baggage on these people 1 which
they could not put down.
Question 13.
How is Mukesh’s attitude towards life different from that of his family? (Comptt. Delhi 2013)
Answer:
Unlike his family Mukesh insists on being his own master. He dreams to be a motor mechanic
which in itself is a daring thought because he wants to break away from the family’s work of
making bangles wherein his forefathers have spent generations working around furnaces.

Question 14.
Why can’t the bangle makers of Ferozabad organize themselves into a cooperative? (Comptt.
Delhi 2013)
Answer:
The bangle-makers are caught in a vicious web which starts from poverty to indifferences then to
greed and finally to injustice. Mind-numbing toil kills their hopes and dreams.
The bangle makers of Ferozabad were not able to organise themselves into a cooperative because
they had got trapped in a vicious circle j of the sahukars, the middlemen, the policemen, j the
bureaucrats and the politicians. Together they had imposed a baggage on these people 1 which
they could not put down.

Question 15.
Why is Saheb unhappy working at the tea i stall? (Comptt. Delhi 2013)
Answer:
Saheb was unhappy while working at the tea- stall because he was no longer the master of his
own life. He lost his freedom and carefree look. He had to live and work under the instructions of
the owner of the tea-stall. He was not at liberty to go out and spend time with his friends.

Question 16.
Survival in Seemapuri means rag-picking. , Comment. (Comptt. All India 2013)
Answer:
Survival in Seemapuri means rag-picking. Over the years it has acquired the proportions of a fine
art. For the slum dwellers of Seemapuri, rag-picking is their daily bread, it gives them the roof
over their heads and is the very means for their survival.

Question 17.
It is ‘a tradition to stay barefoot ‘ What is the attitude of the rag-pickers of Seemapuri towards
wearing shoes? (Comptt. All India 2013)
Answer:
The rag-pickers of Seemapuri have different attitudes towards wearing shoes. One boy does not
feel like wearing shoes. Another boy who has never owned a pair of shoes all his life wants
them. But the author feels it its not lack of money but a tradition to stay barefoot for these poor
people.

Question 18.
A young man in Ferozabad is burdened under the baggage of two worlds. What are they?
(Comptt. All India)
Answer:
The two worlds that burden a young man in Ferozabad include one of the family, caught in the
web of poverty, burdened by the stigma of ” caste in which they are born; the other a vicious
circle of the sahukars, the middlemen, the policemen, the keepers of law, the bureaucrats and the
politicians.

Question 19.
How is Mukesh different from the other bangle makers of Firozabad? (Delhi 2014)
Answer:
Mukesh was different from other bangle makers because he wanted to be his own master. He had
a dream of becoming a motor mechanic whereas other bangle makers did not even dare to dream
but had accepted their fate.

Question 20.
What job did Saheb take up? Was he happy? (Delhi 2014)
Answer:
Saheb took up a job in a tea stall. Though he gets 800 rupees and all his meals, he is not happy
and his face has lost the carefree look. He is bound and burdened as he now has to follow the
orders of his master and is no longer his own master.

Question 21.
Why did Saheb’s parents leave Dhaka and migrate to India? (Comptt. Delhi 2014)
Answer:
Saheb’s home was set amidst the green fields of Dhaka. His mother told him that many storms
had swept away their fields and homes. For this reason his parents were forced to leave Dhaka
and migrate to India, looking for gold in the big city where they now live.

Question 22.
What is Mukesh’s dream? Do you think he will be able to fulfil his dream? Why? Why not?
(Comptt. Delhi 2014)
Answer:
Mukesh’s dream is to learn to drive a car and become a motor mechanic. His dream is likely to
be fulfilled because one can sense a kind of determination in him to ensure the fulfillment of his
dream. Though the garage is a long way from his home he is willing to walk to learn despite the
odds against him.

Question 23.
In what sense is garbage gold to the ragpickers? (Comptt. All India 2014)
Answer:
The rag-pickers of Seemapuri consider garbage as nothing less than gold. For the elders it is their
only means of survival as it provides them with their daily bread. For the innocent chil¬dren it is
wrapped in wonder as they marvel at the chance of finding a coin, a currency note or a curio that
really thrills them and gives them a hope of finding more elusive notes.

Question 24.
Whom does Anees Jung blame for the sorry plight of the bangle makers’?(Comptt. All India
2014)
Answer:
Anees Jung blames the family of the bangle makers, who are caught in a web of poverty,
burdened by the stigma of the caste in which they are born and the vicious circle of the sahukars,
the middlemen, the policemen, the keepers of law, the bureaucrats and the politicians for the
sorry plight of the bangle makers.

Question 25.
To which country did Saheb’s parents originally belong? Why did they come to India? (Comptt.
All India 2014)
Answer:
Saheb’s parents originally belonged to Dhaka in Bangladesh. His home, which was set amidst
the green fields of Dhaka, had been swept away due to the storms and that was when his parents
had left their native place and come to the big city in search of livelihood.

Question 26.
Most of us do not raise our voice against injustice in our society and tend to remain
mute spectators. Anees Jung in her article, l “Lost Childhood” vividly highlights the I miserable
life of street children and bangle makers of Firozabad. She wants us to act. Which qualities does
she want the children to develop? (Comptt. Delhi 2014)
Answer:
Anees Jung feels that there is dire need to provide these poverty-stricken children a life of
dignity and respect. This can mainly be done j through the medium of education, which will
further provide them with opportunities wherein they will be able to pursue their dreams. There
is utter lack of compassion and concern for unfortunate children like Saheb and Mukesh. They
are caught in a vicious circle of poverty and exploitation. The author wants all i children to
become aware of their basic rights which will empower them and enable them to j organise
themselves into cooperatives whereby j they will not be ruthlessly exploited.

Question 27.
What does Saheb look for in the garbage 1 dumps? (All India 2015)
Answer:
According to the author Saheb scrounges for ‘gold’ in the garbage dumps. ‘Gold’ here infers . to
items that are valuable to him like used clothes, shoes, plastic scrap, stray coins or 1 currency
notes. For children like Saheb, i garbage is ‘wrapped in wonder’.

Question 28.
What did garbage mean to the children of Seemapuri and to their parents? (All India 2015)
Answer:
The rag-pickers of Seemapuri consider garbage as nothing less than gold. For the elders it is their
only means of survival as it provides them with their daily bread. For the innocent chil¬dren it is
wrapped in wonder as they marvel at the chance of finding a coin, a currency note or a curio that
really thrills them and gives them a hope of finding more elusive notes.

Question 29.
“It is his karam, his destiny.” What is Mukesh’s family’s attitude towards their situation? (All
India 2015)
Answer:
Mukesh’s family have accepted their misery and impoverished condition as factors that have
been ordained by destiny. Years of depravation and suffering has made them accept their
condition passively in the name of fate or destiny. They feel that a God-given lineage can never
be broken and have accepted bangle making as his destiny.

Question 30.
Describe the irony in Saheb’s name. (Delhi 2016)
Answer:
Saheb’s full name is Saheb-e-Alam which means ‘Lord of the Universe’. But ironically Saheb is
a poverty-stricken ragpicker who scrounges the garbage dumps to earn his livelihood. His name
is in complete contrast to his miserable existence.

Question 31.
What does the reference to chappals in ‘Lost Spring7 tell us about the economic condition of the
rag pickers? (All India 2016)
Answer:
The reference to chappals in ‘Lost Spring’ tells us that the ragpickers were poverty-stricken. The
fact that they are not able to buy chappals reflects their extreme state of poverty because of
which they are unable to buy basic things.

Question 32.
How was Mukesh different from other bangle makers? (Comptt. Delhi 2016)
Answer:
Mukesh was different from other bangle makers because he wanted to be his own master. He had
a dream of becoming a motor mechanic whereas other bangle makers did not even dare to dream
but had accepted their fate.

Question 33.
Why was Saheb unhappy while working at the tea-stall? (Comptt. Delhi 2016)
Answer:
Saheb was unhappy while working at the tea- stall because he was no longer the master of his
own life. He lost his freedom and carefree look. He had to live and work under the instructions of
the owner of the tea-stall. He was not at liberty to go out and spend time with his friends.

Question 34.
Which industry was a boon and also bane for the people of Firozabad? How? (Comptt. Delhi
2017)
Answer:
The glass-bangles making industry was a boon and also bane for the people of Firozabad. The
industry has given them a means of livelihood but the hazardous working conditions in the hot
furnaces take a toll on their physical health.

Question 35.
How are Saheb and Mukesh different from each other? (Comptt. All India 2017)
Answer:
Mukesh’s attitude towards life was different from that of Saheb. Unlike Saheb he was optimistic
about his future and so he dared to dream. He wanted to become a motor mechanic and also
wanted to learn to drive a car. Saheb lacked determination so he harboured no dreams or
ambitions about his future.

Lost Spring Important Questions Long Answer Type Questions (5-6 marks)

Question 36.
The bangle-makers of Ferozabad make bea-utiful bangles and make everyone happy but they
live and die in squalor. Elaborate. (Delhi 2010)
Answer:
Through the story of the bangle-makers of Ferozabad, the author expresses her concern over
their exploitation in the hazardous job of bangle-making. Extreme poverty, hard work and dismal
working conditions result in the loss of the childhood of children who are in this profession. The
working conditions of all bangle-makers are pathetic and miserable. They work in high
temperature, badly lit and poorly ventilated glass furnaces due to which child workers especially
are at risk of losing their eyesight at an early age and get prone to other health hazards. The
stinking lanes of Ferozabad are choked with garbage and humans and animals live together in
these hovels. There is no development or progress in their lives with the passage of time. They
have no choice but to work in these inhuman conditions. Mind-numbing toil kills their dreams
and hopes. They are condemned to live and die in squalor, subjected to a life of poverty and
perpetual exploitation.

Question 37.
Why did Saheb become a ragpicker? What did j he look for in the garbage dumps? (Comptt.
Delhi 2010)
Answer:
Saheb belongs to a Bangladeshi refugee family that migrated to Delhi from Dhaka in the wake of
the 1971 Indo-Pak war. Here he finds himself in a vicious circle of social stigma, poverty and
exploitation. He represents a growing number of refugee migrant poor population who are forced
to lead a life of penury. This migratory population settle on the periphery of big cities and start
doing menial jobs to earn a living. Due to extreme poverty Saheb’s parents are unable to provide
for him and so he ends up picking rags for his own survival as well as to support his parents. The
author says that Saheb scrounges for ‘gold’ in the garbage. Anything valuable like used clothes,
shoes, bits of metal, plastic scrap, stray coins and currency notes can be termed as gold for them.

Question 38.
What change did Anees Jung see in Saheb when she saw him standing by the gate of the
neighbourhood club? (Comptt. Delhi 2010)
Answer:
Saheb was a poor ragpicker who later takes up a job at a tea-stall in an attempt to be a master of
his own destiny. But unfortunately this move further enslaves him. His new job replaces his light
polythene bag with a heavy steel canister.
It even deprives him of roaming around with his friends without a care in the world. Earlier,
though he did not have the security of a regular income, he had his freedom, and later he did
have an assured income at the end of the month but he had lost his freedom. He was no more a
free bird and his own master. He appeared burdened and forlorn. He was now a bonded labour
who had surrendered his freedom. From being a spirited free bird who was not answerable to
anyone he has become bound. He lives in a society where there is utter lack of compassion and
commitment for the upliftment of these unfortunate children.

Question 39.
Describe the life of squatters at Seemapuri. (Comptt. All India 2010)
Answer:
Most of the squatters at Seemapuri were refugees from Bangladesh.
Also:
Most of the people like Saheb-e-Alam settled in Seemapuri were refugees from Bangladesh
who had fled their country and migrated to Delhi from Dhaka in the wake of the 1971 Indo- Pak
war. Their dwellings were structures of mud, tin and tarpaulin with no sewage, drainage or
running water. Picking garbage and rags helped them to earn their daily bread, gave them a roof
over their heads and was their only means of livelihood and survival. Though these squatters of
Seemapuri have no identity but they do have valid ration cards that enable them to buy grain.
Living in Seemapuri, which is on the periphery of Delhi, is like living in hell. Children here grow
up to become partners in survival to their parents. An army of barefoot children appears every
morning, carrying their plastic bags on their shoulders and disappear by noon. They are forced to
live a life of abject poverty that results in the loss of childhood innocence.
Saheb, a ragpicker, roamed in the streets, scrounging for garbage, barefoot and deprived of
education. Later he starts working in a tea stall but he loses his freedom and carefree life as he is
no longer his own master.

Question 40.
What does Anees Jung tell us about life at Mukesh’s home in Ferozabad? (Comptt. AT 2010)
Answer:
Mukesh’s father represents the underpaid, over exploited bangle makers of Ferozabad who is a
victim of his own caste and is caught in a vicious circle of Sahnkars, middlemen, politi¬cians
and policemen. He leads a hand-to-mouth existence in a shack with his family which includes
two elderly parents, two sons and a daughter-in-law. Lack of education and awareness, the
stigma of caste and a vicious nexus of people who exploit them have killed all initiative and
drive in the young and the old. Time seems to stand still in Mukesh’s home in Ferozabad. There
is no progress and no development despite years of mind- numbing toil. All the labourers of
Ferozabad are victims of middlemen and touts. Their desire to dream and dare is snubbed in their
childhood. They have no choice but to accept their subservience silently as their spirit is broken
and their initiative dormant.

Question 41.
Give a brief account of the life and activities of the people like Saheb-e-Alam settled in
Seemapuri. (Delhi 2011 )
Answer: Refer to Question 49, Page 166

Question 42.
‘Lost Spring’ explains the grinding poverty and traditions that condemn thousands of people to a
life of abject poverty. Do you agree? Why/Why not? (All India 2011)
Answer:
‘Lost Spring’ does indeed highlight the miserable plight of thousands of poor people whose life
is completely marred by abject poverty and thoughtless traditions. They work extremely hard in
the most pathetic conditions and accept poverty and exploitation as their destiny. Through the
lives of Saheb-e-Alam, a ragpicker, and Mukesh, a bangle maker, the author highlights the
vicious circle of social stigma and poverty which these people are subjected to. Saheb and
Mukesh also represent a growing number of refugee migrants and people who are forced to live a
life of penury. No one shows any kind of compassion or sensitivity to their pathetic plight and
there is also no initiative or commitment for the upliftment of these downtrodden people. Acute
poverty, no education and no infrastructural development has drained their energy and willpower
and they have no choice but to accept their destiny of inevitable poverty.

Question 43.
What circumstances forced Mukesh not to pursue his family business of bangle making? Instead,
what did he decide to do?
(Comptt. Delhi 2012)
Answer:
Mukesh dares to dream of a different life and decides not to pursue his family business of
bangle-making. He does not want to accept his life of misery in the name of destiny. Though he
is born in a poverty-ridden family in the caste of bangle makers he dreams of a better future. He
wants to break free from the vicious circle of sahukars and middlemen and carve a new
beginning for himself by becoming a motor- mechanic. He knows what it is like to work in glass
furnaces that are neither well-lit nor well- ventilated. They are dingy hovels with high
temperatures. He has seen that the youngsters are weighed down by the baggage of generations
of subservience and have forgotten to dream of an alternative world. So Mukesh’s dream of
going to a garage and learning to be a motor-mechanic is an attempt to break free off the mind-
numbing toil.

Question 44.
In 1971 Bangladeshi migrants came to Delhi ‘looking for gold in the big city’. What kind of life
are they living in Seemapuri now?
(Comptt. Delhi 2012)
Answer:
Most of the people like Saheb-e-Alam settled in Seemapuri were refugees from Bangladesh
who had fled their country and migrated to Delhi from Dhaka in the wake of the 1971 Indo- Pak
war. Their dwellings were structures of mud, tin and tarpaulin with no sewage, drainage or
running water. Picking garbage and rags helped them to earn their daily bread, gave them a roof
over their heads and was their only means of livelihood and survival. Though these squatters of
Seemapuri have no identity but they do have valid ration cards that enable them to buy grain.
Living in Seemapuri, which is on the periphery of Delhi, is like living in hell. Children here grow
up to become partners in survival to their parents. An army of barefoot children appears every
morning, carrying their plastic bags on their shoulders and disappear by noon. They are forced to
live a life of abject poverty that results in the loss of childhood innocence.
Saheb, a ragpicker, roamed in the streets, scrounging for garbage, barefoot and deprived of
education. Later he starts working in a tea stall but he loses his freedom and carefree life as he is
no longer his own master.
Question 45.
Describe the difficulties the bangle makers of Firozabad have to face in their lives. (Delhi 2015
2012)
Answer:
Through the story of the bangle-makers of Ferozabad, the author expresses her concern over
their exploitation in the hazardous job of bangle-making. Extreme poverty, hard work and dismal
working conditions result in the loss of the childhood of children who are in this profession. The
working conditions of all bangle-makers are pathetic and miserable. They work in high
temperature, badly lit and poorly ventilated glass furnaces due to which child workers especially
are at risk of losing their eyesight at an early age and get prone to other health hazards. The
stinking lanes of Ferozabad are choked with garbage and humans and animals live together in
these hovels. There is no development or progress in their lives with the passage of time. They
have no choice but to work in these inhuman conditions. Mind-numbing toil kills their dreams
and hopes. They are condemned to live and die in squalor, subjected to a life of poverty and
perpetual exploitation.

Question 46.
Describe the circumstances which keep the workers in the bangle industry in poverty. (Delhi
2015)
Answer:
Through the story of the bangle makers of Firozabad, the author expresses concern over their
exploitation in the hazardous job of bangle making and addresses the circumstances which keep
the workers in poverty. They live in stinking lanes, choked with garbage in homes. Their houses
are hovels with families of humans and animals coexisting in a primeval state. They cannot
organise themselves into cooperatives. Their families are caught in a web of poverty and in a
vicious circle of the sahukars, the middlemen, the keepers of law, the policemen, the bureaucrats
and the politicians who impose on them a baggage which they cannot put down. They move in a
spiral from poverty, to apathy, to greed and to injustice.

Question 47.
How is Mukesh’s attitude towards his situation different from that of Saheb? Why? (Delhi 2015)
Answer:
Mukesh’s attitude towards his situation is different from that of Saheb. Mukesh is more of a
rebel who dares to be different and wishes to become a motor mechanic. Though, Mukesh too,
like his community, is working in back breaking, mind-numbing glass industry but unlike his
peers, the spark in him has not extinguished. He wants to break free from the vicious circle
which his community has been caught in. Saheb, on the other hand, has enslaved himself. By
taking up work in the tea stall he is no longer his own master. The difference in their attitude
towards their situation can be attributed to the fact that Saheb is a rootless migrant from
Bangladesh and Mukesh is a citizen of India. Moreover, Mukesh dares to dream. The author too
senses a flash of daring in Mukesh and this is what makes his attitude a little more aggressive
than Saheb.

Question 48.
“It is his karam, his destiny” that made Mukesh’s grandfather go blind. How did Mukesh
disprove this belief by choosing a new vocation and making his own destiny?
(Comptt. Delhi 2015)
Answer:
Mukesh disproved the belief of “his karam, his destiny” by choosing a new vocation in an
attempt to make his own destiny. He decided to become a motor mechanic. He mustered the
courage to break free from the family lineage of bangle making. He had seen his parents and
others suffering because of the vicious circle of poverty and exploitation that they were caught
in. Mukesh was ready to walk a long distance to reach the garage to learn the vocation of car
mechanic. His determination is going to prove instrumental in helping him to realize his dream.
Mukesh dares to dream of a different life and decides not to pursue his family business of
bangle-making. He does not want to accept his life of misery in the name of destiny. Though he
is born in a poverty-ridden family in the caste of bangle makers he dreams of a better future. He
wants to break free from the vicious circle of sahukars and middlemen and carve a new
beginning for himself by becoming a motor-mechanic. He knows what it is like to work in glass
furnaces that are neither well-lit nor well-ventilated. They are dingy hovels with high
temperatures. He has seen that the youngsters are weighed down by the baggage of generations
of subservience and have forgotten to dream of an alternative world. So Mukesh’s dream of
going to a garage and learning to be a motor-mechanic is an attempt to break-free off the mind-
numbing toil.

Question 49.
What kind of life did Saheb lead at Seemapuri? (Comptt. All India 2016 )
Answer:
Most of the people like Saheb-e-Alam settled in Seemapuri were refugees from Bangladesh
who had fled their country and migrated to Delhi from Dhaka in the wake of the 1971 Indo- Pak
war. Their dwellings were structures of mud, tin and tarpaulin with no sewage, drainage or
running water. Picking garbage and rags helped them to earn their daily bread, gave them a roof
over their heads and was their only means of livelihood and survival. Though these squatters of
Seemapuri have no identity but they do have valid ration cards that enable them to buy grain.
Living in Seemapuri, which is on the periphery of Delhi, is like living in hell. Children here grow
up to become partners in survival to their parents. An army of barefoot children appears every
morning, carrying their plastic bags on their shoulders and disappear by noon. They are forced to
live a life of abject poverty that results in the loss of childhood innocence.
Saheb, a ragpicker, roamed in the streets, scrounging for garbage, barefoot and deprived of
education. Later he starts working in a tea stall but he loses his freedom and carefree life as he is
no longer his own master.

Question 50.
Describe the living conditions prevailing in Firozabad. Mention why the bangle making business
does not give bangle makers a comfortable life. (Comptt. All India 2016)
Answer:
Through the story of the bangle-makers of Ferozabad, the author expresses her concern over
their exploitation in the hazardous job of bangle-making. Extreme poverty, hard work and dismal
working conditions result in the loss of the childhood of children who are in this profession. The
working conditions of all bangle-makers are pathetic and miserable. They work in high
temperature, badly lit and poorly ventilated glass furnaces due to which child workers especially
are at risk of losing their eyesight at an early age and get prone to other health hazards. The
stinking lanes of Ferozabad are choked with garbage and humans and animals live together in
these hovels. There is no development or progress in their lives with the passage of time. They
have no choice but to work in these inhuman conditions. Mind-numbing toil kills their dreams
and hopes. They are condemned to live and die in squalor, subjected to a life of poverty and
perpetual exploitation.

Question 51.
‘Garbage to them is gold’. How do ragpickers of Seemapuri survive? (Delhi 2017)
Answer:
Garbage, for the ragpickers of Seemapuri, is considered to be nothing less than gold. Picking
garbage helps them to earn their daily bread, gives them a roof over their head and is their only
means of livelihood and survival. For the innocent children garbage is wrapped in wonder as
they marvel at the prospect of finding a coin, a currency note or a curio that sustains their hope.
These children grow up to become partners in survival with their parents. Seemapuri houses
around 10,000 ragpickers mostly Bangladeshi refugees, who have lived there for more than thirty
years without an identity and without permits. These people live in mud structures with roofs
made of tin and tarpaulin. The ration cards that enable them to get their names on voters’ lists
and enable them to buy grain and garbage are their means of survival. Food is more important to
them for survival than an identity.

Question 52.
“For the children it is wrapped in wonder, for the elders it is a means of survival.” What kind of
life do the rag-pickers of Seemapuri lead? (Comptt. All India 2017)
Answer:
Garbage, for the ragpickers of Seemapuri, is considered to be nothing less than gold. Picking
garbage helps them to earn their daily bread, gives them a roof over their head and is their only
means of livelihood and survival. For the innocent children garbage is wrapped in wonder as
they marvel at the prospect of finding a coin, a currency note or a curio that sustains their hope.
These children grow up to become partners in survival with their parents. Seemapuri houses
around 10,000 ragpickers mostly Bangladeshi refugees, who have lived there for more than thirty
years without an identity and without permits. These people live in mud structures with roofs
made of tin and tarpaulin. The ration cards that enable them to get their names on voters’ lists
and enable them to buy grain and garbage are their means of survival. Food is more important to
them for survival than an identity.

Deep Water
Question 1.
How did Douglas finally get rid of the fear he had of water? (Delhi 2009)
Answer:
The terror that seized Douglas because of his misadventure with water twice was so intense that
he sought professional help to overcome this fear. He engaged a swimming instructor who gave
him intensive training for six months to ensure he overcame his fear of water which he
eventually did.
Question 2.
How did the incident at the YMCA pool affect Douglas? (All India 2009)
Answer:
Douglas, a ten year old boy, was standing alone at the YMCA pool when a big bully of a boy
picked him up and tossed him into the deep end and at once he was at the bottom of the pool.
Though he did manage to come up with extreme difficulty, he could never again go back to the
pool. He started fearing and avoiding water. Whenever he went near water a haunting terror
would seize him.

Question 3.
Why was Douglas keen to overcome his fear of water? (All India 2009)
Answer:
Douglas was determined to overcome his fear of water because this phobia had ruined his fishing
trips. Moreover, he had also never been able to enjoy water sports like canoeing, boating, and
swimming. He was determined to get an instructor and learn swimming to get over his fear of
water.

Question 4.
When Douglas realised that he was sinking, how did he plan to save himself? (Delhi 2010)
Answer:
When Douglas realised he was sinking he was frightened out of his wits and it was then that he
decided to make a big jump and come up to the surface. He thought of lying flat on water for
some time and then to paddle to the edge of the pool.

Question 5.
What did Douglas experience as he went down to the bottom of the pool for the first time? (Delhi
2010)
Answer:
When Douglas is pushed into the pool, he at once goes to the bottom of the pool. The nine feet
deep pool appears like ninety feet to him. He feels a sense of acute uneasiness and as if his lungs
are ready to burst. Despite feeling absolutely suffocated he makes desperate efforts for survival.

Question 6.
What sort of terror seized Douglas as he went down the water with a yellow glow? How could he
feel that he was still alive? (Delhi 2010)
Answer:
When Douglas went down the water with a yellow glow it was a nightmarish experience for him.
His legs were almost paralysed, his lungs were aching and his head was throbbing. He felt the
thumping of his heart and the pounding in his head and these made him realize that he was still
alive.

Question 7.
Why did William Douglas develop aversion to the water when he was three or four years old?
(Comptt. Delhi 2010)
Answer:
William Douglas developed an aversion to water when he was three or four years old. He stood
at a beach with his father when a wave Swept over him and knocked him down. He was buried
under water and became breathless. He was petrified and developed a permanent fear for water.

Question 8.
What misadventure did William Douglas experience at the YMCA pool? (Comptt. All India
2010)
Answer:
A misadventure at the YMCA pool wherein Douglas was thrown into the deeper end of the pool
by a big boy made Douglas afraid of water. He went down into the water three times but failed to
come up. Though he was ultimately saved, a terror of water developed in him as his lungs filled
with water. His head throbbed and his legs felt paralysed thus making him fear water
permanently.

Question 9.
Why was Douglas determined to get over his fear of water? (Delhi 2011)
Answer:
Douglas was determined to overcome his fear of water because this phobia had ruined his fishing
trips. Moreover, he had also never been able to enjoy water sports like canoeing, boating, and
swimming. He was determined to get an instructor and learn swimming to get over his fear of
water.

Question 10.
Why did Douglas go to Lake Wentworth in New Hampshire? (Delhi 2011)
Answer:
Douglas went to Lake Wentworth in New Hampshire to test whether he still had any fear of
water. After his vigorous swimming practice he was still not very sure if his terror for water had
left him. So he wanted to try out his swimming skills at Lake Wentworth. He dived into the lake
and only after swimming across the shore and back did he feel certain his terror of water had
fled.

Question 11.
Which factors led Douglas to decide in favour of YMCA pool? (All India 2011)
Answer:
When Douglas decided to overcome his childhood fear of water he preferred to go to YMCA
swimming pool to learn swimming because it was safe. It was only two or three feet deep at the
shallow end; and although it was nine feet at the other end, the drop was quite gradual.

Question 12.
What did Douglas learn from his experience at the YMCA pool? (Comptt. Delhi 2011)
Answer:
His experience of drowning at the YMCA pool had a very deep impact on Douglas. He became
extremely terrorised and fearful of death. He had experienced both the sensation of dying and the
terror that fear of it can produce. So his will to live grew in intensity. He learnt slowly to become
a swimmer brushing aside his fear gradually.
Question 13.
Why was Douglas determined to get over his fear of water? (Delhi 2012)
Answer:
Douglas was determined to overcome his fear of water because this phobia had ruined his fishing
trips. Moreover, he had also never been able to enjoy water sports like canoeing, boating, and
swimming. He was determined to get an instructor and learn swimming to get over his fear of
water.

Question 14.
Why did Douglas go to Lake Wentworth in New Hampshire? How did he make his terror flee?
(All India 2012)
Answer:
Douglas went to Lake Wentworth in New Hampshire to test whether he still had any fear of
water. After his vigorous swimming practice he was still not very sure if his terror for water had
left him. So he wanted to try out his swimming skills at Lake Wentworth. He dived into the lake
and only after swimming across the shore and back did he feel certain his terror of water had
fled.

Question 15.
What efforts did Douglas make to get over his fear of water? (All India 2012)
Answer:
Douglas was determined to get over his fear of water. He engaged a professional instructor who
understood the intensity of his fear and decided to not just teach him how to swim but ‘build’ a
swimmer out of him slowly and steadily.

Question 16.
Which two frightening experiences did Douglas have in water in his childhood? (Comptt. Delhi
2012)
Answer:
Douglas’ first frightening experience in water was when he was three or four years old. He was
knocked down by waves while surfing at California beach. He had been terror-struck at that
time. Years later, his experience at the YMCA pool revived unpleasant memories when an
eighteen year old boy had hurled Douglas into the deep end of the pool. Both these experiences
led Douglas to develop a fear of water.

Question 17.
How did the instructor turn Douglas into a swimmer? (Delhi 2013)
Answer:
To ‘build a swimmer’ out of Douglas, the instructor began his training with extreme caution. He
attached a rope to a belt and put it around Douglas. The rope went through a pulley that ran on an
overhead cable. Supported by the cable, they went to and fro in the pool and practiced for weeks
together. The instructor taught Douglas to put his face underwater and exhale and to raise his
nose and inhale. He then taught him to kick in water for many weeks. Finally after seven months,
the instructor told him to swim the length of the pool and Douglas’ persistent fear started fading.
Question 18.
How did Douglas make sure that he conquered the old terror? (All India 2013)
Answer:
Douglas went to Lake Wentworth in New Hampshire to test whether he still had any fear of
water. After his vigorous swimming practice he was still not very sure if his terror for water had
left him. So he wanted to try out his swimming skills at Lake Wentworth. He dived into the lake
and only after swimming across the shore and back did he feel certain his terror of water had
fled.

Question 19.
How did William Douglas’s aversion to water begin? (Comptt. Delhi 2013)
Answer:
William Douglas developed an aversion to water when he was three or four years old. He stood
at a beach with his father when a wave Swept over him and knocked him down. He was buried
under water and became breathless. He was petrified and developed a permanent fear for water.

Question 20.
Why did William Douglas use the YMCA pool and not Yakima river to learn swimming?
(Comptt. Delhi 2013)
Answer:
Douglas used the YMCA pool and not the Yakima river to learn swimming because the river was
treacherous His mother continually warned him against it and kept the details of each drowning
in the river fresh in his mind. On the other hand the YMCA pool was safe, only two or three feet
deep at the shallow end.

Question 21.
What happened when ‘a big bruiser of a boy’ tossed Douglas into the YMCA pool? How did
Douglas plan to come out? (Comptt. Delhi 2013)
Answer:
Douglas landed inside the pool in a sitting position, swallowed water and went at once to the
bottom. He was frightened but on the way down he planned how he would come out. When his
feet would hit the bottom, he would make a big jump, come to the surface, lie flat on it and
paddle to the edge of the pool.

Question 22.
Which two incidents in Douglas’ early life made him scared of water? (Comptt. Delhi 2014)
Answer:
Douglas’ first frightening experience in water was when he was three or four years old. He was
knocked down by waves while surfing at California beach. He had been terror-struck at that
time. Years later, his experience at the YMCA pool revived unpleasant memories when an
eighteen year old boy had hurled Douglas into the deep end of the pool. Both these experiences
led Douglas to develop a fear of water.

Question 23.
Why did Douglas prefer to go to YMCA swimming pool to learn swimming? (Comptt. Delhi
2014)
Answer:
When Douglas decided to overcome his childhood fear of water he preferred to go to YMCA
swimming pool to learn swimming because it was safe. It was only two or three feet deep at the
shallow end; and although it was nine feet at the other end, the drop was quite gradual.

Question 24.
What did Douglas feel and do when he was pushed into the swimming pool? (Comptt. All India
2014)
Answer:
Douglas landed in the pool in a sitting position, swallowed water and went at once to the bottom.
Though he was frightened, on the way down he planned that when his feet would hit the bottom
he would make a big jump and come to the surface.

Question 25.
How did his swimming instructor ‘build a swimmer’ out of Douglas? (Comptt. All India 2014)
Answer:
To ‘build a swimmer’ out of Douglas, the instructor began his training with extreme caution. He
attached a rope to a belt and put it around Douglas. The rope went through a pulley that ran on an
overhead cable. Supported by the cable, they went to and fro in the pool and practiced for weeks
together. The instructor taught Douglas to put his face underwater and exhale and to raise his
nose and inhale. He then taught him to kick in water for many weeks. Finally after seven months,
the instructor told him to swim the length of the pool and Douglas’ persistent fear started fading.

Question 26.
Why did Douglas’ mother recommend that he should learn swimming at the YMCA swimming
pool? (Delhi 2015)
Answer:
Douglas’ mother recommended that he should learn swimming at the YMCA pool because it was
safe. It was only two to three feet deep at the shallow end; and while it was nine feet deep at the
other end, the drop was gradual.

Question 27.
How did Douglas remove his residual doubts about his fear of water? (Delhi 2015)
Answer:
To remove his residual doubts about his fear of water, Douglas went up the Tieton to Conrad
Meadows, up the Conrad Creek Trail to Meade Glacier. He camped in the high meadow by the
side of the warm lake. There he dove into the warm lake, swam across to the other shore and
back just as Doug Corpron used to do.

Question 28.
How did Douglas’s experience at the YMCA pool affect him? (Delhi 2015)
Answer:
The drowning experience left Douglas weak and trembling. He was unable to eat that night and
was haunted by extreme fear for days. The slightest exertion would upset him, making his knees
wobble and his stomach sick. He developed a complete aversion to the swimming pool and this
aversion stayed with him for years.
Question 29.
What lesson did Douglas learn when he got rid of his fear of water? (Comptt. Delhi 2015)
Answer:
After getting rid of his fear of water Douglas realized that ‘what one has to fear is fear itself’ and
if he is able to overcome that fear he can achieve anything he wants.

Question 30.
How did the instructor turn Douglas into a swimmer?
Answer:
To ‘build a swimmer’ out of Douglas, the instructor began his training with extreme caution. He
attached a rope to a belt and put it around Douglas. The rope went through a pulley that ran on an
overhead cable. Supported by the cable, they went to and fro in the pool and practiced for weeks
together. The instructor taught Douglas to put his face underwater and exhale and to raise his
nose and inhale. He then taught him to kick in water for many weeks. Finally after seven months,
the instructor told him to swim the length of the pool and Douglas’ persistent fear started fading.

Question 31.
How did his experience at the YMCA swimming pool affect Douglas? (Delhi 2016)
Answer:
The drowning experience left Douglas weak and trembling. He was unable to eat that night and
was haunted by extreme fear for days. The slightest exertion would upset him, making his knees
wobble and his stomach sick. He developed a complete aversion to the swimming pool and this
aversion stayed with him for years.

Question 32.
What deep meaning did his experience at the YMCA swimming pool have for Douglas? (All
India 2016)
Answer:
After his experience at the YMCA there was a haunting fear in Douglas’ heart. The experience
of fear and death and its conquest made him live intensely. Conquering fear made him realise the
true value of life and helped him enjoy every moment.

Question 33.
‘All we have to fear is fear itself.’ When did Douglas learn this lesson? (All India 2016)
Answer:
Douglas learnt this lesson after he had conquered his fear of water completely. He went to Lake
Wentworth, dived into the warm lake, and swam across to the other shore and back. He shouted
with joy at finally having con¬quered his fear of water and realized the meaning of Roosevelt’s
words.

Question 34.
When did Douglas first become afraid of water? (Comptt. Delhi 2016)
Answer:
Douglas first became afraid of water when he was three years old and had gone to the California
beach with his father. He went under a wave for a few seconds and though he was not in any
kind of danger, yet he developed a fear of water.
Question 35.
When did Douglas’ dislike of water first begin? (Comptt. All India 2016)
Answer:
Douglas’ dislike of water first began when he was three years old and had gone to the Cali-fornia
beach with his father. He was knocked down by the waves which swept over him and he was
buried under the water. His breath was gone and he developed a fear of water.

Question 36.
How did his experience at the YMCA pool make Douglas feel scared of water? (Comptt. All
India 2016)
Answer:
A misadventure at the YMCA pool wherein Douglas was thrown into the deeper end of the pool
by a big boy made Douglas afraid of water. He went down into the water three times but failed to
come up. Though he was ultimately saved, a terror of water developed in him as his lungs filled
with water. His head throbbed and his legs felt paralysed thus making him fear water
permanently.

Question 37.
What shocking experience did Douglas have at YMCA pool? (Delhi 2017)
Answer:
A misadventure at the YMCA pool wherein Douglas was thrown into the deeper end of the pool
by a big boy made Douglas afraid of water. He went down into the water three times but failed to
come up. Though he was ultimately saved, a terror of water developed in him as his lungs filled
with water. His head throbbed and his legs felt paralysed thus making him fear water
permanently.

Question 38.
Why did Douglas fail to come to the surface of the pool as he hoped to? (All India 2017)
Answer:
Douglas had hoped that when his feet hit the bottom of the pool, he would make a big jump and
come to the surface but before he touched the bottom his lungs were ready to burst. Then when
his feet hit the bottom and he summoned up all his strength to spring upwards, he came up
slowly and saw nothing but water.

Question 39.
How did Douglas’ introduction to YMCA pool revive his childhood fear of water? (All India
2017)
Answer:
Douglas’ introduction to the YMCA swimming pool revived unpleasant memories and stirred his
childish fears when he was knocked down and swept over by the waves in a beach in Cali¬fornia
and had been buried in water. Thereafter he had an aversion to water when he was near it.

Question 40.
When did Douglas first start fearing water? (Comptt. All India 2017)
Answer:
Douglas first became afraid of water when he was three years old and had gone to the California
beach with his father. He went under a wave for a few seconds and though he was not in any
kind of danger, yet he developed a fear of water.

Question 41.
What was the deep fear in William Douglas’ mind? How did he get over it? (Comptt. AI 2017)
Answer:
William Douglas had a deep fear of water. Douglas had to resort to professional assistance to
overcome his fear of water. He employed an instructor to teach him how to swim. He practiced
five days a week, an hour each day with the instructor and piece by piece the instructor built a
swimmer out of Douglas.

Question 42.
What happened to Douglas at the YMCA pool?
Answer:
As Douglas was sitting on the side of the YMCA pool waiting for others, a boy who was around
eighteen years old came there and yelled, ‘Hi, Skinny! How’d you like to be ducked?” saying
this, he picked up Douglas and tossed him into the deep end of the pool.

Deep Water Important Questions Long Answer Type Questions (5-6 MARKS)

Question 43.
” There was terror in my heart at the overpowering force of the waves.” When did Douglas start
fearing water? Which experience had further strengthened its hold on his mind and personality?
(All India 2010)
Answer:
As a child of three or four years, Douglas had been knocked down by the waves at California
beach. The waves swept over him and he was buried under them. The overpowering force of
water terrorized him and he developed an aversion for water. This aversion to water resurfaced
once again when Douglas was eleven years old and further strengthened its hold on his mind and
personality. An eighteen years old boy tossed little Douglas into the deep end of the pool. This
downward journey into water for the second time was a nightmarish experience. His legs were
almost paralysed, his lungs ached, his head throbbed and he felt suffocated. Keeping his wits
intact, he pushed himself up to the surface of the swimming pool but all his efforts proved futile.
Finally when he came to his senses he was lying on his stomach beside the pool. Now the
haunting fear of water gripped his heart and he continued to be mortally scared of water for a
very long time.

Question 44.
How did Douglas develop an aversion to water? (Delhi 2011)
Answer:
When Douglas was three or four years old, his father had taken him to the beach in California.
As he and his father had stood together in the surf, the waves had knocked him down and swept
over him. He was buried in water. His breath was gone and he was frightened. Then, when he
was about ten or eleven years old and had decided to learn to swim, he had gone to the YMCA
pool. There an eighteen year old boy picked him up and tossed him into the deep end of the pool.
After this incident he never went back to the pool. He developed a fear of water and avoided it
whenever he could. Even when he went wading or boating in water the terror that had seized him
during these experi¬ences would come back and take possession of him completely. His legs
would become paralysed and icy horror would grab his heart.

Question 45.
How did Douglas try to save himself from drowning in the YMCA pool? (Delhi 2011)
Answer:
When his feet hit the bottom of the pool Douglas summoned up all his strength and made a great
spring upwards thinking he would bob to the surface like a cork. But when nothing like that
happened Douglas tried to yell but no sound came out. Now a great force was pulling him under.
He was paralysed under water stiff and rigid with fear. Then in the midst of the terror came a
touch of reason that he should remember to jump when he hit the bottom. As soon as he felt the
tiles under him he reached out his toes towards them and jumped again with all his strength. Yet
again the jump did not make any difference. The water was still around him. Stark terror took an
even deeper hold on him and he shook and trembled with fright. He could not move his arms and
legs. He tried to call for help but nothing happened. Finally he ceased all his efforts and decided
to relax as blackness swept over his brain.

Question 46.
How did the instructor make Douglas a good swimmer? (All India 2011)
Answer:
The instructor put in serious efforts to ‘build a swimmer’ out of Douglas. He understood
Douglas’ mortal water-phobia and practiced five days a week, an hour each day, with him. He
devised a unique way to teach him how to swim. He attached a rope to Douglas’ belt that went
through a pulley which ran over an overhead cable. Holding the end of the rope in his hand, he
made Douglas move back and forth in the pool without causing him much fear. Douglas was
taught how to exhale under water and raise his nose to inhale.

This exercise was repeated numerous times and they went to and fro across the pool week after
week. The instructor then taught Douglas to kick with his legs. At first his legs would not work
but finally he was able to control and command them. Finally he was transformed into quite a
perfect swimmer by his instructor.

Question 47.
What horrific experiences did Douglas have in his childhood? What impact did they have on
him? (Comptt. All India 2011)
Answer:
When Douglas was three or four years old, his father had taken him to the beach in California.
As he and his father had stood together in the surf, the waves had knocked him down and swept
over him. He was buried in water. His breath was gone and he was frightened. Then, when he
was about ten or eleven years old and had decided to learn to swim, he had gone to the YMCA
pool. There an eighteen year old boy picked him up and tossed him into the deep end of the pool.
After this incident he never went back to the pool. He developed a fear of water and avoided it
whenever he could. Even when he went wading or boating in water the terror that had seized him
during these experi¬ences would come back and take possession of him completely. His legs
would become paralysed and icy horror would grab his heart.
Question 48.
What misadventure did Douglas experience at the YMCA swimming pool? (Comptt. All India
2013)
Answer:
As the timid Douglas sat alone at the side of the YMCA swimming pool waiting for other people
to come, a big bruiser of a boy, probably eighteen years old came there. He asked Douglas
whether he would like to be ducked. Saying this he picked up Douglas and tossed him into the
deep end of the pool. Douglas landed inside the pool in a sitting position, swallowed water and
went at once to the bottom of the pool. Though Douglas was extremely frightened he had his
wits intact so on his way down he started to plan. He decided that when his feet would hit the
bottom he would make a big jump, come to the surface, lie flat on it and then paddle to the edge
of the pool. At that moment the nine feet deep pool seemed like ninety feet to him and before he
touched the bottom he felt his lungs were ready to burst.

Question 49.
Describe the efforts made by Douglas to save himself from drowning in the YMCA swimming
pool. (Comptt. All India 2013)
Answer:
Douglas was picked up and tossed into the deep end of the YMCA swimming pool. At that time
those nine feet seemed a long way down. As his feet hit the bottom he summoned all his strength
and made an upward spring. He came up slowly, opened his eyes and saw only water. He
reached up as if to grab a rope and his hands clutched only at water. He flailed at the surface of
the water, swallowed and choked. He tried to bring up his legs but they hung as if paralysed. He
again started on a journey back to the bottom of the pool.

Then he remembered the strategy —he would spring from the bottom of the pool and come like a
cork to the surface. He would lie flat on the water, strike out with his arms and thrash with his
legs. Then he would get to the edge of the pool and be safe. Yet again the jump made no
difference and finally Douglas ceased all efforts and relaxed as blockness swept over his brain.

Question 50.
How did Douglas’s experience at the YMCA pool affect him and how did he overcome his fear
of water? (Comptt. All India 2013)
Answer:
The big bully of a boy found Douglas alone at the pool. He picked him up and tossed him into
the deep end of the pool. Douglas was thrown at the bottom of the pool and feared that he would
be drowned. This ‘misadventure’ caused Douglas a lot of trouble and agony. He developed an
aversion to water as he experienced a series of fears and emotions. Icy horror grabbed his heart
and made him panicky. This experience had a lasting effect on Douglas. It deprived him of the
joys of boating and swimming. This fear of water ruined his fishing trips. He never went back to
the pool. This fear of water stayed with him as the years rolled by.

Whenever he tried to enter water, he was seized by fear. Wherever he went his joys of fishing,
boating and swimming were ruined. This fear of deep waters stayed with him for years and
firmly held him in its grip. Douglas had to resort to professional assistance to overcome his fear
of water. He employed an instructor to teach him how to swim. He practiced five days a week,
an hour each day with the instructor and piece by piece the instructor built a swimmer out of
Douglas.

Question 51.
The story “Deep Water” has made you realize that with determination and perseverance one can
accomplish the impossible. Write a paragraph in about 100 words on how a positive attitude and
courage will aid you to achieve success in life. (Delhi 2014)
Answer:
Douglas was afraid of water from a very young age. His misadventure at the YMCA pool further
increased his water phobia. He was unable to enjoy fishing and boating trips. Finally he decided
he had to overcome his fear. He could not do it without seeking professional help, so he
appointed an instructor who gradually made him an excellent swimmer. Still Douglas was not
satisfied. He made use of every opportunity to swim and dive in water thus challenging his fear.
He was able to overcome his fear completely and this led him to make the statement that what
one is afraid of is fear itself and if we are able to overcome that fear then we can achieve
anything in life.

Question 52.
Desire, determination and diligence lead to success. Explain the value of these qualities in the
light of Douglas’ experience in “Deep Water”. (Comptt. All India 2014)
Answer:
Determination and perseverance is a combination of attributes and abilities that drive people to
set goals for themselves and then to take the initiative to achieve these goals. Douglas was able
to overcome his fear of water by the values of positive attitude and courage. Initially he was
afraid of water but his grit and determination made him get an instructor and overcome his fear.
Determination today leads to our success tomorrow. It is that innate quality in our soul, which
comes to surface when an incident irks it. It is a reflection of our values taught to us by society
and circumstances and enables us to overcome all obstacles.

There is always admiration for heroes like William Douglas who face challenges courageously
and finally emerge successful. For years the fear of water haunted him. It deprived him of the joy
of canoeing, swimming, fishing and boating. However, it was deliberate, planned and continuous
efforts that enabled Douglas to get over his fear. He was absolutely determined to get rid of his
fear and it was due to his perseverance and resoluteness that he emerged victorious.

Question 53.
“All we have to fear is fear itself.” Describe Douglas’s experiences which led to the making of
this statement. (Comptt. Delhi 2015)
Answer:
Douglas was afraid of water from a very young age. His misadventure at the YMCA pool further
increased his water phobia. He was unable to enjoy fishing and boating trips. Finally he decided
he had to overcome his fear. He could not do it without seeking professional help, so he
appointed an instructor who gradually made him an excellent swimmer.

Still Douglas was not satisfied. He made use of every opportunity to swim and dive in water thus
challenging his fear. He was able to overcome his fear completely and this led him to make the
statement that what one is afraid of is fear itself and if we are able to overcome that fear then we
can achieve anything in life.

Question 54.
With the help of courage one can achieve a lot. How did Douglas overcome his fear of water?
(Comptt. Delhi 2016)
Answer:
Douglas was afraid of water from a very young age. His misadventure at the YMCA pool further
increased his water phobia. He was unable to enjoy fishing and boating trips. Finally he decided
he had to overcome his fear. He could not do it without seeking professional help, so he
appointed an instructor who gradually made him an excellent swimmer. Still, Douglas was not
satisfied. He made use of every opportunity to swim and dive in water thus challenging his fear.
He was able to overcome his fear completely and this led him to make the statement that what
one is afraid of is fear itself and if we are able to overcome that fear then we can achieve
anything in life.

Question 55.
We always admire those as heroes who face challenges bravely in different phases of life and
emerge successfully. Elaborate on this statement with reference to William Douglas. (Comptt.
Delhi 2017)
Answer:
Determination and perseverance is a combination of attributes and abilities that drive people to
set goals for themselves and then to take the initiative to achieve these goals. Douglas was able
to overcome his fear of water by the values of positive attitude and courage. Initially he was
afraid of water but his grit and determination made him get an instructor and overcome his fear.
Determination today leads to our success tomorrow. It is that innate quality in our soul, which
comes to surface when an incident irks it. It is a reflection of our values taught to us by society
and circumstances and enables us to overcome all obstacles.

There is always admiration for heroes like William Douglas who face challenges courageously
and finally emerge successful. For years the fear of water haunted him. It deprived him of the joy
of canoeing, swimming, fishing and boating. However, it was deliberate, planned and continuous
efforts that enabled Douglas to get over his fear. He was absolutely determined to get rid of his
fear and it was due to his perseverance and resoluteness that he emerged victorious.

The Rattrap
Question 1.
Why did the peddler sign himself as Captain von Stahle? (All India 2009)
Answer:
Edla Willmansson had been rather nice to the peddler and had treated him with the honour that
was due to a Captain. The peddler, through this mistaken identity, got an opportunity to raise
himself and get above the petty temptations of the world. So he signed himself as Captain von
Stahle.

Question 2.
Why did the peddler think that the world was a rattrap? (All India 2009)
Answer:
The peddler considered the whole world as a big rattrap, its sole purpose being to set baits for
people. The joys and riches of this world are nothing but tempting baits and anyone who is
tempted by them was captured by the rattrap which completely closed in on him.

Question 3.
Why was Edla happy to see the gift left by the peddler? (All India 2010)
Answer:
Edla was happy to see the gift left by the peddler as he had respected her faith in him. Edla had
retained him in her house even after knowing his real identity and he, in turn, had shown her that
the guest she had honoured was as honourable as the Captain. The latent goodness of his heart
had been awakened and he had been able to overcome the bait of the rattrap.

Question 4.
Which act of the crofter surprised the peddler? Why? (Comptt. Delhi 2010)
Answer:
The peddler was always shunned away wherever he went. No one treated him with kindness and
so he had lost all hope of being shown any kind of warmth. But when he approached the crofter’s
roadside cottage he was surprised by the latter’s warm welcome and generous hospitality.

Question 5.
How was the peddler treated at the crofter’s cottage? (Comptt. All India 2010)
Answer:
At the crofter’s cottage the peddler was welcomed warmly and received generous hospitality.
The crofter was an old and lonely man and the prospect of getting the peddler’s company
overjoyed him. So he poured all his warmth and friendly courtesy on the peddler.

Question 6.
Why was the crofter so talkative and friendly with the peddler? (Delhi 2011)
Answer:
The crofter was lonely. He lived alone in his cottage without a wife, a child or any companion.
Since he suffered from acute loneliness he was extremely happy when he got the peddler’s
company. That is why he was so talkative and friendly with the peddler.

Question 7.
Why was the peddler surprised when he knocked on the door of the cottage? (All India 2011)
Answer:
At the crofter’s cottage the peddler was welcomed warmly and received generous hospitality.
The crofter was an old and lonely man and the prospect of getting the peddler’s company
overjoyed him. So he poured all his warmth and friendly courtesy on the peddler.

Question 8.
What made the peddler finally change his ways? (All India 2011)
Answer:
The peddler was touched by Edla’s kind treatment. She treated him like a Captain in spite of
knowing his real identity. This awakened the latent goodness of his heart because he wanted to
show Edla he was worthy of the honour she had given him. So he finally changed his ways.

Question 9.
Why did the peddler keep to the woods after leaving the crofter’s cottage? How did he feel? (All
India 2011)
Answer:
The peddler discards the public highway and keeps to the woods after leaving the crofter’s
cottage because he wants to avoid being caught with the thirty kronors that he had stolen from
the crofter’s house. He walks through mazes of forest paths but lands nowhere. When he realizes
he has been trapped he feels extremely tired and sinks to the ground in despair.

Question 10.
Did the stranger agree to go to the ironmaster’s house? Why or why not? (Comptt. Delhi 2011)
Answer:
Initially the stranger declined the ironmaster’s invitation. He had the stolen thirty kronors on him
and thought it was like going into the lion’s den. But then he accepted the ironmaster’s invitation
because Edla’s sympathy and compassion allayed his fears and her friendly manner made him to
have confidence in her.

Question 11.
Why did the peddler decline the invitation of the ironmaster? (Delhi 2012)
Answer:
The peddler declined the ironmaster’s invitation because he had the stolen thirty kronors on him.
He feared that he would be caught there for stealing the crofter’s money. For the peddler going to
the manor house of the ironmaster would be like throwing himself voluntarily into the lion’s den.

Question 12.
Why was the crofter so friendly and talkative with the peddler? (Delhi 2012)
Answer:
The crofter was lonely. He lived alone in his cottage without a wife, a child or any companion.
Since he suffered from acute loneliness he was extremely happy when he got the peddler’s
company. That is why he was so talkative and friendly with the peddler:

Question 13.
Who was the owner of Ramsjo iron mills?
Why did he visit the mills at night? (All India 2012)
Answer:
The ironmaster was the owner of the Ramsjo iron mills. He was very particular about the quality
of his products. So he made nightly rounds of inspection to his mill to inspect the quality control.

Question 14.
How did the ironmaster react on seeing the stranger lying close to the furnace? (All India 2012)
Answer:
When the iron master saw the stranger lying close to the furnace he walked up to him and looked
him over carefully. Mistaking him for an old acquaintance, a comrade from his regiment, he got
very excited and invited him to come to his cottage.

Question 15.
Why didn’t the stranger tell the ironmaster that he was not Nils Olof? (All India)
Answer:
When the ironmaster mistakes the stranger for Captain Nils Olof, an old regimental comrade, the
stranger decides not to correct him as hopes to get a couple of kronors from the ironmaster. So he
does not want to undeceive him all at once.

Question 16.
Why was the crofter happy when the peddler knocked on his door? (Comptt. All India 2013)
Answer:
The crofter was very lonely. He lived alone in his cottage without a wife, a child or any
companion. Since he was suffering from acute loneliness he felt very happy when the peddler
knocked on his door. He treated the peddler in the most kind and hospitable manner.

Question 17.
How was the crofter ‘generous with his confidences’ when he spoke to the peddler? (Comptt. All
India 2013)
Answer:
The crofter was generous not just with his porridge and tobacco but also with his confidences
with the peddler. He informed the peddler that he had been a crofter but now his cow supported
him. She would give milk for the creamery every day, and last month he had even received thirty
kronors as payment.

Question 18.
What did the peddler do to keep his body and soul together? (Comptt. All India 2013)
Answer:
The peddler made and sold rattraps but his business was not really profitable so he had to resort
to both begging and petty thievery to keep his body and soul together.

Question 19.
Why did the peddler derive pleasure from his idea of the world as a rattrap? (Delhi 2014)
Answer:
The world had never been kind to the peddler so it gave him unwanted joy to think ill of it by
considering it as a rattrap. It became his cherished pastime to think of people he knew who had
let themselves be caught in the dangerous snare and of others who were still circling around the
bait in the rattrap.
Question 20.
Why did Edla plead with her father not to send the vagabond away? (All India 2014)
Answer:
Edla pleaded with her father not to send the vagabond away as it was Christmas eve and she
wanted to keep the spirit of Christmas alive. She wanted to provide the vagabond with a day of
comfort and solace. She justified that they had invited him against his will and since he was
lonely she wanted to do something special for him on Christmas eve.

Question 21.
In what sense was the world a big rattrap according to the peddler? (Comptt. Delhi 2014)
Answer:
According to the peddler the whole world with its lands, seas, cities and villages was nothing but
a big rattrap. It only existed to set baits for people. If offered riches and joys, shelter, food and
clothing as the rattrap offered cheese and pork and as soon as anyone let himself be tempted to
touch the bait, it closed on him and then everything came to an end.

Question 22.
Why did the peddler knock on the cottage by the roadside? How was he treated by the owner of
the cottage? (Comptt. Delhi 2014)
Answer:
The peddler knocked on the cottage by the roadside to ask shelter for the night. The owner, who
was an old man, without a wife or child, greeted him warmly, served him supper and played
cards with him as he was happy to get someone to talk to in his loneliness.

Question 23.
What conclusion did the ironmaster reach when he heard that the crofter had been robbed by the
peddler? (Comptt. All India 2014)
Answer:
When the ironmaster heard that the crofter had been robbed by a man who went around selling
rat-traps, he sarcastically remarked to his daughter that she had let a fine man into the house and
was wondering as to how many silver spoons were left in their cupboard by that time.

Question 24.
What were the contents of the package left by the peddler as a Christmas gift for Edla
Willmansson? (Comptt. All India 2014)
Answer:
The package that the peddler left as a Christmas gift for Edla Willmansson contained a small
rattrap which had a letter he had written in large, jagged characters and in it also lay three
wrinkled ten kronor notes.

Question 25.
How was the peddler received by the crofter? (Comptt. Delhi 2015)
Answer:
The crofter was a lonely person who received the peddler warmly, gave him supper and tobacco
to fill his pipe and played a game of cards with him. He was very friendly with the peddler. He
shared the details of his life with him and showed him the thirty kronor notes he had received as
payment.

Question 26.
What brought about a change in the life of the peddler? (Comptt. All India 2015)
Answer:
Edla’s warmth, sympathy and compassion brought about a change in the life of the peddler. He is
touched by the kind treatment Edla gives him despite knowing his real identity. The latent
goodness of his heart is awakened and he actually behaves like a true Captain.

Question 27.
At the crofter’s home, why did the peddler feel very happy? (Comptt. All India 2015)
Answer:
The peddler was received very warmly and received generous hospitality at the crofter’s home.
The crofter, an old and lonely man, served him porridge, treated him kindly and the two smoked
and played cards. This made the peddler feel very happy.

Question 28.
Why was the peddler amused at the idea of the world being a rattrap? (Delhi 2016)
Answer:
The world had never been very kind to the peddler. So it gave him unwanted joy to think of the
world with its lands and seas, cities and villages as nothing but a big rattrap that sets baits for
people in the form of riches, joys and other necessities, and as soon as one got tempted, it closed
in on him.

Question 29.
What hospitality did the peddler receive from the crofter? (Delhi 2016)
Answer:
Instead of the sour faces which normally met the peddler, the crofter who was an old and lonely
man received the peddler most warmly and offered him generous hospitality. He gave him
porridge for supper and the two smoked tobacco and played cards. The crofter also shared his
confidences with the peddler.

Question 30.
What do we learn about the crofter’s nature from the story, ‘The Rattrap’? (All India 2016)
Answer:
The crofter was an old man who was very lonely as he had no family. He was very happy when
the peddler knocked on his door as he got someone to talk to in his loneliness. He treated the
peddler most courteously and offered him food and tobacco. The crofter was as generous with
his confidences as he was with his hospitality.

Question 31.
Why did the crofter show the thirty kroner to the peddler? (All India 2016)
Answer:
The crofter was too happy to get someone to talk to in his loneliness so he was generous with his
confidences with the peddler. The stranger must have seemed doubtful, for the crofter took down
a leather pouch hanging on a nail near the window and showed the thirty kroner notes to the
peddler.

Question 32.
Why did the ironmaster speak kindly to the peddler and invite him home? (All India 2016)
Answer:
The ironmaster mistook the peddler to be an old acquaintance Nils Olof, his old regimental
comrade, so he spoke kindly to the peddler and invited him to his house. He and his daughter
Edla did not have any company for Christmas so he wanted the peddler to join them for
Christmas dinner.

Question 33.
Why did Edla invite the peddler? (Comptt. Delhi 2016)
Answer:
Edla invited the peddler because she wanted to celebrate Christmas in the true spirit of the
festival by having a guest over for Christmas supper. Moreover, she wanted to give the peddler a
day of peace.

Question 34.
Describe the crofter’s meeting with the rattrap peddler. (Comptt. All India 2016)
Answer:
The crofter gave the rattrap peddler shelter for a night. He was very hospitable with the peddler.
He gave the peddler supper, tobacco to smoke, played cards with him and even shared his
confidences with him.

The Rattrap Important Questions Long Answer Type Questions (5-6 MARKS)

Question 35.
Describe how the story, ‘The Rattrap’ shows that basic human goodness can be brought out by
understanding and love. (Delhi 2006)
Answer:
The theme of the story ‘The Rattrap’ is that most human beings are prone to fall into the trap of
material gains. However, love and understanding can transform a person and bring out his
essential human goodness. The peddler had been treated very cruelly by the world. So even
though the old crofter was kind and hospitable to him, he betrayed his trust and stole thirty
kronors from him. He was not impressed by the ironmaster’s invitation also. But Edla
Willmansson’s compassion and understanding brought about a transformation in his nature. Her
human qualities helped in raising him to be a gentleman. He was easily able to overcome petty
temptations. The peddler who always considered the whole world to be a rattrap finally felt
released from this rattrap due to the sympathetic, kind, loving and generous treatment of Edla
Willmansson that was able to bring out his basic human goodness.

Question 36.
Give examples from the story, “The Rattrap” to show how the iron master is different from his
daughter. (Delhi 2006)
Answer:
The character of Edla Willmansson and that of the iron master are in stark contrast to each other.
Despite being young, the daughter displays a better sense of maturity than her father who acts
impulsively and behaves . casually. He jumps to conclusions without thinking. First he mistakes
the peddler to be an old regimental comrade and without confirming his identity he instantly
invites him to the manor house and again on realising his mistake he refers the matter to the
sheriff thoughtlessly. Edla, on the other hand, displays a keen sense of observation. She rightly
judges that her guest is a tramp and has a sympathetic attitude towards him. She persuades her
father to allow the guest to stay, leads him courteously to the dining table and makes him eat
despite her father’s protest. It is because of her compassion and generosity that the peddler
undergoes a change of heart and redeems himself from dishonesty. He leaves behind thirty
kronors to be given back to the old crofter and a Christmas present for Edla.

Question 37.
The story ‘The Rattrap’ focuses on human loneliness and the need to bond with others. Explain.
(Delhi 2010)
Answer:
The main focus of the story ‘The Rattrap’ is on human loneliness. All the characters, whether it
is the peddler, the crofter, the ironmaster or his daughter, suffer from loneliness. The peddler is a
lonely man who has always been shunned by society’s cold and unkind words. When he knocks
at the door of the old crofter’s cottage he does not expect hospitality but the crofter welcomes
him as he is too happy to get someone to talk to after being alone for so long. By serving the
peddler the crofter is in fact serving himself. He serves the peddler with supper, gives him
tobacco and plays ‘mjolis’ with him. He is a very good host. The iron¬master and his daughter
too miss company and this makes them all the more lonely on the occasion of Christmas. So the
ironmaster, who mistakes the peddler for his old regimental comrade, invites him to his manor
house for Christmas. The ironmaster’s daughter, Edla, extends this invitation again and tells the
peddler he can leave any time after Christmas. Thus the need to bond is the main focus of the
story ‘The Rattrap’.

Question 38.
Describe how the story, ‘The Rattrap’ shows that basic human goodness can be brought out by
understanding and love. (Comptt. All India 2011)
Answer:
The theme of the story ‘The Rattrap’ is that most human beings are prone to fall into the trap of
material gains. However, love and understanding can transform a person and bring out his
essential human goodness. The peddler had been treated very cruelly by the world. So even
though the old crofter was kind and hospitable to him, he betrayed his trust and stole thirty
kronors from him. He was not impressed by the iron-master’s invitation also. But Edla
Willmansson’s compassion and understanding brought about a transformation in his nature. Her
human qualities helped in raising him to be a gentleman. He was easily able to overcome petty
temptations. The peddler who always considered the whole world to be a rattrap finally felt
released from this rattrap due to the sympathetic, kind, loving and generous treatment of Edla
Willmansson that was able to bring out his basic human goodness.

Question 39.
How are the attitudes of the ironmaster and his daughter different? Support your answer from the
text. (Delhi 2011)
Answer:
The character of Edla Willmansson and that of the iron master are in stark contrast to each other.
Despite being young, the daughter displays a better sense of maturity than her father who acts
impulsively and behaves . casually. He jumps to conclusions without thinking. First he mistakes
the peddler to be an old regimental comrade and without confirming his identity he instantly
invites him to the manor house and again on realising his mistake he refers the matter to the
sheriff thoughtlessly. Edla, on the other hand, displays a keen sense of observation. She rightly
judges that her guest is a tramp and has a sympathetic attitude towards him. She persuades her
father to allow the guest to stay, leads him courteously to the dining table and makes him eat
despite her father’s protest. It is because of her compassion and generosity that the peddler
undergoes a change of heart and redeems himself from dishonesty. He leaves behind thirty
kronors to be given back to the old crofter and a Christmas present for Edla.

Question 40.
Describe the peddler’s interaction with the ironmaster’s daughter. To what extent was he
influenced by her? (Comptt. Delhi 2011)
Answer:
The peddler first meets Edla Wilmansson, the ironmaster’s daughter when, on her fathers
insistence, she comes to invite him to their manor house for Christmas. He was so touched by the
sincerity in her voice that he could not refuse her invitation. Later, she comes to know of the
peddler’s real identity but it does not change her warmth, friendliness and hospitality towards
him. She continues to treat him like a Captain and the peddler quite spontaneously, starts
behaving like a real Captain. He leaves a rattrap as a Christmas gift for Edla and encloses a letter
of thanks and a note of confession in it. He leaves behind the stolen money to be restored to its
rightful owner, the crofter, thus redeeming himself from his dishonest ways. Edla Wilmansson’s
sympathy, compassion and understanding give the peddler an opportunity to redeem and reform
himself.

Question 41.
Describe the crofter’s interaction with the peddler. How did the latter get tempted? (Comptt.
Delhi 2011)
Answer:
When the peddler knocked on the door of the crofter’s cottage he was greeted by the lonely old
man who was just too happy to get someone to talk to. He served the peddler with extreme
hospitality and even played cards with him. He also shared his confidences with the peddler
telling him that he had been a crofter at Ramsjo Ironworks during his days of prosperity and now
his cow supported him. Last month he had received thirty kronors in payment for the cow milk
he had sold. He even showed the peddler the leather pouch on the window where he had kept the
thirty kronors thus tempting the peddler. The next day the peddler after leaving the crofter’s
cottage came back there again, smashed the window pane, stuck in his hand and got hold of the
pouch that contained the thirty kronors. Then hanging the leather pouch back very carefully, he
went away.

Question 42.
‘The Rattrap’ highlights the impact of compassion and understanding on the hidden goodness in
human beings. Substantiate with evidence from the story. (Comptt. All India 2011)
Answer:
The theme of the story ‘The Rattrap’ is that most human beings are prone to fall into the trap of
material gains. However, love and understanding can transform a person and bring out his
essential human goodness. The peddler had been treated very cruelly by the world. So even
though the old crofter was kind and hospitable to him, he betrayed his trust and stole thirty
kronors from him. He was not impressed by the ironmaster’s invitation also. But Edla
Willmansson’s compassion and understanding brought about a transformation in his nature. Her
human qualities helped in raising him to be a gentleman. He was easily able to overcome petty
temptations. The peddler who always considered the whole world to be a rattrap finally felt
released from this rattrap due to the sympathetic, kind, loving and generous treatment of Edla
Willmansson that was able to bring out his basic human goodness.

Question 43.
Given his temperament, Edla’s father would have failed in reforming the peddler. How did Edla
succeed? (Comptt. All India 2011)
Answer:
Unlike her father Edla is a compassionate, sympathetic and understanding girl and because of
these virtues she succeeded in reforming the peddler. The ironmaster, on the other hand, is
impulsive and whimsical. He invites the stranger to his house without confirming the latters
identity and as soon as the peddler’s true identity is revealed he decides to refer the whole matter
to the sheriff. But Edla continues to be nice and hospitable to him and does not turn him out of
their house on Christmas eve. She treats the peddler like a real captain and he too behaves like
one. She thus awakened the potential goodness of his heart and before leaving the manor house
he leaves behind a rattrap as a Christmas gift for Edla and the money he had stolen from the
crofter’s cottage alongwith a letter in which he confesses his crime and requests Edla to return
the thirty kronors to the old crofter.

Question 44.
How did the peddler feel after robbing the crofter? What course did he adopt and how did he
react to the new situation? What does his reaction reveal? (Delhi 2013)
Answer:
After robbing the crofter the peddler felt quite pleased with his smartness. He immediately
realised that he could not dare to continue with his journey on the public highway so he turned
off the road, into the woods. During the first few hours his decision caused him no difficulty but
later it became worse for he had gotten into a big and confusing forest. He continued to walk and
when he came to the end of the forest he realized that he had been walking around in the same
part of the forest. Then he recalled his thoughts about the world and the rattrap and knew his own
turn had come. He had let himself be fooled by a bait of thirty kronors and had been caught. His
reaction reveals his gloom and despair as he realized the forest had closed in open upon him like
an impenetrable prison from which he thought he could never escape. It also reveals that he was
basically a good person at heart and was repentant of his folly.

Question 45.
There is a saying, ‘Kindness pays, rudeness never’. In the story, ‘The Rattrap’ Edla’s attitude
towards men and matters is different from her fathers attitude. How are the values of concern and
compassion brought out in the story, ‘The Rattrap’? (All India 2013)
Answer:
Edla Willmansson displays qualities of compassion and understanding that transform the peddler
and brings out his essential human goodness. Her human qualities help in raising him to the level
of a gentleman and he is able to overcome petty temptations. The peddler, who always
considered the whole world to be a rattrap, was finally able to release himself from this rattrap
due to the sympathetic, kind and generous treatment of Edla and thus redeems himself from his
dishonest ways. Despite knowing his real identity Edla continues to treat him like a Captain and
the peddler quite spontaneously starts behaving like a real captain. Edla’s compassion and the
peddler’s reformation arouses our optimism and belief in the essential goodness of man and other
human values.

Question 46.
How does the peddler respond to the hospitality shown to him by the crofter? (Comptt. Delhi
2013)
Answer:
The peddler responds to the crofter’s hospitality by betraying him. One dark evening
when the peddler was walking along the road he knocked on the door of a cottage to seek shelter
for the night. To his surprise, he was welcomed by an old man, the crofter, who lived alone in the
cottage. The lonely crofter was happy to find a man whom he could talk to. He served the
peddler supper, gave him tobacco and played a game of cards with him. The old crofter then
went to the window and took down a leather pouch. He counted three ten kronor notes and put
them into the pouch. This provided a big bait for the peddler who was tempted to steal the notes.
The peddler unwillingly allowed himself to be tempted to touch the bait and was thus trapped in.
He stole the money and thus committed a breach of trust. So he betrayed the confidence reposed
in him by his host.

Question 47.
How did the seller of rattraps realize that he himself was caught up in a rattrap after he left the
crofter’s cottage? (Comptt. Delhi 2013)
Answer:
After robbing the crofter the peddler felt quite pleased with his smartness. He immediately
realised that he could not dare to continue with his journey on the public highway so he turned
off the road, into the woods. During the first few hours his decision caused him no difficulty but
later it became worse for he had gotten into a big and confusing forest. He continued to walk and
when he came to the end of the forest he realized that he had been walking around in the same
part of the forest. Then he recalled his thoughts about the world and the rattrap and knew his own
turn had come. He had let himself be fooled by a bait of thirty kronors and had been caught. His
reaction reveals his gloom and despair as he realized the forest had closed in open upon him like
an impenetrable prison from which he thought he could never escape. It also reveals that he was
basically a good person at heart and was repentant of his folly.

Question 48.
Why did the peddler accept Edla’s invitation when he had already declined the iron¬master’s to
go home with him? (Comptt, Delhi 2013)
Answer:
The peddler first meets Edla Willmannson, the ironmaster’s daughter, when on her father’s
insistence she comes to invite the peddler to their manor house for Christmas. The peddler who
had earlier refused to accept the ironmaster’s invitation could not decline Edla’s invitation. She
looked at him with compassion because she immediately noticed that he was afraid. So she spoke
to him in such a friendly and warm manner that the peddler felt a kind of confidence in her.
Infact the peddler even tells her that it would never have occurred to him that she would bother
herself over him and he would come with her immediately. So he accepted the fur coat which
Edla’s valet handed him and followed the young lady out to the carriage.

Question 49.
The peddler declined the invitation of the ironmaster but accepted the one from Edla. Why?
(Delhi 2015)
Answer:
The peddler first meets Edla Willmannson, the ironmaster’s daughter, when on her father’s
insistence she comes to invite the peddler to their manor house for Christmas. The peddler who
had earlier refused to accept the ironmaster’s invitation could not decline Edla’s invitation. She
looked at him with compassion because she immediately noticed that he was afraid. So she spoke
to him in such a friendly and warm manner that the peddler felt a kind of confidence in her.
Infact the peddler even tells her that it would never have occurred to him that she would bother
herself over him and he would come with her immediately. So he accepted the fur coat which
Edla’s valet handed him and followed the young lady out to the carriage.

Question 50.
Edla proved to be much more persuasive than her father while dealing with the peddler.
Comment. (Delhi 2015)
Answer:
Edla does prove to be much more persuasive than her father while dealing with the peddler.
When the ironmaster invites the peddler to his manor house the latter vehemently refuses to go.
Despite trying to allay the peddlers’s fears, the ironmaster is unable to convince him to give them
company for Christmas. He finally gives up after the peddler’s repeated refusals and goes away.
Later Edla arrives, approaches the peddler and extends the invitation once again. She assures him
he can leave after Christmas anytime. The peddler is touched by Edla’s warmth, friendly and
sympathetic nature. So he agrees to accompany Edla.

Question 51.
Why did the crofter repose confidence in the peddler? How did the peddler betray that and with
what consequences? (Delhi 2015)
Answer:
One dark evening when the peddler was walking along the road he knocked on the door of a
cottage to seek shelter for the night. To his surprise, he was welcomed by an old man, the crofter,
who lived alone in the cottage. The lonely crofter was happy to find a man whom he could talk
to. He served the peddler supper, gave him tobacco and played a game of cards with him. The
old crofter then went to the window and took down a leather pouch. He counted three ten kronor
notes and put them into the pouch. This provided a big bait for the peddler who was tempted to
steal the notes. The peddler unwillingly allowed himself to be tempted to touch the bait and was
thus trapped in. He stole the money and thus committed a breach of trust. So he betrayed the
confidence reposed in him by his host. After stealing the crofter’s money he turned off the road,
and ventured into the woods. There he got completely lost in the big and confusing forest. Later
the whole forest seemed to close in upon him like an impenetrable prison from which he could
just not escape.

Question 52.
To be grateful is a great virtue of a gentleman. How did the peddler show his gratitude to Edla?
(Comptt. Delhi 2015)
Answer:
Edla knew that her father was mistaken when he invited the peddler home thinking he was his
long lost friend. Later it was revealed that he was a complete stranger and not a straight forward
man. Despite this Edla begged her father not to send him away on Christmas eve. She invited
him home and gave him food, shelter and clothes. Her kindness, compassion and sympathy
brings out the goodness in the tramp. He leaves a packet for her as a Christmas gift which
contains a rattrap and three ten kronor notes stolen from the crofter. It also contains a letter in
which he signs himself as captain. Edla’s care and concern changes the peddler into a dignified
gentleman.

Question 53.
How did Edla treat the peddler? (Comptt. Delhi 2016)
Answer:
Edla was the daughter of the ironmaster. She was a warm, sensitive and compassionate person.
She understood in the first meeting that the peddler was scared of someone and he had not had a
single day of peace. So she decided to let him spend Christmas with them in their house. She
assured him that he could leave anytime he wanted after celebrating Christmas with them. Edla
woke him up to eat food only. Otherwise, she let him sleep for two days. She showed genuine
goodness which brought about a positive transformation in the peddler. She continues to treat
him like a captain and the peddler, quite spontaneously, starts behaving like a real captain.

Question 54.
The peddler thinks that the whole world is a rattrap. This view of life is true only of himself and
of no one else in the story. Comment. (Delhi 2017)
Answer:
The peddler had naturally been thinking of his rattraps when he was struck by the idea that the
whole world was nothing but a big rattrap. It only existed to set baits for people. When someone
let himself be tempted to touch the bait, it closed on him, and then everything came to an end.
But this view of life is true only of the peddler himself and of no one else in the story. The three
ten kronor notes of the old crofter provide a bait for the peddler and after he steals the money, he
gets lost in the big and confusing forest. He then recalls his thoughts about the world and the
rattrap and knew his . turn had come. He had let himself be tempted by a bait and had been
caught in the rattrap. He realized the forest had closed upon him like an impenetrable prison
from which he thought he could never escape. The theme of the story of ‘The Rattrap’ is that
most human beings are prone to fall into the trap of material benefit. However, love and
understanding can transform a person and bring out his essential human goodness. So even
though the old crofter was kind and hospitable to him, he betrayed his trust and stole thirty
kronors from him. He was not impressed by the iron¬master’s invitation also. But Edla
Willmansson’s compassion brought out a transformation in his nature. Human qualities helped in
raising him to be a gentleman.

Question 55.
The peddler believed that the whole world is a rattrap. How did he himself get caught in the
same? (All India 2017)
Answer:
The peddler had naturally been thinking of his rattraps when he was struck by the idea that the
whole world was nothing but a big rattrap. It only existed to set baits for people. When someone
let himself be tempted to touch the bait, it closed on him, and then everything came to an end.
But this view of life is true only of the peddler himself and of no one else in the story. The three
ten kronor notes of the old crofter provide a bait for the peddler and after he steals the money, he
gets lost in the big and confusing forest. He then recalls his thoughts about the world and the
rattrap and knew his turn had come. He had let himself be tempted by a bait and had been caught
in the rattrap. He realized the forest had closed upon him like an impenetrable prison from which
he thought he could never escape. The theme of the story of ‘The Rattrap’ is that most human
beings are prone to fall into the trap of material benefit. However, love and understanding can
transform a person and bring out his essential human goodness. So even though the old crofter
was kind and hospitable to him, he betrayed his trust and stole thirty kronors from him. He was
not impressed by the iron master’s invitation also. But Edla Willmansson’s compassion brought
out a transformation in his nature. Human qualities helped in raising him to be a gentleman.

Question 56.
The people we meet in life leave an impression on us. How is the rattrap peddler affected by
meeting the crofter and Edla? (Comptt. All India 2017)
Answer:
The good people we meet sometimes leave an impression on us. Compassion and understanding
can transform a person and bring out his essential human goodness. As is the case with the
rattrap peddler whose meeting with the crofter and Edla bring about a positive transformation in
his nature. The lonely old crofter was extremely kind to the peddler. Despite his hospitality the
peddler stole his money and committed a breach of trust. Edla too treated him nicely, even after
she came to know his true identity. The peddler who had always considered the world to be a
rattrap that enclosed upon people finally felt released from this rattrap due to the kind, generous
and sympathetic treatment of the crofter and Edla. He leaves behind a letter of thanks for Edla
with a Christmas gift and the money he had stolen from the crofter, to be restored to its rightful
owner

Indigo
Question 1.
Why did Gandhiji agree to the planters’ offer of a 25 percent refund to the farmers? (Delhi 2009)
Answer:
Gandhiji had asked the indigo planters for a 50 percent refund to the farmers but they offered
only 25 percent. Gandhiji still agreed to their offer because for him the amount of the refund was
of less importance. More important was the fact that the planters had been forced to surrender
part of their rights. So he agreed to their settlement.

Question 2.
How was Gandhiji able to influence the lawyers at Champaran? (All India 2009)
Answer:
Gandhiji chided the lawyers for over-charging the poor peasants. When the peasants were so
poor and crushed, it was inhuman to charge heavy fees from them. Gandhiji’s selfless service
and devotion to the cause of the peasants put the lawyers to shame.

Question 3.
How did Gandhiji help the peasants of Champaran? (All India 2009)
Answer:
At Champaran, the British landlords forced all the tenants to plant 15 per cent of their holding
with indigo and then surrender the entire harvest as rent. This increased the misery of the poor
tenants. But when synthetic indigo was developed and indigo plantation was no longer
profitable, the landlords obtained fresh agreements from sharecroppers to pay them
compensation for releasing them from the 15% arrangement. Gandhiji came in at this time and
through non-violent civil disobedience he forced the landlords to refund 25 per cent of the
compensation money to the peasants.

Question 4.
Why did the servants think Gandhiji to be another peasant? (Delhi 2010)
Answer:
In Patna, Rajkumar Shukla led Gandhiji to the house of Rajendra Prasad who was a lawyer. The
servants knew Shukla as a poor peasant of Champaran who often came to Rajendra Prasad’s
house and pestered him to take up the cause of the indigo sharecroppers of Champaran. Since a
simple-clad Gandhiji accompanied Shukla the servants mistook him to be another peasant.

Question 5.
Why did Gandhiji agree to the planters’ offer of a 25% refund to the farmers? (Comptt. All India
2011 )
Answer:
Gandhiji had asked the indigo planters for a 50 percent refund to the farmers but they offered
only 25 percent. Gandhiji still agreed to their offer because for him the amount of the refund was
of less importance. More important was the fact that the planters had been forced to surrender
part of their rights. So he agreed to their settlement.

Question 6.
How were Shukla and Gandhiji received in Rajendra Prasad’s house? (Delhi 2012)
Answer:
In Patna Shukla led Gandhiji to the house of a lawyer, Rajendra Prasad. He was out of town but
his servants knew Shukla as a poor peasant who pestered Rajendra Prasad (their master) to help
the indigo sharecroppers. So he was allowed to stay there with his companion. But Gandhiji was
not permitted to draw water from the well lest he be an untouchable and some drops of water
from his bucket pollute the entire source.
Question 7.
What made Gandhiji demand 50% refund from the British landlords? (Comptt. Delhi)
Answer:
Gandhiji demanded 50% refund from the British landlords in the form of repayment of money
which the landlords had illegally and deceitfully extorted from the poor sharecroppers.

Question 8.
Why did Gandhiji accept 25 percent compensation? (Comptt. All India 2012)
Answer:
Gandhiji had asked the indigo planters for a 50 percent refund to the farmers but they offered
only 25 percent. Gandhiji still agreed to their offer because for him the amount of the refund was
of less importance. More important was the fact that the planters had been forced to surrender
part of their rights. So he agreed to their settlement.

Question 9.
While at Champaran how did Gandhiji keep a long distance watch on his ashram? (Comptt. All
India 2012)
Answer:
During his long stay in Champaran, Gandhiji kept a long distance watch on his Ashram. He sent
regular instructions by mail and asked for financial accounts. He even wrote to the residents that
it was time to fill in the old latrine trenches and dig new ones.

Question 10.
“The battle of Champaran is won.” When and why did Gandhiji exclaim this? (Comptt. AI 2012)
Answer:
When several prominent lawyers told Gandhiji that they were ready to follow him to jail,
Gandhiji exclaimed, “The battle of Champaran is toon”. Gandhiji made this statement because he
had been able to shake the lawyers out of their stupor and they were ready to support Gandhiji.

Question 11.
Why did Gandhiji feel that taking the Cham-paran case to the court was useless? (Delhi 2014)
Answer:
Gandhiji felt taking the Champaran case to the court was useless as taking such cases to the
courts did little good. Where the peasants are so crushed and fear-stricken, law courts prove
useless. The real relief for these peasants was to be free from fear.

Question 12.
What made the Lieutenant Governor drop the case against Gandhiji? (Comptt. All India 2014)
Answer:
The Lieutenant Governor was forced to drop the case against Gandhiji because the lawyers had
told Gandhiji that they would follow him into jail. So the Lieutenant Governor wrote to the
Magistrate ordering him to drop the case against Gandhiji.

Question 13.
How did the Champaran peasants react when they heard that a Mahatma had come to help them?
(Comptt. All India 2014)
Answer:
As the news of Gandhiji’s advent and the nature of his mission spread, the peasants began
arriving on foot and by conveyance to get a glimpse of their champion. The lawyers, who had
represented the peasant groups in court, also came to brief Gandhiji.

Question 14.
Why did Gandhiji agree to 25% compensation? (Comptt. All India 2015)
Answer:
Refer to Question 20, Page 185

Question 15.
How did Rajkumar Shukla establish that he was resolute? (All India 2015)
Answer:
Rajkumar Shukla wanted Gandhiji to visit Champaran to take up the cause of the poor
sharecroppers who were being exploited by the English landlords but Gandhiji said he had
appointments in various parts of India. Shukla started following Gandhiji everywhere the latter
went and for weeks he never left Gandhiji’s side thus establishing his resoluteness.

Question 16.
How was Gandhi treated at Rajendra Prasad’s house? (All India 2015)
Answer:
In Patna Shukla led Gandhiji to the house of a lawyer, Rajendra Prasad. He was out of town but
his servants knew Shukla as a poor peasant who pestered Rajendra Prasad (their master) to help
the indigo sharecroppers. So he was allowed to stay there with his companion. But Gandhiji was
not permitted to draw water from the well lest he be an untouchable and some drops of water
from his bucket pollute the entire source.

Question 17.
What were the terms of the indigo contract between the British landlords and the Indian
peasants? (All India 2015)
Answer:
The arable land in the Champaran district was divided into estates which were owned by
Englishmen and worked by Indian tenants. The chief commercial crop was indigo. The landlords
compelled all tenants to plant 15 per cent of their holdings with indigo and surrender the entire
indigo harvest as rent.

Question 18.
Why is Raj Kumar Shukla described as being ‘resolute’? (Comptt. Delhi 2015)
Answer:
Shukla wanted Gandhiji to visit Champaran to take up the cause of the sharecroppers but
Gandhiji said he had appointments in Cawnpore and other parts of India. Shukla did not leave
Gandhiji’s side for weeks begging him to fix a date for Champaran. Gandhiji was impressed by
his determination and resoluteness and Shukla finally managed to convince Gandhiji to
accompany him to Champaran.
Question 19.
Why was Gandhiji opposed to C.F. Andrews helping him in Champaran? (Delhi 2016)
Answer:
Though Gandhiji’s lawyer friends thought it would be a good idea for C.F.Andrews to stay in
Champaran and help them, Gandhiji vehemently opposed it. He said that if they had an
Englishman on their side it would show the weakness of their heart. They should not attempt to
seek a prop in Andrews just because he happened to be an Englishman. Gandhiji wanted Indians
to be self-reliant.

Question 20.
Why did Gandhiji agree to a settlement of mere 25 percent? (Delhi 2016)
Answer:
Gandhiji had asked the indigo planters for a 50 percent refund to the farmers but they offered
only 25 percent. Gandhiji still agreed to their offer because for him the amount of the refund was
of less importance. More important was the fact that the planters had been forced to surrender
part of their rights. So he agreed to their settlement.

Question 21.
Why was Gandhiji unhappy with the lawyers in Muzzafarpur? Why was he against taking cases
to the law courts? (Comptt. All India)
Answer:
Gandhiji was unhappy with the lawyers in Muzzafarpur as they were collecting a huge fee from
the peasants. He was against taking the case to the law courts as he knew the fear stricken
peasants would be further crushed and exploited in the court. Gandhiji wanted to free the farmers
from the fear of Britishers.

Indigo Important Questions Long Answer Type Questions (5-6 MARKS)

Question 22.
Describe the difficulties faced by Gandhi at Champaran. (Comptt. Delhi 2010)
Answer:
Gandhiji came to Champaran to fight against the injustice of the landlord system there. Most of
the land in Champaran was divided into large estates owned by Englishmen who hired Indian
tenants to grow indigo there. The Indian peasants were sharecroppers and had to surrender 15 per
cent of the indigo harvest as rent to the British. After synthetic indigo was developed the
Englishmen obtained fresh agreements from sharecroppers to pay them compensation. Many
refused to sign and others wanted their money back. At this point Gandhiji arrived in Champaran
with an aim to free the peasants from fear. He collected all the facts and met the commissioner
who tried to bully him and advised him to leave the place. Gandhiji did not leave. In the course
of securing justice for the oppressed farmers of Champaran, Gandhiji had to clash with the
British authorities several times before he could persuade them to agree to his viewpoint.

Question 23.
How was a solution to the problem of indigo sharecroppers of Champaran found?(Comptt. Delhi
2010)
Answer:
The entire harvest of indigo, the chief commercial crop produced by the peasants in the 15 per
cent of their land had to be paid as rent to the British landlords. After Germany developed
synthetic indigo, it brought a steep fall in indigo prices. Now the landlords very cleverly wished
to give up this arrangement and get compensation for releasing the farmers land. Gandhiji at this
time appeared in Champaran and fought a year long battle to get the poor peasants justice.
Gandhiji decided to accept a settlement of 25 per cent of the compensation money to break the
deadlock between the landlords and their tenants. The moral victory of the farmers to make the
landlords own-up their dishonesty and surrender their money and prestige mattered more to
Gandhiji. So he was successful in defeating the nefarious designs of the British landlords and
also made the farmers courageous and conscious of their rights.

Question 24.
Why and how did Raj Kumar Shukla persu-ade Gandhiji to visit Champaran? (Comptt. AI 2010)
Answer:
Raj Kumar Shukla was an illiterate and oppressed indigo farmer from Champaran who came to
invite Gandhiji to visit his district where injustice and oppression was rampant. He wished
Gandhiji to accompany him to Champaran and sort out the problems of the miserable peasants.
Gandhiji mentioned about his prior engagements to Shukla but he did not give up and followed
Gandhiji everywhere. He kept urging Gandhiji to visit Champaran. Finally his persistent and
patience bore fruits and Gandhiji agreed to accompany him to Champaran immediately after his
Calcutta visit. Gandhiji’s truthfulness, sincerity of purpose and undeterred efforts spelled the
triumph of the campaign against the unjust British rulers. What began as an attempt to fight for
justice against the hapless peasants later turned out to be a clear proclamation that the Indians
would not submit to British tyranny meekly.

Question 25.
How was the Champaran incident a turning point in Gandhiji’s life? (Comptt. All India 2010)
Answer:
Gandhiji came to Champaran to fight against the injustice of the landlord system there. Most of
the land in Champaran was divided into large estates owned by Englishmen who hired Indian
tenants to grow indigo there. The Indian peasants were sharecroppers and had to surrender 15 per
cent of the indigo harvest as rent to the British. After synthetic indigo was developed the
Englishmen obtained fresh agreements from sharecroppers to pay them compensation. Many
refused to sign and others wanted their money back. At this point Gandhiji arrived in Champaran
with an aim to free the peasants from fear. He collected all the facts and met the commissioner
who tried to bully him and advised him to leave the place. Gandhiji did not leave. In the course
of securing justice for the oppressed farmers of Champaran, Gandhiji had to clash with the
British authorities several times before he could persuade them to agree to his viewpoint.

The Champaran episode turned out to be Gandhiji’s loud pronouncement that the Britishes could
not order him about in his own country. It established the effectiveness of non¬cooperation as a
means of fighting for justice. The Champaran episode revealed Gandhiji’s principles in the
political field. Even after winning the peasants’ battle against the English landlords Gandhiji
stayed in Champaran for the cultural and social upliftment of the poor and the backward of the
villages of Champaran.
Question 26.
Why do you think Gandhiji considered the Champaran episode to be a turning-point in his life?
(All India 2011)
Answer:
Gandhiji came to Champaran to fight against the injustice of the landlord system there. Most of
the land in Champaran was divided into large estates owned by Englishmen who hired Indian
tenants to grow indigo there. The Indian peasants were sharecroppers and had to surrender 15 per
cent of the indigo harvest as rent to the British. After synthetic indigo was developed the
Englishmen obtained fresh agreements from sharecroppers to pay them compensation. Many
refused to sign and others wanted their money back. At this point Gandhiji arrived in Champaran
with an aim to free the peasants from fear. He collected all the facts and met the commissioner
who tried to bully him and advised him to leave the place. Gandhiji did not leave. In the course
of securing justice for the oppressed farmers of Champaran, Gandhiji had to clash with the
British authorities several times before he could persuade them to agree to his viewpoint.

The Champaran episode turned out to be Gandhiji’s loud pronouncement that the Britishes could
not order him about in his own country. It established the effectiveness of non¬cooperation as a
means of fighting for justice. The Champaran episode revealed Gandhiji’s principles in the
political field. Even after winning the peasants’ battle against the English landlords Gandhiji
stayed in Champaran for the cultural and social upliftment of the poor and the backward of the
villages of Champaran.

Question 27.
How did Gandhiji use satyagraha and non-violence at Champaran to achieve his goal? (2011)
Answer:
Gandhiji reached Champaran with a goal to alleviate the peasants’ sufferings at the hands of the
British landlords. He met the Secretary of the Landlords’ Association and the Commissioner who
told him to leave Champaran. They signed the order but also wrote that Gandhiji would disobey
it and sent a full report to the Viceroy. This was followed by spontaneous demonstrations by
thousands of peasants around the court house. The lawyers too resolved to follow Gandhiji to jail
forcing the case against him to be dropped. This was the first victory of Civil Disobedience.
Then an official enquiry into the indigo sharecroppers’ situation was instituted and the landlords
agreed to refund the peasants. The sharecropper accepted the 25 per cent refund. The landlords
surrendered a part of the money with a part of their prestige. So Gandhiji achieved his objective
in removing the fear of the poor peasants and getting justice for them through ‘satyagraha’ and
‘non-violence’.

Question 28.
Give an account of Gandhiji’s efforts to secure justice for the poor indigo sharecroppers of
Champaran. (All India 2012)
Answer:
Gandhiji took up the cause of the indigo sharecroppers at Champaran. He fought against the
injustice of the cruel British landlords who extorted money from the poor sharecroppers.
Gandhiji collected all the facts and met the Commissioner. He tried to threaten Gandhiji and
advised him to leave from there. But Gandhiji was undeterred. He decided to launch a peaceful
‘satyagraha’ and non-violent movement. This led to spontaneous demonstra¬tions in Motihari.
Thousands of peasants challenged the Britishers and the government was baffled. Despite earlier
hesitations the prominent lawyers declared their uncondi¬tional support to Gandhiji. Finally
Gandhiji’s peaceful and non-violent civil disobedience bore the desired results. The indigo
share¬croppers at Champaran secured justice and the landlords agreed to refund 25 per cent of
the compensation money.

Question 29.
The Champaran episode was a turning point in Gandhiji’s life. Elucidate. (All India 2012)
Answer:
Gandhiji came to Champaran to fight against the injustice of the landlord system there. Most of
the land in Champaran was divided into large estates owned by Englishmen who hired Indian
tenants to grow indigo there. The Indian peasants were sharecroppers and had to surrender 15 per
cent of the indigo harvest as rent to the British. After synthetic indigo was developed the
Englishmen obtained fresh agreements from sharecroppers to pay them compensation. Many
refused to sign and others wanted their money back. At this point Gandhiji arrived in Champaran
with an aim to free the peasants from fear. He collected all the facts and met the commissioner
who tried to bully him and advised him to leave the place. Gandhiji did not leave. In the course
of securing justice for the oppressed farmers of Champaran, Gandhiji had to clash with the
British authorities several times before he could persuade them to agree to his viewpoint.

The Champaran episode turned out to be Gandhiji’s loud pronouncement that the Britishes could
not order him about in his own country. It established the effectiveness of non¬cooperation as a
means of fighting for justice. The Champaran episode revealed Gandhiji’s principles in the
political field. Even after winning the peasants’ battle against the English landlords Gandhiji
stayed in Champaran for the cultural and social upliftment of the poor and the backward of the
villages of Champaran.

Question 30.
Why did Rajkumar Shukla invite Gandhiji to Champaran? How did Gandhiji solve the problem
of the indigo farmers? (All India 2012)
Answer:
Rajkmar Shukla who was an illiterate and oppressed indigo farmer from Champaran invited
Gandhiji to visit his district so that he could alleviate the problems faced by the miserable
peasants at the hands of the British landlords. He kept urging Gandhiji to visit Champaran.
Gandhiji’s truthfulness, sincerity of purpose and undeterred efforts enabled him to solve the
problem of the indigo farmers. He began by trying to get the facts. The British landlords as well
as Commissioner of Tirhut were non-cooperative. Lawyers from Muzaffarpur briefed him about
court cases of these peasants. Gandhiji and the lawyers collected depositions by about ten
thousand peasants. Notes were made on other evidence. Documents were collected. The whole
area throbbed with the activities of the investigators and forceful protests of landlords. The
Lieutenant Governor summoned Gandhiji. After four protracted interviews an official
commission of inquiry was appointed to look into the indigo sharecroppers’ situation. Gandhiji
was the sole representative of the peasants. The official inquiry assembled huge quantity of
evidence against the big planters. After negotiation a settlement of 25 per cent refund to the
farmers was agreed on. This was a moral victory of the peasants. They recognised their rights
and learned courage.
Question 31.
Exploitation is a universal phenomenon. The poor indigo farmers were exploited by the British
landlords to which Gandhiji objected. Even after our independence we find exploitation of
unorganized labour. What values do we learn from Gandhiji campaign to counter the present day
problems of exploitation?(Delhi 2013)
Answer:
Gandhiji’s campaign in Champaran is relevant even in the present day to counter the problems of
exploitation. What we must keep in mind is to teach the downtrodden to be courageous. Unless
the labour class overcomes the fear within them, they will never be able to fight for their rights.
Therefore, priority has to be given to empowering and making the labour class bold and fearless
and to give them the courage to oppose injustice and exploitation. Another thing we must
remember is to focus not on the problems of the labour class but on the solution of their
problems. We must possess a humanitarian approach and should be ready to brave hardships
with non-violence, patience and perseverance. Only then can we overcome the present-day
problems of exploitation.

Question 32.
Why did Gandhiji agree to a settlement of 25 per cent refund to the farmers? How did it
influence the peasant-landlord relationship in Champaran? (All India 2013)
Answer:
Gandhiji had demanded the indigo planters for a 50 per cent refund to the farmers but they
offered only 25 per cent. But Gandhiji agreed to their offer because for him the amount of the
refund was of less importance. More important was the fact that the planters had been forced to
surrender part of their rights. It was a moral victory for the farmers. Gandhiji’s main aim was to
break the deadlock between the landlords and their tenants and to enable the peasants to
recognise their legal rights. Within a few years the British planters abandoned their estates,
which reverted to the peasants and finally indigo sharecropping disappeared.

Question 33.
Attempt the following in about 100 words:
Our scriptures tell us that determination and perseverance are cardinal virtues of a good human
being. Raj Kumar Shukla succeeded in taking Gandhiji to Champaran with the help of these two.
How can young students today use these two qualities to make successful careers for
themselves? (Comptt. Delhi 2013)
Answer:
Determination is your decision to do something against all odds. Perseverance is to keep doing
something for the time needed to achieve your goal no matter how long or difficult the path is.
No wonder these two qualities should be the ‘mantra’ for young students to make a successful
career for themselves. If there is one quality, one personal trait that is most correlated with
success it is the trait of per¬sistence—the ability to endure till the end. With a little more
perseverance what once seemed a hopeless failure may turn to glorious success. Determination
and perseverance give us hope that the righteous suffer no other failure except that of giving up
and no longer trying.

Question 34.
Why is the Champaran episode considered to be the beginning of the Indian struggle for
Independence? (All India 2014)
Answer:
The Champaran episode was a landmark in the Gandhian style of fighting against the British. It
was a long-drawn out but peaceful agitation. It was also a turning point in Gandhiji’s life. During
this struggle Gandhiji decided to urge the departure of the Britishers. It did not begin as an act of
defiance but it grew out of an . attempt to make the sufferings of the poor peasants less severe. It
was the triumph of the first civil disobedience movement. The Champaran episode taught the
farmers to be courageous and made them aware of their rights. It was a spontaneous
demonstration around the courtroom and the beginning of the peasant liberation from the fear of
Britishers. In the Champaran episode, self-reliance and freedom struggle went hand in hand.

Question 35.
Gandhiji’s was not a loyalty to abstractions; it was a loyalty to living human beings. Why did
Gandhiji continue his stay in Champaran even after indigo sharecropping disappeared? (All India
2014)
Answer:
Gandhiji never contented himself with large political and economic solutions. He saw the
cultural and social backwardness in the villages of Champaran and wanted to do something about
it immediately. So he continued his stay in Champaran even after indigo sharecropping
disappeared. He appealed to two young men, who were teachers and their wives to engage
volunteers for improving conditions of health and hygiene. Since the health conditions were
miserable in Champaran, Gandhiji got a doctor to volunteer his services for six months. He
noticed the filthy state of women’s clothes and asked his wife, Kasturba to talk to them about it.
During his long stay in Champaran Gandhiji also kept a long distance watch on the ashram. In
everything Gandhiji did, he tried to mould a new free India that could stand on its own feet.

Question 36.
Describe how, according to Louis Fischer, Gandhiji succeeded in his Champaran campaign?
(Comptt. Delhi 2014)
Answer:
According to Louis Fischer, the Champaran campaign began as an attempt to fight against the
injustice towards the helpless peasants to alleviate their sufferings. It later turned out to be
Gandhiji’s loud pronouncement that the Britishers could not order him about in his own country.
Gandhiji took up the cause of the indigo sharecroppers at Champaran. He fought against the
injustice of the cruel British landlords who extorted money from the poor sharecroppers.
Gandhiji collected all the facts and met the Commissioner. He tried to threaten Gandhiji and
advised him to leave from there. But Gandhiji was undeterred. He decided to launch a peaceful
‘satyagraha’ and non-violent movement. This led to spontaneous demonstrations in Motihari.
Thousands of peasants challenged the Britishers and the government was baffled. Despite earlier
hesitations the prominent lawyers declared their unconditional support to Gandhiji. Finally
Gandhiji’s peaceful and non-violent civil disobedience bore the desired results. The indigo
sharecroppers at Champaran secured justice and the landlords agreed to refund 25 percent of the
compensation money.

Question 37.
What did Gandhiji do to remove the cultural and social backwardness in the Champaran
villages? (Comptt. Delhi 2015)
Answer:
Gandhiji never contented himself with large political and economic solutions. He saw the
cultural and social backwardness in the villages of Champaran and wanted to do something about
it immediately. So he continued his stay in Champaran even after indigo sharecropping
disappeared. He appealed to two young men, who were teachers and their wives to engage
volunteers for improving conditions of health and hygiene. Since the health conditions were
miserable in Champaran, Gandhiji got a doctor to volunteer his services for six months. He
noticed the filthy state of women’s clothes and asked his wife, Kasturba to talk to them about it.
During his long stay in Champaran Gandhiji also kept a long distance watch on the ashram. In
everything Gandhiji did, he tried to mould a new free India that could stand on its own feet.

Also add: Gandhiji was different from other politicians. His politics was concerned with the day
to day problems of the people. His aim was to mould the Indians who could stand on their own
feet and make India free. The purpose of
Gandhiji’s visit to Champaran was to bring justice to the sharecroppers. But after that was
achieved he stayed on to alleviate the sufferings of the people in Champaran. He started schools
and clinics. His friends, wife and sons volunteered to help him. Gandhiji stayed nearly for a year
in Champaran.

Question 38.
How did a visit to Champaran become a turning point in Gandhi’s life? How does this show
Gandhi’s love and concern for the com¬mon people of India? (Comptt. All India 2015)
Answer:
The Champaran episode began as an attempt to fight against the injustice towards the hapless
peasants to alleviate their sufferings. It later turned out to be Gandhiji’s loud pronounce-ment
that the Britishers could not order him about in his own country. It established the effectiveness
of non-cooperation as a means of fighting for justice. Gandhiji did not get intimidated either by
the British officials or by their offers. The Champaran episode was not an outcome of defiance of
authorities but it was a result of sincere efforts to relieve the suffering of the masses. It revealed
Gandhiji’s principles in the political field. After winning the peasants’ battle against the English
landlords Gandhiji stayed on in Champaran for the cultural and social upliftment of the poor and
backward villages of Champaran.

Question 39.
Gandhiji had great love for the poor. What did he do for the indigo farmers of Champaran?
(2016)
Answer:
The indigo sharecroppers in Champaran were being exploited by the British landlords. Gandhiji
was called for help to alleviate their sufferings. At first he removed the peasants’ fear and united
them. He then changed the professional mindset of the lawyers. He also made the landlords agree
to return 25 per cent of the compensation. The landlords finally left Champaran. Then Gandhiji
started his second mission of solving the problem of the cultural and social backwardness in
Champaran. He spread awareness regarding sanitation, health and education. Since the health
conditions were miserable, he got a doctor to volunteer his services for six months. After
winning the peasants’ battle Gandhiji started working for the cultural and social upliftment of the
poor and backward villagers.

Question 40.
Gandhiji, Father of our nation, is a great leader whose values have been admired by one and all.
Describe at least three characteristics of Gandhiji you get to know from ‘Indigo’, which you wish
to adopt into your own life quoting suitable instances from the story. (Comptt. Delhi 2017)
Answer:
There is no denying the fact that Gandhiji’s values and ideologies have been admired by one and
all. In the lesson ‘Indigo’ we get a glimpse of his certain traits that we should adopt in our own
life. When Gandhiji reached Champaran, his main aim was to solve the problem of the
sharecroppers and he worked towards that cause relentlessly. This quality enabled him to
overcome all obstacles. Despite his unassuming and simple personality Gandhiji did not get
intimidated by the British. He dared to face each situation fearlessly and nothing could deter him
from his path. After having resolved the issue of compensation of the sharecroppers he focussed
his attention on the social and cultural problems of the people of Champaran. Here too he
displayed an extreme sense of sincerity towards this mammoth task. If we adopt these
characteristics of Gandhiji in our life we too are bound to achieve success in our endeavours.

Question 41.
Leadership is all about a strong concern for others. What light does Champaran episode throw on
Gandhiji’s leadership? (Comptt. All India 2017)
Answer:
There is no doubt about the fact that a good leader is one who has a strong concern for others.
Not only does he have a mass appeal but he even rises from the masses. He is a man of principles
and his life is an open book. Gandhiji’s sincere efforts to get justice for the Champaran
sharecroppers and his conscientious endeavours to uplift the people there are proof enough of the
true leadership qualities that he possessed. His primary concern was the welfare of the common
man because Gandhiji never contented himself with large political or economic solutions. Seeing
the cultural and social backwardness in the Champaran village he wanted to do something about
it immediately. His politics was always intertwined with the practical day-to-day problems of the
millions and through his selfless actions he displayed what true leadership was all about.

My Mother at Sixty -Six

Question 1.
Read the extract given below and answer the questions that follow: (Delhi 2009)
…….and felt that old familiar ache, my childhood’s fear, but all I said was, see you soon,
Amma, all I did was smile and smile and smile …
 1. What was the childhood fear that now troubled the poet?
2. What do the poet’s parting words suggest?
3. Why did the poet smile and smile?

Answer:
1. The childhood fear of death and decay now troubled the poet. She is concerned about her
mother’s frail health and old age.
2. The poet’s parting words reveal her fear. Though she hopes she will see her mother soon but
she is anxious about her mother’s deteriorating health and falls short of words to convey her true
feelings.
3. The poet smiled and smiled in an effort to reassure herself that she will meet her mother soon.
Her words and smiles are a deliberate attempt to hide her real fears and feelings from her mother.

Question 2.
What do the poet’s parting words to her mother signify? (All India 2009)
Answer:
The poet’s parting words of assurance and her smile provide a stark contrast to the old familiar
fear of childhood. Her words and smiles are a deliberate attempt to hide her real feelings. She is
trying to hide her fear about her mother’s frail and deteriorating health which might separate her
from her mother.

Question 3.
Why are the young trees described as ‘sprinting’? (Delhi 2010)
Answer:
The young trees are ‘sprinting’ that is rushing past the poet as she is travelling in a very fast-
moving car. While travelling in a speeding vehicle, the objects outside appear to be rushing past
us in the opposite direction. These sprinting trees are in stark contrast to the passive old lady
sitting inside the car.

Question 4.
What is the significance of the parting words of the poet and her smile in ‘My Mother at Sixty-
six’? (All India 2010)
Answer:
The poet’s parting words convey the dilemma and confusion in her mind. Her superficial smile
expresses her helplessness. She is anxious about her mother’s frail health and fears that anything
can happen to her mother. But, on the other hand, she also nurtures a faint hope that her mother
survives long enough so that they can meet again.

Question 5.
How did Kamala Das put away the thought of her mother’s old age? (Comptt. Delhi 2010)
Answer:
The poet started looking out of the window because she wanted to drive away the pain and agony
she was experiencing by looking at her aged mother. She looked outside at the world which was
full of life and activity. She saw young trees running past her and merry children sprinting out of
their homes to play.
Question 6.
Why did Kamala Das add the image of merry children to her poem? (Comptt. Delhi 2010)
Answer:
The merry children symbolise the spring of life, its energy, vigour and happiness. Their image
presents a sharp contrast to the poet’s limp and ageing mother. This image is also imperative for
the understanding of the process of old age which is associated with decay. The spontaneous
outpouring of life symbolised by these children is in contrast to the poet’s mother’s passive and
inactive life.

Question 7.
What helped Kamala Das put away the thought of her mother’s old age? (Comptt. All India
2010)
Answer:
The poet started looking out of the window because she wanted to drive away the pain and agony
she was experiencing by looking at her aged mother. She looked outside at the world which was
full of life and activity. She saw young trees running past her and merry children sprinting out of
their homes to play.

Question 8.
Read the extract given below and answer the questions that follows: (Delhi 2011)
…but soon
put that thought away and
looked out at young
trees sprinting, the merry children spilling
out of their homes, …

1. Which thought did the poet put away?

2. What do the ‘sprinting trees’ signify?
3. What are ‘the merry children spilling out of their homes’, symbolic of?

Answer:
1. The poet put away the painful thought of her mother’s ageing and declining health and the
possibility of losing her mother.
2. The trees appear to be racing past as their car moves towards the airport. The old, inactive
mother is contrasted with the energetic and active trees.
3. The ‘merry children spilling out of their homes’ are symbolic of happiness, energy and
playfulness. They are in stark contrast to the old, dozing mother. The sad thoughts of the poet are
also contrasted with the merry children.

Question 9.
Read the extract given below and answer the questions that follows: (Comptt. All India 2011)
…..and felt that old
familiar ache, my childhood’s fear,
but all I said was, see you soon, Amma,
all I did was smile and smile and smile …
 1. What was the childhood fear that now troubled the poet?
2. What do the poet’s parting words suggest?
3. Why did the poet smile and smile?

Answer:
1. The childhood fear of death and decay now troubled the poet. She is concerned about her
mother’s frail health and old age.
2. The poet’s parting words reveal her fear. Though she hopes she will see her mother soon but
she is anxious about her mother’s deteriorating health and falls short of words to convey her true
feelings.
3. The poet smiled and smiled in an effort to reassure herself that she will meet her mother soon.
Her words and smiles are a deliberate attempt to hide her real fears and feelings from her mother.

Question 10.
What were Kamala Das’ fears as a child? Why do they surface when she is going to the airport?
(All India 2011)
Answer:
Since her childhood perhaps Kamala Das always feared that she would lose her mother or in
some way be separated from her. Now that her mother is old and her health has deteriorated, the
poet’s fear surface again when she is going to the airport.

Question 11.
Why has the mother been compared to the ‘late winter’s moon’? (Comptt. Delhi 2011)
Answer:
The mother looked pale and ashen faced like a corpse. During late winter the moon too loses its
brightness and looks rather pale and colourless like an ill and haggard old person who has
become worn-out and tired due to the ravages of time.

Question 12.
Why are the young trees described as ‘sprinting’? (Delhi 2012)
Answer:
The young trees are ‘sprinting’ that is rushing past the poet as she is traveling in a very fast-
moving car. While travelling in a speeding vehicle, the objects outside appear to be . rushing past
us in the opposite direction. These sprinting trees are in stark contrast to the passive old lady
sitting inside the car.

Question 13.
What were the poet’s feelings at the airport? How did she hide them? (All India 2012)
Answer:
At the airport the poet, Kamala Das, feels fearful of leaving her pale, ageing mother alone and
unattended. She has an ache and fear inside her heart and is not sure if she will be able to see her
mother again. She hides her feelings of anxiety by giving a long and cheerful smile to her mother
as she bids her adieu.

Question 14.
What childhood fear did Kamala Das refer to in her poem? How did she hide it? (Comptt. Delhi
2012)
Answer:
Kamala Das childhood fear was that she would lose her mother to the cruel hands of death and
thus would be separated from her forever. She attempts to hide her fear through her elongated
and superficial smile.

Question 15.
What childhood fear does Kamala Das have? Why? (Comptt. All India 2012)
Answer:
Kamala Das’ childhood fear is that she would lose her mother to the cruel hands of death and
thus would be separated from her forever. She has had this fear since her childhood as she knows
her mother will be scourged by age and time.

Question 16.
Read the extract given below and answer the questions that follows: (All India 2013)
Driving from my parent’s
home to Cochin last Friday
morning, I saw my mother, beside me,
doze, open mouthed, her face ashen like that
of a corpse and realised with pain
that she was as old as she looked….

1. What was the poet driving to?

2. Why was her mother’s face looking like that of a corpse?
3. What did the poet notice about her mother?

Answer:
1. The poet was driving to the airport from where she would head to her house in Cochin.
2. Her mother’s face was looking like that of a corpse because it was pale, lifeless and
colourless.|
3. The poet noticed that her mother was really old and this made her reflect painfully on the
latter’s imminent death.

Question 17.
Read the extract given below and answer the questions that follows: (Comptt. Delhi 2013)
…..my childhood’s fear
but all I said was, see you soon,
Amma,
all I did was smile and smile and smile ……..

1. Who is ‘I’?
2. What was ‘my childhood’s fear’?
3. Why did the narrator smile repeatedly?

Answer:
1. T refers to the poet, Kamala Das.
2. The poet’s childhood fear is that of death and decay. She is concerned about her mother’s frail
health and old age.
3. The poet smiled repeatedly to reassure herself that she will meet her mother soon. Her words
and smiles are a deliberate attempt to hide her real fears and feelings.

Question 18.
Why has the poet’s mother been compared to the Tate winter’s moon’? (Delhi 2013)
Answer:
The winter season is a traditional symbol of death and the moon, especially, if it is pale, it
enhances the image of decay. The mother’s pale and colourless face that has becomes rather
wrinkled due to old age gives her a look that the poet compares with ‘the late winter’s moon’.

Question 19.
How did Kamala Das’s mother look during the drive to Cochin? (Comptt. All India 2013)
Answer:
During the drive to Cochin, Kamala Das’s mother looked rather old and pale. As she dozed off
beside the poet, she looked almost like a corpse as her face was like ash, totally colourless and it
seemed to have completely lost the zest for life.

Question 20.
Read the extract given below and answer the questions that follows: (All India 2014)
… but soon
put that thought away, and
looked out at young
trees sprinting, the merry children spilling
out of their homes, …

1. What thought did the poet drive away from her mind?
2. What did she see when she looked out of the car?
3. How do you know that the joyful scene didn’t help her drive away the painful thought from her
mind?

Answer:
1. this could probably be their last meeting.
2. When she looked out of the car she saw young trees sprinting past her car and young children
spilling out of their homes to play. She looked outside at the world which was full of life and
activity.
3. The joyful scene didn’t help to drive away her painful thought because when she looked at her
mother’s pale and withered face, the fear of separation rose in her again.

Question 21.
How does Kamala Das try to put away the thoughts of her ageing mother? (Delhi 2014)
Answer:
The poet (Kamala Das) started looking out of the car-window because she wanted to drive away
the pain and agony she was experiencing on seeing her aged mother. She looked outside at the
world which was full of life and activity. She saw young trees running past her and merry
children sprinting out of their homes to play.
Question 22.
What was the poet’s childhood fear? (All India 2014)
Answer:
The poet’s childhood fear was that she would lose her mother to the cruel hands of death and
would thus be separated from her forever. So she feared this separation from her mother.

Question 23.
What do the parting words of Kamala Das and her smile signify? (Comptt. All India 2014)
The parting words of Kamala Das, ‘see you soon, Amma’ are in sharp contrast to what she is
feel¬ing. In reality these words are something she is not sure of even herself. Her smile is
elongated and superficial merely to give some kind of reassurance to her mother so that she
cannot get even a glimpse of her daughter’s inner fears and anxieties.

Question 24.
Read the extract given below and answer the
questions that follow: (Delhi 2015)
I saw my mother,
beside me,
doze, open mouthed, her face
ashen like that
of a corpse and realized with
pain
that she was as old as she
looked but soon
put that thought away, ….

1. What worried the poet when she looked at her mother?

2. Why was there pain in her realization?
3. Why did she put that thought away?
4. Identify the figure of speech used in these lines.

Answer:
1. When she looked at her mother the poet was worried about her frail health and old age. Her
mother’s face looked ashen like a corpse and she feared that it might be their last meeting.
2. There was pain in her realization as the poet feared she would lose her mother. She couldn’t
reconcile to the thought of being left and separated from her mother forever.
3. She put that thought away because it gave her great anxiety and pain.
4. A ‘simile’ is used in the above lines (Tike that of a corpse’).

Question 25.
Read the extract given below and answer the questions that follow: (All India 2015)
and
looked out at young
trees sprinting, the merry children spilling
out of their homes, but after the airport’s
security check, standing a few yards
away, I looked again at her, wan,
pale
as a late winter’s moon and felt that
old
familiar ache, …………..

1. How can the trees sprint?

2. Why did the poet look at her mother again?
3. What did she observe?
4. Identify the figure of speech used in these lines.

Answer:
1. The trees seem to sprint as they were moving past them as the car was moving ahead at a high
speed.
2. The poet was feeling anxious and insecure and thus looked at her mother again to reassure
herself about her well-being.
3. She observed that her mother’s face had become pale and withered like the late winter’s moon.
4. A ‘simile’ is used in the above lines — “wan, pale as a late winter’s moon”.

Question 26.
Read the extract given below and answer the questions that follow: (Comptt. All India 2015)
and felt that old
familiar ache, my childhood’s fear, hut all I said was, see you soon, Amma all I did was smile
and smile and smile…

1. Name the poem.

2. What was the poet’s childhood fear?
3. What does her smile signify?
4. What does the word, ‘ache’ mean?

Answer:
1. The poem is ‘My Mother at Sixty-Six.’
2. The poet’s childhood fear was of losing her mother and never being able to see her.
3. Her elongated and superficial smile signifies a sign of reassurance that she gives to herself and
her mother.
4. The word ‘ache’ means ‘pain.’

Question 27.
Read the extract given below and answer the
questions that follow: (Comptt. All India 2015)
I saw my mother
beside me,
doze, open mouthed, her face
ashen like that
. of a corpse and realized with
pain
that she was as old as she
looked but soon
put that thought away,

1. Name the poem.

2. Where was the poet going?
3. Which ‘thought’ did the poet ‘put away’?
4. What does the phrase, ‘ashen like a corpse’ mean?

Answer:
1. The poem is ‘My Mother at Sixty-Six.’
2. The poet was going to the airport from where she was to take a flight to Cochin.
3. The ‘thought’ that the poet ‘put away’ was . the fear that she would lose her mother.
4. The phrase ‘ashen like a corpse’ means ‘a pale and greyish face that has lost its colour’.

Question 28.
What were the poet’s feelings as she drove to Kochi airport? (Comptt. Delhi 2015)
Answer:
The poet saw her mother dozing open-mouthed in the car. She was disturbed as she felt her
mother looked old and withered. Her childhood fear started to haunt the poet. She feared if her
mother would still be alive on her return.

Question 29.
Read the extract given below and answer the questions that follow: (Delhi 2016)
Old
Familiar ache, my childhood’s fear,
but all I said was, see you soon,
Amma,
all I did was smile and smile and smile

1. What does the phrase, ‘familiar ache’ mean?

2. What was the poet’s childhood fear?
3. What do the first two lines tell us about the poet’s feelings for her mother?
4. What does the repeated use of the word, ‘smile’ mean?

Answer:
1. The phrase, ‘familiar ache’ means a pain or fear that the poet has had at a point of time. It is
the emotional pain the poet feels due to the realisation that her mother was growing old and pale.
2. The poet’s childhood fear was that her mother would get old and die and she would lose her
mother and thus be separated from her.
3. The first two lines reveal that the poet loves her mother dearly and so she has many
insecurities in regard to her mother.

Question 30.
Read the extract given below and answer the questions that follow: (All India 2016)
……..I saw my mother,
beside me,
doze, open mouthed, her face
ashen like that
of a corpse and realised with
pain…….

1. Who is ‘I’?
2. What did ‘I’ realise with pain?
3. Why was the realisation painful?
4. Identify and name the figure of speech used in these lines.

Answer:
1. ‘l’ refers to the poet ‘Kamala Das’.
2. The poet realized with pain that her mother had become rather old and looked almost like a
corpse.
3. The realisation was painful because it brought a fear of separation from her mother and a sense
of helplessness at her inability to do anything for her mother.
4. A simile is used in these lines, ‘her face ashen like that of a corpse’.

Question 31.
Read the extract given below and answer the questions that follow : (Comptt. All India 2016)
‘……..I looked at her, wan
pale
. as a late winter’s moon and felt that
old
familiar ache, my childhood’s fear,
…………….

1. Name the poem and the poet.

2. How did the mother look?
3. What did the poet feel?
4. What was the poet’s childhood fear?

Answer:
1. The poem is ‘My Mother at Sixty-Six’ by Kamala Das.
2. The mother looked pale and dull like the winter moon. Like winter is the last season of the
year so the mother to is in the last phase of her life.
3. The poet felt sad and depressed as she experienced the old and familiar pain.
4. The poet’s childhood fear was that of losing her mother.

Question 32.
What kind of pain does Kamala Das feel in ‘My Mother at Sixty-six’? (Delhi 2017)
Answer:
Kamala Das mother is old and pale and her health is deteriorating. So, the poet feels a familiar
pain, which is one of her constant fears that she might lose her mother. She has an ache inside
her heart that she might not be able to see her mother again.

Question 33.
Why are the youngsters described as springing? (My Mother at Sixty-six) (Delhi 2017)
Answer:
The springing of the youngsters signify the spring of life, their youth and vigour in contrast to the
poet’s old mother who looks pale and lifeless. The springing youngsters are symbolic of the
beginning of life as contrasted to the poet’s mother whose ashen face symbolizes imminent
death.

Question 34.
Having looked at her mother, why does Ka¬mala Das look at the young children? (All India
2017)
Answer:
After looking at her mother, Kamala Das looks at the ‘merry children spilling out of their homes’
as they are symbolic of energy, vigour and liveliness, which is in sharp contrast to her old and
pale mother. The spontaneous outpouring of life symbolised by these children is contrasted with
her mother’s passive and inactive life.

Question 35.
What was Kamala Das’s childhood fear? (All India, Comptt. All India 2017)
Answer:
The poet’s childhood fear was that she would lose her mother to the cruel hands of death and
would thus be separated from her forever. So she feared this separation from her mother.

Question 36.
In the last line of the poem, ‘My Mother at Sixty-six’, why does the poet use the word ‘smile’
repeatedly? (All India 2017)
Answer:
The word ‘smile’ has been used repeatedly by the poet as behind her elongated smile she
attempts to hide her fear and anxiety regarding her mother’s frail health. The poet smiled and
smiled in an effort to reassure herself that she will be able to meet her mother again.

Question 37.
What familiar ache and childhood fear did Kamala Das feel? (Comptt. Delhi 2017)
Answer:
Since her childhood Kamala Das always feared that she would lose her mother or be separated
from her. Now that her mother is old and frail and her health is deteriorating, the familiar ache
resurfaces that she might not be able to see her mother again.

Question 38.
Why are the young trees described as ‘sprinting in the poem ‘My Mother at Sixty- six? (Comptt.
Delhi 2017)
Answer:
The young trees are described as ‘sprinting’ which means rushing past the poet as she is
travelling in a very fast-moving car. While travelling in a speeding vehicle, the objects outside
appear to be rushing past us in the opposite direction. These sprinting trees are in stark contrast
to her passive old mother who is sitting beside her in the car.
Question 39.
What did Kamala Das think when she looked at her mother? (Comptt. All India 2017)
Answer:
Kamala Das saw her mother dozing open-mouthed, her face looking pale and colourless like that
of a corpse. She then realized how old her mother was. She looked quite haggard and worn-out
as the ravages of time had taken their toll on her.

Question 40.
Why does Kamala Das compare her mother to a late winter’s moon? (Comptt. All India 2017)
Answer:
The winter season is a traditional symbol of death and the moon, especially, if it is pale, it
enhances the image of decay. The mother’s pale and colourless face that has becomes rather
wrinkled due to old age gives her a look that the poet compares with ‘the late winter’s moon’.

An Elementary School Classroom in a Slum

Question 1.
Why does Stephen Spender say that the pictures and maps in the elementary school classroom
are meaningless? (Delhi 2009)
Answer:
According to the poet the pictures and maps in the elementary school classroom are meaningless
because the map does not include their world of narrow lanes. They live like rats in their
cramped holes where fog and darkness dominate their lives.

Question 2.
How does the world depicted on the classroom walls differ from the world of the slum children?
(All India 2009)
Answer:
The map of the world on the classroom walls is drawn in accordance with the will of the
powerlords. This world is not even remotely related to the world of the dirty slums. The world
depicted in the pictures that decorate the walls holds a stark contrast with the world of the
underfed poverty stricken slum children who live in cramped dark holes. The pictures suggest
beauty, well-being and prosperity. So there is no connection whatsoever between the map of the
civilized world to that of the world of the children.

Question 3.
Read the extract given below and answer the questions that follow: (All India 2010)
…….On their slag heap, these children
Wear skins peeped through by bones and spectacles of steel
With mended glass, like bottle bits on stones All of their time and space are foggy slum.
So blot their maps with slums as big as doom.

1. Which two images are used to describe these slums?

2. What sort of life do these children lead?
 3. Which figure of speech is used in the last line?

Answer:
1. The images used to describe these slums are: ‘slag heap’, ‘bottle bits on stones’ and ‘slums as
big as doom’.
2. These children lead a life worse than death. The dirt and garbage of the slum is their world so
their lives are pathetic, full of misery and poverty.
3. A simile has been used in the last line where slums are compared to a living hell.

Question 4.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2010)
Open handed map
Awarding the world its world. And yet, for these
Children, these windows, not this map, their world,
Where all their future’s painted with a fog.
A narrow street sealed in with a lead sky
Far far from rivers, capes, and stars of words.

1. What does the poet mean by ‘open-handed?

2. What can be seen through these windows?
3. How is the children’s world different from the one on the map?

Answer:
1. By the phrase ‘open-handed’ the poet implies to the map of the world that is drawn and
reshaped at will by dictators like Hitler who want to gain supreme power over the world.
2. The bleak and uncertain future of the slum children can be seen through these windows.
3. For these children the map of the world is meaningless as their own dirty and filthy
surroundings form their world. They are doomed to live in a world with narrow streets and
crowded lanes and they crave for a world of rivers, capes and a starry sky. Their world is far-
removed from the things that the map shows.

Question 5.
Read the extract given below and answer the questions that follow: (Comptt. All India 2010)
Open-handed map
Awarding the world its world. And yet, for these
Children, these windows, not this map, their world,
Where all their future’s painted with a fog.
A narrow street sealed in with a lead sky
Far from rivers, capes, and stars ofivords.

1. What does the poet mean by ‘a lead sky’?

2. What does the poet say about the children’s future?
3. What kind of world do we see on the map?

Answer:
1. ‘A lead sky’ suggests a grey and dull sky which means that there is no hope for the slum
children. They have a bleak future.
2. The children’s future is bleak and dark. They nurture hopes for a better future but achieving
these hopes is merely a dream for them.
3. The map of the world is symbolic of hopes and aspirations and a mere look at this world
motivates the children to explore this world, which is full of the bounties bestowed by God.

Question 6.
How does the poet describe the class-room walls? (Delhi 2010)
Answer:
The sour cream coloured walls which were probably painted with the help of donations present a
rather poor and pale sight. A picture of Shakespeare, given as a gift, hung on the . unpleasant
creamy wall. The pathetic conditions of the wall symbolises the equally sordid and miserable
lives of the children who are surrounded by these walls.

Question 7.
The poet says, “and yet for these children, these windows, not this map, their world”. Which
world do these children belong to? Which world is inaccessible to them? (Delhi 2010)
Answer:
These children belong to the world of the dirty and stinking slums with its narrow lanes and
cramped holes. Their world is the world of poverty and disease. The world that is inaccessible to
them is one which has high domes of buildings, the music of bells and the fragrance of flowers.

Question 8.
“So blot their maps with slums as big as doom”, says Stephen Spender. What does the poet want
to convey? (Delhi 2010)
Answer:
The poet wants to convey that these slums are blots on the map of the civilized and rich world.
The filthy slums that comprise the world for the slum children are living hells. Life is worse than
death for them. These slums stalk them like death stalks its victim.

Question 9.
Read the extract given below and answer the questions that follow: (Delhi 2011)
Surely, Shakespeare is wicked, the map a had
example,
With ships and sun and love tempting them to
steal –
For lives that slyly turn in their cramped holes
From fog to endless night? On their slag heap,
these children
Wear skins peeped through by bones and spectacles
of steel
With mended glass, like bottle bits on stones.

1. Why is Shakespeare described as wicked?

2. Explain: ‘from fog to endless night’.
3. What does the reference to ‘slag heap’ mean?
Answer:
1. Shakespeare is described as wicked because there is no correlation between Shakespeare’s
works and the life of the slum children. Shakespeare’s works are no good to the children in slum
schools.
2. This phrase describes the miserable, bleak and hopeless life of the slum children who have a
gloomy future. Fog and darkness dominates their lives.
3. The reference to the ‘slag heap’ signifies the misery and extreme poverty of the slum children
who are forced to live in the most dirty and unhygienic conditions.

Question 10.
Read the extract given below and answer the questions that follow: (All India 2011)
Break O break open till they break the town
And show tire children to green fields, and make
their world
Run azure on gold sands, and let their tongues
Run naked into books the white & green leaves open
History theirs whose language is the sun.

1. To whom does ‘they’ refer?

2. What would they break?
3. What other freedom should they enjoy?

Answer:
1. ‘They’ refers to the slum children.
2. They would break free from the atrocities and injustice that they are subjected to.
3. They should enjoy the freedom of being exposed to the world of books and being educated.
They should break free from the shackles of slums and be allowed to read voraciously and excel
professionally.

Question 11.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2011)
Unless, governor, inspector, visitor,
This map becomes their window and these
windows
That shut upon their lives like catacombs,
Break O break open till they break the town
And show the children to green fields, and make
their world
Run azure on gold sands, and let their tongues
Run naked into books the white & green leaves open
History theirs whose language is the sun.

1. Who does the poet appeal to?

2. What is the appeal made by the poet?
3. What does the expression, ‘their tongues run naked into books’ mean?
Answer:
1. The poet appeals to the governors, inspectors and visitors, the people in authority from all
walks of life.
2. The poet’s appeal is to ensure that the world of the map becomes an opening for these slum
children and opens the avenues of new opportunities, progress and a better life for them to ensure
that they are saved from their miserable condition.
3. This expression means to enable them to read and understand books independently by
providing them liberal education.

Question 12.
Why does Stephen Spender say that the pictures and maps in the elementary school classroom
are meaningless? (Comptt. All India 2011)
Answer:
According to the poet the pictures and maps in the elementary school classroom are meaningless
because the map does not include their world of narrow lanes. They live like rats in their
cramped holes where fog and darkness dominate their lives.

Question 13.
Read the extract given below and answer the questions that follow: (Delhi 2012)
The stunted, unlucky heir
Of twisted bones, reciting a father’s gnarled disease,
His lesson, from his desk. At back of the dim class
One unnoted, sweet and young. His eyes live in a
dream,
Of squirrel’s game, in tree room, other than this.

1. Who is the ‘unlucky heir’ and what has he inherited?

2. What is the stunted boy reciting?
3. Who is sitting at the back of the dim class?

Answer:
1. The ‘unlucky heir’ is a thin and lean slum boy who has inherited his parents’ poverty, disease
and misery. He is also the unfortunate heir of his father’s physical deformities so his bones are
twisted.
2. The stunted boy is reciting a lesson in his weak and mellow voice.
3. An unnoted, sweet and young boy is sitting at the back of the dim class where he creates his
own fantasy world.

Question 14.
Read the extract given below and answer the questions that follow: (All India 2012)
Far far from gusty waves these children’s faces.
Like rootless weeds, the hair tom around their pallor:
The tall girl with her weighed-down head, the paper:
seeming boy, with rat’s eyes.

1. What are the children compared to?

2. Why do you think the tall girl is sitting with a weighed down head?
 3. Give two phrases which tell us that the children are under-nourished.

Answer:
1. The children are compared to rootless weeds.
2. The tall girl is sitting with a weighed down head because she is burdened by her poverty, the
hardships of life and her misfortunes.
3. The two phrases that tell us that the children are under-nourished are -‘paper- seeming’ and
‘with rat’s eyes’.

Question 15.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2012)
……..not this map, their world,
Where all their future’s painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers, capes and stars of words.

1. Where is the map?

2. Who does the word, ‘their’ refer to?
3. What does the poet think of their future?

Answer:
1. The map hangs on the sour cream wall of the classroom.
2. The word ‘their’ refers to the slum children.
3. The poet thinks the future of these children is rather bleak and foggy. Their hopes and
aspirations of a better future will always remain an unfulfilled dream for them and they will live
a life of misery and despair.

Question 16.
Why does Stephen Spender feel the maps in the elementary school classroom are meaningless?
(Comptt. All India 2012)
Answer: Stephen Spender feels the maps in the elementary school classroom are meaningless for
the slum children as their slum is not a part
of this map. The map rouses in them hopes and aspirations which will remain unfulfilled. This
map with all its bounties is beyond their grim world of narrow lanes and cramped houses.

Question 17.
Read the extract given below and answer the questions that follow: (All India 2013)
……The stunted, unlucky heir
Of twisted bones, reciting a father’s gnarled
disease,
His lesson, from his desk. At the back of the dim
class
One unnoted, sweet and young.

1. Who is the unlucky heir?

2. What will he inherit?
3. Who is sitting at the back of the dim class?
Answer:
1. The unlucky heir is a weak and timid- looking slum boy whose eyes are like those of a rat. He
is a boy with stunted growth and twisted bones.
2. He will inherit his father’s gnarled disease wherein he will have a deformed and twisted body.
3. A young and sweet girl, unnoticed by others and lost in her world of dreams, is sitting at the
back of the dim class.

Question 18.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2013)
Surely, Shakespeare is wicked, the map a bad
example,
With ships and sun and love tempting them to
steal –
For lives that slyly turn in their cramped holes
From fog to endless night?

1. Why is the map called a bad example?

2. Where do the children spend their lives?
3. What do ‘fog7 and ‘endless night’ stand for?

Answer:
1. The map is called a bad example for the children because it does not include their world of
narrow and dirty lanes of the slum.
2. The children spend their lives living like rats in their cramped holes in the slum. They live in
the most dirty and unhygienic conditions.
3. ‘Fog7 and ‘endless night’ describe the miserable and pathetic life of the slum children. From
early foggy mornings till very late at night these children make vain attempts to sustain
themselves despite all odds.

Question 19.
What message does Stephen Spender convey through the poem: ‘An Elementary School
Classroom in a Slum’? (Delhi 2013)
Answer:
Through the poem ‘An Elementary School Classroom in a Slum’, Stephen Spender makes a
frantic appeal to the affluent sections of the society to improve the lot of the slum children whose
only hope for redemption is through the medium of education.

Question 20.
In spite of despair and disease pervading the lives of the slum children, they are not devoid of
hope. How far do you agree? (Delhi 2013)
Answer:
Though despair and disease do make these slum children look at the world with hollow eyes yet
they are not devoid of hope. They fight the battle of life courageously, like heroes whose
victories are never celebrated, but they still make desperate attempts to live life against all odds.
Their hope comes from the governor, the inspector, the visitor and the sympathetic attitude of the
people.
Question 21.
The poet says, ‘And yet, for these Children, these windows, not this map, their world.’ Which
world do these children belong to? Which world is inaccessible to them? (Delhi 2013)
Answer:
These children belong to a world which is confined within the walls of their slum. They belong
to a world of poverty, misery and deprivation. The world represented on the map is inaccessible
to them. They do get glimpses of this world from the windows of their slums, but they can never
be part of the rich outside world.

Question 22.
How is the atmosphere inside an elementary school classroom in a slum different from the one
outside it? (Comptt. All India 2013)
Answer:
The world outside the slum abounds in the bounties of nature whereas the atmosphere inside the
elementary school classroom is deplorable. The atmosphere inside the classroom is one of
morbidity and inactivity. The classroom is poorly lit and not maintained properly with pale
cream walls. Deprived of the lush green beauty of nature, the children spend their lives in the
barrenness of a wasteland where there is no hope for their future.

Question 23.
Read the extract given below and answer the questions that follow: (Delhi 2014)
With ships and sun and love tempting them to
steal…
For lives that slyly turn in their cramped holes
From fog to endless night?

1. Who are ‘them’ referred to in the first line?

2. What tempts them?
3. What does the poet say about ‘their’ lives?

Answer:
1. ‘Them’ in the first line refers to children of the slum school.
2. The ships, sun and love are symbolic of the joy and brightness of life. So to reach out to this
life these objects tempt them.
3. The poet says that the lives of these slum children is miserable and pathetic in their cramped
holes where they strive and struggle for their sustenance from foggy mornings till late at night in
a desperate attempt to survive.

Question 24.
Read the extract given below and answer the questions that follow: (All India 2014)
… And yet, for these
Children, these windows, not this map, their
world.
Where all their future’s painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers, capes, and stars of words.
 1. Who are the ‘children’ referred to here?
2. Which is their world? j
3. How is their life different from that of j other children?

Answer:
1. The ‘children’ referred to here are the children from the elementary school of the slum.
2. Their world is the world of the slum, of deprivation and poverty. A world which is far away
from rivers, capes and stars of words. A narrow street sealed with a lead sky.
3. Unlike other children they have a bleak future, without any hope or progress, they live in
poverty and are disease-stricken. Their hopes and aspirations of a better future will always
remain an unfulfilled dream for them and they will live a life of misery and despair.

Question 25.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2014)
And, yet for these
Children, these windows, not his map, their world,
Where all their future’s painted with a fog,

1. Which map is the poet talking about in the above lines?

2. To what do the words, “these windows, their world”, refer?
3. What sort of future do the slum children have?

Answer:
1. The poet is talking about the open-handed map of the world that hangs in the classroom.
2. “These windows, their world” refer to the narrow and filthy streets of the slums to which the
lives of the slum children is confined. ..These children lead a life of disease and despair within
these narrow streets.
3. The future of the slum children is bleak and foggy, deprived of all the bounties of nature.

Question 26.
To whom does the poet in the poem, “An El-ementary School Classroom in a Slum” make an
appeal? What is his appeal? (Comptt. Delhi 2014)
Answer:
The poet in ‘An Elementary School Classroom in a Slum’ makes a frantic appeal to the educated
and affluent section of society who should try to improve the condition of the children of the
slums through the medium of education. He feels the people in general and the governments in
particular have no feeling of these unfortunate children.

Question 27.
Which words/phrases in the poem, “An Elementary School Classroom in a Slum” show that the
slum children are suffering from acute malnutrition? (Comptt. All India 2014)
Answer:
The words/phrases in the poem that show that the slum children are suffering from acute
malnutrition are: ‘rootless weeds’, ‘weighed down head’, ‘paper-seeming boy’, ‘stunted’ and
‘twisted bones’.
Question 28.
Read the extract given below and answer the questions that follow: (Delhi 2015)
Far far from gusty waves these children’s faces.
Like rootless weeds, the hair tom round their pallor;
The tall girl with her weighed-down head.

1. Who are these children?

2. What does the poet mean by ‘gusty waves’?
3. What has possibly weighed down the tall girl’s head?
4. Identify the figure of speech used in these lines.

Answer:
1. These are the poor and deprived children who are studying in an elementary school in a slum.
2. By the phrase ‘gusty waves’ the poet means that these children do not enjoy their childhood
freely in mainstream society. They are deprived of the energy and vitality of better living
conditions.
3. The struggles and misery of leading a poverty-stricken life in the slum has possibly weighed
down the tall girl’s head.
4. A ‘simile’ is used in these lines (Tike rootless weeds’).

Question 29.
Read the extract given below and answer the questions that follow: (All India 2015)
On their slag heap, these children
Wear skins peeped through by bones and spectacles
of steel
With mended glass, like bottle bits on stones.

1. Who are these children?

2. What is their slag heap?
3. Why are their bones peeping through their skins?
4. What does ‘with mended glass’ mean?

Answer:
1. These are the poor, impoverished children who are studying in an elementary school in a slum.
2. Their slag heap refers to the dirt and garbage on which their childhood gets wasted.
3. These children are undernourished and impoverished and look almost like skeletons with their
bones peeping through their skins.
4. The phrase ‘with mended glass’ gives us a glimpse of the impoverished life led by these
children who use mended glasses for their spectacles.

Question 30.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2015)
At back of the dim class
One unnoted, sweet and young. His eyes live in a
dream,
Of squirrel’s game, in tree room, other than this.
 1. Why was the class dim?
2. Who was sitting at the back of the dim class?
3. What was he dreaming about?
4. Name the poem.

Answer:
1. The class was dim because it was neither well lit nor ventilated. Its surroundings were grey
and dreary.
2. A young, sweet boy unnoticed by others was sitting at the back of the dim class.
3. He was dreaming about being like a squirrel in a tree room and the squirrel’s games.
4. The poem is “An Elementary School Classroom in a Slum”.

Question 31.
Read the extract given below and answer the questions that follow: (Comptt. All India 2015)
On sour cream walls, donations, Shakespeare’s
head,
Cloudless at dawn, civilized dome riding all cities.
Belled, flowery, Tyrolese valley. Open-handed
map
Awarding the world its world.

1. Name the poem.

2. What are the donations on the wall?
3. What does the map award the world?
4. Why does the poet mention ‘Tyrolese Valley’?

Answer:
1. The poem is ‘An Elementary School Classroom in a Slum’.
2. The sour cream walls of the classroom that have been painted with the help of donations.
3. The map awards the world with the beautiful bounties created by God.
4. The poet mentions ‘Tyrolese valley’ because of its natural beauty, which the slum children are
deprived of.

Question 32.
How does the map on the wall tempt the slum children? (Comptt. Delhi 2015)
Answer:
The map on the wall shows beautiful rivers, mountains and valleys whereas the world of the
slum children only consists of dim lanes covered with a lead sky. The beautiful world of the map
is unknown to them. So the map just tempts them without giving them an opportunity to live in
the real world.

Question 33.
What does Stephen Spender want to be done for the children of the school in a slum? (Delhi
2016)
Answer:
The poet Stephen Spender wants that the children of the slums should be able to experience the
beauty and joy of the outside world. He wants that these children should be removed from their
dirty surroundings. They should get the opportunity of being educated and be a part of the
outside world. Their lives should not be confined to the cemeteries of the slums. They should
come out in the green fields and breathe in open air so that they can grow unrestricted and
liberated.

Question 34.
How is ‘Shakespeare wicked and the map a bad example’ for the children of the school in a
slum? (All India 2016)
Answer:
‘Shakespeare is wicked and the map is a bad example’ for the children of the school in a slum
because they can never reach that level of education to understand the works of Shakespeare.
Their dirty, filthy slum has no place in the map of the beautiful world.

Question 35.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2016)
Break O break open till they break the town
and show the children to green fields, and make
their world
Run azure on gold sands, ……………

1. Name the poem and the poet.

2. Who are the ‘children’ referred to in these lines?
3. What does the poet want for the children?
4. What is the poet’s attitude towards these children?

Answer:
1. The poem is ‘An Elementary School Classroom in a Slum’ by Stephen Spender.
2. The slum children are being referred to in these lines.
3. The poet wants exposure to the world of freedom and knowledge and exposure to nature and
education for the slum children.
4. The poet is concerned about the future of these children so he has a sympathetic attitude
towards them.

Question 36.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2016)
‘ I looked again at her, wan,
pale
as a late winter’s moon and felt that
old
familiar ache, my childhood’s fear’,
……………………

1. Name the poem and the poet.

2. Who was the poet looking at?
3. What was the poet’s childhood fear?
4. What does the phrase, ‘familiar ache’ mean?
Answer:
1. The poem is ‘My Mother at Sixty Six’ by Kamala Das.
2. The poet was looking at her mother.
3. The poet’s childhood fear was of losing her mother.
4. The phrase ‘familiar ache’ means the fear felt by the poet even when she was a child.

Question 37.
Read the extract given below and answer the questions that follow (Delhi 2017)
Far far from gusty waves these children’s faces.
Like rootless weeds, the hair torn round their
pallor;
The tall girl with her weighed-down head.

1. Who are these children?

2. Which figure of speech has been used in the first two lines?
3. Why is the tall girl’s head weighed down?
4. What does the word ‘pallor’ mean?

Answer:
1. These are the children from the deprived and poor sections of society who study in an
elementary school in a slum.
2. Line 1: Imagery – ‘gusty waves’
Line 1: Repetition – ‘far far1
Line 1: An alliteration has been used – ‘far far from gusty waves’.
Line 1: A metaphor has been used in this line – ‘gusty waves’.
Line 2: A simile has been used – ‘like rootless weeds’.
3. The tall girl’s hair is weighed down because of the trials, tribulations and misfortunes she
faces in her poverty- stricken life.

Question 38.
Read the extract given below and answer the questions that follow (All India 2017)
At back of the dim class
One unnoted, sweet and young. His eyes live in a
dream,
Of squirrel’s game, in tree room, other than this.

1. Why is the class dim?

2. How is the young child different from others?
3. What is he doing?
4. What is a tree room?

Answer:
1. The class is dim because it is poorly lit.
2. The young child is different from others because his eyes sparkle with dreams about his future.
3. He is trying to live his dream in a frolic and in a happy place which is in stark contrast to this
dingy classroom.
4. The room refers to the hollow in a tree where a squirrel takes shelter.

Question 39.
Why is Shakespeare wicked for the slum chil¬dren? (Comptt. All India 2017)
Answer:
Shakespeare is described as wicked because there is no correlation between Shakespeare’s works
and the life of the slum children. Shakespeare’s works are no good to the children in slum
schools as they cannot identify themselves with the characters. He talks about a world far
removed from reality. The slum children can never reach the level of education to understand the
works of Shakespeare.

Keeping Quiet
Question 1.
Read the extract given below and answer the questions that follow: (All India 2009)
Now we will count to twelve
and we will all keep still.
For once on the face of the Earth
let’s not speak in any language,
let’s stop for one second,
and not move our arms so much.

1. How long does the poet want to stay still?

2. What does he hope to achieve by keeping quiet?
3. What does the poet mean by ‘not move our arms so much’?

Answer:
1. The poet wants to count upto twelve and stay still during the time we are counting to twelve.
2. By keeping quiet the poet hopes that he will be able to live a fascinating moment and then
realise the value of calm reflection and quiet introspection. The ! poet believes that by keeping
quiet, we will be able to hear the voice of our conscience in these moments of silence.
3. Whenever man has used his arms he has caused undue harm to others. So the poet uses the
phrase, ‘not to move our arms so much’ to emphasise the importance of physical inactivity to
lessen destruction caused by man in the world.

Question 2.
What is the exotic moment the poet Pablo Neruda wishes for? (Delhi 2009)
Answer:
Pablo Neruda wishes for that exotic moment when mankind will be free from greed, cruelty and
harmful actions. Unnecessary rush and noise have caused unpleasantness and troubles. The poet
wishes the noise of engines and machines should cease and peace and tranquility should prevail.
Question 3.
Read the extract given below and answer the questions that follow: (Delhi 2010)
It would he an exotic moment
without rush, without engines,
we would all be together
in a sudden strangeness.

1. What does ‘TP’ refer to?

2. Who is the poet speaking to?
3. What would be the moment like?

Answer:
1. TP refers to that moment of silence and quietness when peace and calmness will prevail.
2. The poet is addressing mankind who has no time for quiet introspection in its over-hectic,
busy life.
3. The moment would be exotic and unusual, a new experience in which mankind will
experience a sense of bonding and togetherness with each other.

Question 4.
According to the poet, what is it that human beings can learn from Nature? (All India 2010)
Answer:
Earth can teach a lesson to mankind on the preservation and resurrection of life and how new life
is believed to rise from the ashes of the dead remains. The Earth never attains total inactivity.
Nature remains at work under apparent stillness and keeps the Earth alive. Life never ceases on
earth when everything appears to be dead only one thing remains alive and that is earth itself.

Question 5.
Why is Pablo Neruda against ‘total inactivity’? (Comptt. Delhi 2010)
Answer:
Pablo Neruda is against ‘total inactivity’ because that would amount to death and he has no
association with death. Life is a continuous and on-going process and so is all about being on the
move. Life should not come to a standstill under any circumstance.

Question 6.
Which sadness is Pablo Neruda worried about in his poem? (Comptt. All India 2010)
Answer:
The sadness that Pablo Neruda is worried about in his poem is the sadness of isolation that has
made modern man its victim. This sadness has made man self-centered and uncaring to the needs
of his fellowmen. He has sacrificed the needs of his emotional self in favour of materialism.

Question 7.
Do you think the poet, Pablo Neruda advocates total inactivity and death? Why/ Why not? (Delhi
2011)
Answer:
No, the poet Pablo Neruda does not advocate total inactivity and death. He wants to give
mankind an opportunity of quiet introspection to know and realize how he has been harming
himself and others. He makes it clear that stillness should not be confused with inactivity.
Stillness means halting of harmful human activities. He also wants mankind to understand that
life is about sprouting out of seemingly dead surroundings.

Question 8.
What is the sadness that the poet, Pablo Neruda refers to in the poem ‘Keeping Quiet’? (All India
2011)
Answer:
The sadness that Pablo Neruda is worried about in his poem is the sadness of isolation that has
made modern man its victim. This sadness has made man self-centered and uncaring to the needs
of his fellowmen. He has sacrificed the needs of his emotional self in favour of materialism.

Question 9.
Do you think the poet advocates total inactivity and death in the poem, ‘Keeping Quiet’? Give
reasons. (Comptt. Delhi 2011)
Answer:
No, the poet especially says that keeping quiet should not be confused with total inactivity. He
wants no association with death. He wants to keep quiet as this will prepare mankind for
introspection and regeneration.

Question 10.
What is the exotic moment the poet Pablo Neruda wishes for? (Comptt. All India 2011)
Answer:
Pablo Neruda wishes for that exotic moment when mankind will be free from greed, cruelty and
harmful actions. Unnecessary rush and noise have caused unpleasantness and troubles. The poet
wishes the noise of engines and machines should cease and peace and tranquility should prevail.

Question 11.
Read the extract given below and answer the questions that follow: (Delhi 2012)
For once on the face of the Earth
let’s not speak in any language,
let’s stop for one second,
and not move our arms so much.

1. Why does the poet want us to keep quiet?

2. What does he want us to do for one second?
3. What does he mean by ‘not move our arms’?

Answer:
1. The poet wants us to keep quiet because this moment of quietness will give us the time to
meditate and introspect upon the kind of turmoil we have created on earth through our ill-actions.
Too much activity and rush has only brought misfortunes to mankind, so it is better to be quiet
and still.
2. The poet wants us to do nothing and remain inactive for one second.
3. The phrase ‘not move our arms’ implies that no physical activity should be carried out for one
second. Man has used his arms only to kill and destroy others. Therefore, let him not move his
arms to harm others.

Question 12.
How can suspension of activities help? (All India 2012)
Answer:
Suspension of activities will give us time to introspect and reflect on our follies. It will give us
the much needed time to forget our differences, wither away our discriminations and enter into a
world of peace.

Question 13.
How does stopping for a second help us, according to the poet, Pablo Neruda? (Comptt. Delhi
2012)
Answer:
According to Pablo Neruda, when we stop for a second we get an opportunity to introspect on
our follies. During this moment we will forget our differences and experience a strength of
togetherness which will give us a moment of bliss. By indulging in such moments of inacti-vity,
we will realise the harm we are causing to the world with our words and actions.

Question 14.
What is the exotic moment referred to in the poem, ‘Keeping Quiet’? What makes it exotic?
(Comptt. All India 2012)
Answer:
When people sit still without speaking any language in quiet introspection, that moment,
according to the poet will be an exotic one because this moment will help us to experience a
strength of togetherness and a strange relationship with which humanity will bind itself.

Question 15.
Read the extract given below and answer the questions that follow: (Delhi 2013)
Perhaps the Earth can teach us
as when everything seems dead
and later proves to be alive.
Now I’ll count upto twelve
and you keep quiet and I will go.

1. What does the Earth teach us?

2. What does the poet mean to achieve by counting upto twelve?
3. What is the significance of ‘keeping quiet’?

Answer:
1. The Earth teaches us how to nurture life under apparent quietitude and how to work silently. It
teaches us the importance of sometimes taking a break from all activities.
2. The poet counts up to twelve in an attempt to remain calm and still. He wants to make
mankind realise the futility of their mindless words and actions and encourage people to
introspect for their own good.
3. By keeping quiet and calm man will realise his follies and refrain from harmful destructive
activities. It will also help in creating a feeling of natural understanding and introspection among
human beings.

Question 16.
Read the extract given below and answer the questions that follow: (Comptt. All India 2013)
Perhaps the Earth can teach us
as when everything seems dead
and later proves to be alive.

1. What can Earth teach us?

2. How can we achieve the state of ‘seems dead’?
3. Give one example of how the seeming to be dead things become alive.

Answer:
1. The Earth can teach us a lesson in pro¬tection and resurrection of life. It teaches us that life
and living never cease to exist.
2. The state of ‘seems dead’ symbolizes the doomsday when all life of earth will come to an end.
3. New life emerges from the dead remains like a seed gives life to a new plant.

Question 17.
What are the different kinds of wars mentioned in the poem? What is Neruda’s attitude towards
these wars? (All India 2013)
Answer:
The different wars Neruda mentions in the poem are green wars, wars with gas, wars with fire.
Neruda feels that these chemical and nuclear wars and the war that man wages against nature
will lead him towards his doom.

Question 18.
Which sadness is Pablo Neruda referring to? (Comptt. Delhi 2013)
Answer:
The sadness that the poet refers to in the poem ‘Keeping Quiet’ is the sadness of never
understanding oneself and nature. Human beings in a frenzy of activities, have no time for
introspection and thus threaten themselves with death or destruction. This darkens their ways
with distress and wretchedness.

Question 19.
Read the extract given below and answer the questions that follow: (Comptt. All India 2014)
If we were not so single-minded
about keeping our lives moving,
and for once could do nothing,
perhaps a huge silence
might interrupt this sadness
of never understanding ourselves
and of threatening ourselves with death.

1. Whom does ‘we’ refer to in the above lines?

 2. Why does the poet want us to ‘do nothing’ for once?
3. What is the ‘sadness’ that the poet refers to in the poem?

Answer:
1. We’ in the above lines refers to mankind.
2. The poet wants us to ‘do nothing’ for once because during this time of inactivity man will
realize the strength of humanity and become aware of universal brotherhood wherein he will be
able to give mankind a healing touch. The poet wants that for once we should not single-
mindedly focus on keeping our lives moving and do some introspection and spend our time in
silence doing nothing. This way we can understand ourselves better and escape from the calls of
death.
3. The ‘sadness’ that the poet refers to in the poem is the sadness of isolation that has made
modern man its victim. This sadness is the selfishness of the modern man due to which he has
put his own life and the life of his fellowmen in danger.

Question 20.
Which is the exotic moment that the poet refers to in ‘Keeping Quiet’? (Delhi 2014)
Answer:
Pablo Neruda wishes for that exotic moment when mankind will be free from greed, cruelty and
harmful actions. Unnecessary rush and noise have caused unpleasantness and troubles. The poet
wishes the noise of engines and machines should cease and peace and tranquility should prevail.

Question 21.
What is the sadness the poet refers to in the poem ‘Keeping Quiet’? (All India 2014)
Answer:
The sadness that the poet refers to in the poem ‘Keeping Quiet’ is the sadness of never
understanding oneself and nature. Human beings in a frenzy of activities, have no time for
introspection and thus threaten themselves with death or destruction. This darkens their ways
with distress and wretchedness.

Question 22.
How, according to Neruda, can keeping quiet change our attitude to life? (Comptt. Delhi 2015)
Answer:
According to Neruda, when people on earth think of keeping quiet for sometime, that will be an
exotic moment when they will be able to forget their differences and a feeling of brotherhood
will prevail among them. Most of the evil thoughts disappear when man becomes silent for a
while. By keeping quiet, man will realize his follies and refrain from harmful and destructive
activities.

Question 23.
Which images in the poem, “Keeping Quiet” show that the poet condemns violence? (Comptt.
All India 2015)
Answer:
The images in the poem, ‘Keeping Quiet’, which show that the poet condemns violence are, that
he is totally against alienation among communities, races and violence. The poet is against
chemical and nuclear wars which leave no survivors. He wants to bring all the destructive
activities to a standstill.

Question 24.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2015)
‘ It would be an exotic moment
without rush, without engines,
we would all be together
in a sudden strangeness.’

1. Which exotic moment is referred to in these lines?

2. Why would that moment be strange?
3. What does the poet advocate in the poem?
4. What does the poet mean by the word, ‘engines’?

Answer:
1. The ‘exotic moment’ referred to in these lines is that moment when everyone keeps quiet and
there is no movement.
2. That moment would be strange because there will be no rush or engines and it will bring the
whole of humanity together for the first time.
3. The poet advocates the need to introspect and think before you act in the poem.
4. By the word ‘engines’ the poet means ‘automobiles’ or ‘machines.’

Question 25.
What will counting up to twelve and keeping still help us achieve? (Delhi 2015)
Answer:
Counting up to twelve and keeping still will help us to introspect upon the kind of turmoil we
have created in this world with our mind-less actions. This will be an exotic moment during
which we will experience a sense of bonding with one another. It will give us an opportunity to
understand each other and save our¬selves from death.

Question 26.
Which symbol from nature does the poet invoke that there can be life under apparent stillness?
(Delhi 2015)
Answer:
The poet uses the Earth as a symbol from nature to convey that there can be life under apparent
stillness. Earth teaches us that despite a dreary stillness, nature continues to work and everything
comes to life again.

Question 27.
‘Life is what it is all about;…’ How is keeping quiet related to life? (All India 2015)
Answer:
The poet advocates keeping quiet and inactivity but he does not want these to be confused with
death. Life is an ongoing and continuous process, so it should not come to a standstill under any
circumstances. People pursue their goals single-mindedly and their lives keep on moving.
Question 28.
Why does one feel ‘a sudden strangeness’ on counting to twelve and keeping quiet? (All India
2015)
Answer:
One feels ‘a sudden strangeness’ on counting to twelve and keeping quiet because this is an
exotic moment which builds a sudden and strange feeling of universal brotherhood. This feeling
of togetherness and brotherhood is rather new and inexplicable.

Question 29.
How will ‘keeping quiet’ protect our environ¬ment? (All India 2015)
Answer:
When we keep quiet and refrain from activity, we will not indulge in chemical and nuclear wars
that cause total destruction by releasing toxic gases in the environment. These will de-stroy all
greenery and life on earth making it a dead planet.

Question 30.
What does the poem, ‘Keeping Quiet’ teach us? (Comptt. All India 2015)
Answer:
The poem ‘Keeping Quiet’ emphasises the need for quiet introspection and creating a feeling of
mutual understanding among human beings. It conveys to us the poet’s philosophy of an exotic
moment of silence which will be an antidote to violence, hatred and war.

Question 31.
Read the extract given below and answer the questions that follow: (All India 2016)
Noiv we will count to twelve
and we will all keep still.
For once on the face of the Earth
let’s not speak in any language,
let’s stop for one second,
and not move our arms so much.

1. What is the significance of the number ‘twelve’?

2. Which two activities does the poet want us to stop?
3. What does the poet mean by ‘let’s not speak in any language’?
4. Describe the pun on the word, ‘arms’.

Answer:
1. The number ‘twelve’ signifies the twelve divisions in the clock (measure of time).
2. The poet wants the fishermen to stop gathering salt from the sea and he also wants the
chemical and nuclear wars to stop.
3. The poet means we should be silent and introspect and enter into a world which is quiet and
peaceful.
4. The word ‘arms’ means not only our own human arms but also refers to the arms and
ammunition that are used to harm others.
Question 32.
What does the poet want us to do in the poem, ‘Keeping Quiet’? (Comptt. Delhi 2016)
Answer:
The poet wants us to keep quiet and still and not move our arms and legs too much in the poem,
Keeping Quiet. This will give us the time to introspect over our actions and also help to create a
feeling of mutual understanding among human beings.

Question 33.
Read the extract given below and answer the questions that follow: (Comptt. All India 2016)
‘Perhaps the Earth can teach us
as when everything seems dead
and later proves to be alive’.

1. Name the poem and the poet.

2. What does the earth teach us?
3. When do things seem to be dead?
4. Write the antonym of ‘teach’.

Answer:
1. The poem is ‘Keeping Quiet’ by Pablo Neruda.
2. The earth teaches us to continue doing constructive work quietly and the positive results will
be evident at a later stage.
3. Things seem to be dead during the winter season.
4. The antonym for ‘teach’ is ‘learn’.

Question 34.
How can ‘mighty dead’ be things of beauty? (Delhi 2017)
Answer:
The ‘mighty dead’ can be things of beauty because of their glorious deeds and achievements.
Their achievements make their lives extraordinary so they continue to be a source of inspiration
for others.

Question 35.
How would keeping quiet affect life in and around the sea? (All India 2017)
Answer:
Fishermen who are responsible for endangering marine life would get a chance to realize that
they are harming the whales who are on the verge of extinction. Men who gather salt from the
sea would also get a chance to reflect on the pain they are causing to their hands.

Question 36.
How is total inactivity on the Earth in the winter months full of life? (All India 2017)
Answer:
In the winter months when there appears to be total inactivity on the Earth, life never ceases on
it. The Earth teaches us that despite a dreary stillness, nature remains at work and keeps the Earth
alive and new life rises from the ashes of the dead remains.
Question 37.
Why does Pablo Neruda want us to count till twelve and keep still? (Comptt. Delhi 2017)
Answer:
Counting up to twelve and keeping still will help us to introspect upon the kind of turmoil we
have created in this world with our mind-less actions. This will be an exotic moment during
which we will experience a sense of bonding with one another. It will give us an opportunity to
understand each other and save ourselves from death.

Question 38.
What will keeping still help us achieve? (Comptt. Delhi 2017)
Answer:
Counting up to twelve and keeping still will help us to introspect upon the kind of turmoil we
have created in this world with our mind-less actions. This will be an exotic moment during
which we will experience a sense of bonding with one another. It will give us an opportunity to
understand each other and save our¬selves from death.

Question 39.
Read the extract given below and answer the questions that follow: (Comptt. All India)
‘It would be an exotic moment
without rush, without engines,
we would all be together
in a sudden strangeness.’

1. What would be an exotic moment?

2. Why would it be exotic?
3. What would be the result of all being together?
4. Explain: ‘Sudden strangeness’.

Answer:
1. The exotic moment would be that time when silence, peace and calmness will prevail.
2. It would be exotic because we will not be in a rush so it will give us time for quiet
introspection, to reflect upon the futility of our mindless actions.
3. The result of being together would result in a new experience in which man will get a chance
to have a sense of bonding and togetherness with each other.
4. ‘Sudden strangeness’ is a strange and unusual feeling of universal brotherhood.

A Thing of Beauty
Question 1.
Read the extract given below and answer the questions that follow: (Delhi 2000)
Therefore, on every morrow, are we wreathing
A flowery band to bind us to the earth,
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o’er-darkened ways
Made for our searching:

1. What are the flowery bands that bind us to the earth?

2. What message do the above lines convey?

Answer:
1. The flowery band that binds us to earth is beauty in one shape or the other. It removes all
sufferings and sorrow that covers our mind and spirit. There is disappointment and dejection all
around but the presence of some objects of beauty removes this sadness from our hearts.
2. There are many things that bring us troubles and sufferings. The message conveyed in these
lines is that the natural beauty of objects around us takes away the suffering from our sorrowful
hearts.
Some beautiful shape or any object of beauty removes the pall of gloom from our mind and
spirit.

Question 2.
According to Keats, what makes man love life in spite of all its problems and miseries? (All
India 2000)
Answer:
In spite of all the problems and miseries that make man’s life gloomy and cause him suffering
and pain, he does not cease to love life because a thing of beauty removes all the sadness that
covers his spirit. The beautiful things of nature make life sweet and happy.

Question 3.
What image does Keats use to describe the beautiful bounty of the earth? (Delhi 2010)
Answer:
Keats uses the image of a perennial fountain that constantly pours forth bounties on the earth in
the form of an immortal drink from the heavens into our hearts. The beauty of the sun, the moon,
the trees, the daffodils and clear rivers are reflections of the beautiful bounties God has blessed
us with.

Question 4.
What makes human beings love life inspite of troubles and sufferings? (All India 2010)
Answer:
It is the occasional phases of joy and happiness that make life beautiful and make human beings
love life in spite of troubles and sufferings. Natural beauty in its various forms, like the clear
rivers, the gurgling brooks and forest vegetation, motivates us to live life and moves away the
pall from our dark spirits.

Question 5.
Mention any two ‘things of beauty’ that Keats has described in his poem. How do they make us
joyful? (Comptt. Delhi 2010)
Answer:
According to Keats every small or big thing of nature is a thing of beauty and a source of
pleasure. The sun, the moon, the trees and daffodil flowers are all things of beauty. So are the
small streams with clear water, mass of ferns and the blooming musk roses.

Question 6.
Mention any two things which, according to Keats, give us pain and suffering. (Comptt. All
India 2010)
Answer:
According to Keats man suffers from pain and suffering due to the inhuman dearth of noble
natures on earth and due to the inhuman and hostile attitude that makes our days sad and darkens
our ways with distress and wretchedness.

Question 7.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2011)
A thing of beauty is a joy forever
Its loveliness increases, it will never
Pass into nothingness; but will keep
A bower quiet for us, and a sleep
Full of sweet dreams, and health, and quiet
breathing

1. List any tivo things of beauty mentioned above.

2. What does the phrase, ‘pass into nothingness’ mean?
3. What are the effects of beautiful things on man’s spirit?

Answer:
1. The things of beauty mentioned above include a quiet bower, peaceful sleep and quiet
breathing.
2. The phrase ‘pass into nothingness’ means it will never cease to exist but will continue to have
a lasting impression.
3. Beautiful things leave a lasting impression on man’s spirit. They give him great joy and
happiness and also help him to gain inner peace and calm.

Question 8.
Read the extract given below and answer the questions that follow: (Comptt. All India 2011)
Therefore, on every morrow, are we wreathing
A flowery band to bind us to the earth,
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o’er-darkened ways
Made for our searching:

1. What are the flowery bands that bind us to the earth?

2. What message do the above lines convey?
Answer:
1. The flowery band that binds us to earth is beauty in one shape or the other. It removes all
sufferings and sorrow that covers our mind and spirit. There is disappointment and dejection all
around but the presence of some objects of beauty removes this sadness from our hearts.
2. There are many things that bring us troubles and sufferings. The message conveyed in these
lines is that the natural beauty of objects around us takes away the suffering from our sorrowful
hearts.
Some beautiful shape or any object of beauty removes the pall of gloom from our mind and
spirit.

Question 9.
Why and how is grandeur associated with the mighty dead? (Delhi 2011)
Answer:
Grandeur is associated with the mighty dead because of their grand deeds and achieve-ments.
Their achievements make their lives extraordinary. Therefore, the grandeur of the mighty dead is
a thing of beauty that is a source of inspiration for other.

Question 10.
What is the message of the poem, ‘A Thing of Beauty’? (All India 2011)
Answer:
John Keats was a worshipper of beauty and he saw it as an everlasting source of joy and
happiness. Through his poem he conveys that a thing of beauty removes the pall of sadness and
sorrow and gives us joy and pleasure. The beauty of a thing goes on increasing and never passes
into nothingness.

Question 11.
How is a thing of beauty a joy forever? (Delhi 2012)
Answer:
A thing of beauty is a joy forever because it gives us eternal and everlasting happiness and leaves
such an impact in our mind that we are able to relive the wonderful feeling we get from it each
time we think about it. It never fades into nothingness, in fact its loveliness increases with each
passing moment.

Question 12.
Why is ‘grandeur’ associated with the ‘mighty dead’? (All India 2012)
Answer:
Grandeur is associated with the mighty dead because of their grand deeds and achieve-ments.
Their achievements make their lives extraordinary. Therefore, the grandeur of the mighty dead is
a thing of beauty that is a source of inspiration for other.

Question 13.
What makes human beings love life in spite of troubles and sufferings? (All India 2012)
Answer:
It is the occasional phases of joy and happiness that make life beautiful and make human beings
love life in spite of troubles and sufferings. Natural beauty in its various forms, like the clear
rivers, the gurgling brooks and forest vegetation, motivates us to live life and moves away the
pall from our dark spirits.

Question 14.
Describe any three things of beauty mentioned in the poem, ‘A Thing of Beauty’. (All India
2012)
Answer:
The poet sees beauty in various natural things. He sees simple and scenic beauty in the image of
the sun, the moon, the trees, the sheep, the green pastures and the clear water of the small
streams. All these things of beauty are a constant source of joy for us.

Question 15.
Why does a thing of beauty never pass into nothingness? (Comptt. Delhi 2012)
Answer:
The joy provided by a thing of beauty is ever-lasting. It leaves an indelible imprint on our mind.
Its loveliness never fades away and so it does not pass into nothingness. It increases manifold
each time we think about it and thus we are forever able to relive the joyful experience.

Question 16.
Mention any two things of beauty that Keats talks of in his poem and explain how they influence
us. (Comptt. All India 2012)
Answer:
The two things of beauty that influence us are the lushgreen surroundings of meadows and
pastures that provide life to all living beings and the simple lambs and sheep that Keats envisions
as the embodiments of serene and divine beauty.

Question 17.
Read the extract given below and answer the questions that follow: (Delhi 2013)
A flowery band to bind us to the Earth,
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o’er-darkened ways
Made for our searching:

1. What are we doing everyday?

2. Which evil things do we possess and suffer from?
3. What are the circumstances that contribute towards making humans unhappy and disillusioned
with life?

Answer:
1. Every day we are wreathing a flowery band which binds us to the earth and enables us to live
life despite the dejection that surrounds us. We are looking for lovely things around us and
establishing a close bond with the earth and nature.
2. We suffer from selfishness and self-centredness due to which there is dearth of noble souls on
earth.
3. Man becomes unhappy and disillusioned because he suffers from pain and hopelessness at
various junctures in life. Also the lack of nobility in human beings and gloomy days make him
unhappy.

Question 18.
Read the extract given below and answer the questions that follow: (Comptt. All India 2013)
Therefore, on every morrow, are we wreathing
A flowery band to bind us to the earth,
Spite of despondence, of the inhuman dearth Of noble natures,

1. What is ‘morrow’?
2. Why do we need ‘a flowery band’?
3. What is inhuman in life?

Answer:
1. ‘Morrow’ means the next day.
2. Everyday we are wreathing a flowery band because it binds us to earth and makes us live our
life despite the dejection that surrounds us.
3. Man’s self-centred nature and his inability to rise above pettiness is inhuman in life.

Question 19.
What does Keats consider an endless fountain of immortal drink and why does he call its drink
immortal? (All India 2013)
Answer:
Keats considers beauty, in all its forms, which is God’s greatest gift to man as an endless
fountain of immortal drink. He calls it immortal because the beauty bestowed by God is
everlasting and perennial and men can bask in its glory forever.

Question 20.
According to Keats, what spreads the pall of despondence over our dark spirits? How is it
removed? (All India 2013)
Answer:
According to Keats, suffering and pain caused by man’s malice and his evil ways spreads the
pall of despondence over our dark spirits. Man lacks noble qualities and his hostile and inhuman
nature makes the world gloomy. This can be removed by some shape of beauty that is a source of
constant joy.

Question 21.
How does a thing of beauty provide shelter and comfort? (All India 2013)
Answer:
A thing of beauty will always provide a pleasant shelter, a place under the shade of a tree, where
we will always remain peaceful and comfortable. Whenever we are under nature’s shelter, we
will have a quiet and peaceful sleep which will give us serenity and comfort.

Question 22.
Describe any two things mentioned by Keats in “A Thing of Beauty” which cause suffering and
pain. (Comptt. Delhi 2013)
Answer:
According to Keats man suffers from pain and suffering due to the inhuman dearth of noble
natures on earth and due to the inhuman and hostile attitude that makes our days sad and darkens
our ways with distress and wretchedness.

Question 23.
Read the extract given below and answer the questions that follow: (Delhi 2014)
All lovely tales that we have heard or read;
An endless fountain of immortal drink.
Pouring unto us from the heaven’s brink.

1. Name the poem and the poet.

2. What is the thing of beauty mentioned in these lines?
3. What image does the poet use in these lines?

Answer:
1. The poem is ‘A Thing of Beauty’ and the poet is John Keats.
2. The thing of beauty mentioned in these lines are the tales we have heard or read describing the
glorified sacrifices of mighty warriors.
3. Using the divine image the poet tells us that beauty is God’s greatest gift to man. This beauty
is eternal and everlasting in whose glory man can bask and it is an endless fountain from where
he can drink the immortal elixir of life.

Question 24.
Read the extract given below and answer the questions that follow: (All India 2014)
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o’er-darkened ways
Made for our searching: yes in spite of all,
Some shape of beauty moves away the pall
From our dark spirits.

1. Name the poem and the poet.

2. Why are we ‘despondent’?
3. What removes ‘the pall from our dark spirits’?

Answer:
1. The poem is ‘A Thing of Beauty’ and the poet is John Keats.
2. We are ‘despondent’ due to lack of noble people, because of gloomy days and because of
unhealthy and over darkened ways.
3. Any shape or manifestation of beauty removes ‘the pall from our dark spirits’.

Question 25.
Read the extract given below and answer the questions that follow: (Comptt. All India 2014)
Some shape of beauty moves away the pall
From our dark spirits.
 1. How does beauty help us when we are burdened with grief?
2. Explain: “Some shape of beauty.”
3. Identify the figure of speech used in the above lines.

Answer:
1. Beauty, in some shape or form, will help to drive away the sadness and despair from the dark
enclosures of our spirit when we are burdened with grief.
2. ‘Some shape of beauty’ means some object of beauty bestowed on us by nature.
3. The figure of speech used in the above lines is alliteration.

Question 26.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2015)
And such too is the grandeur of the dooms
We have imagined for the mighty dead;
All lovely tales that we have heard or read;
An endless fountain of immortal drink,
Pouring unto us from the heaven’s brink.

1. Name the poem.

2. Who are the ‘mighty dead’ referred to here?
3. What is the endless fountain of immortal drink?
4. What does the word, ‘brink’ mean?

Answer:
1. The poem is ‘A Thing of Beauty’.
2. The ‘mighty dead’ referred to here are our ancestors, the great people of the world who are
worthy of respect.
3. The endless fountain of immortal drink are all the things of beauty that sustain mankind.
4. The word ‘brink’ means ‘an edge at the top/ the point of onset’.

Question 27.
Read the extract given below and answer the questions that follow: (Comptt. All India 2015)
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o’er-darkened ways
Made for our searching : yes, in spite of all,
Some shape of beauty moves away the pall
From our dark spirits.

1. Name the poem.

2. Give one cause of human suffering.
3. What moves away the pall from our lives?
4. What does the word, ‘gloomy’ mean?

Answer:
1. The poem is ‘A Thing of Beauty.’
2. Man lacks noble qualities and his hostile and inhuman nature is the cause of human suffering.
3. Nature’s beauty moves away the pall from our lives.
4. The word ‘gloomy’ means ‘dull or depressed.

Question 28.
‘ What does a thing of beauty do for us? (Delhi 2015)
Answer:
A thing of beauty gives us eternal and everlasting happiness and leaves an indelible impression
on our mind that we are able to relive the wonderful feeling we get from it each time we think
about it. It never fades into nothingness and its loveliness increases with each passing moment.

Question 29.
What makes human beings love life in spite of all the troubles they face? (Delhi 2015)
Answer:
It is the occasional phases of joy and happiness that make life beautiful and make human beings
love life in spite of troubles and sufferings. Natural beauty in its various forms, like the clear
rivers, the gurgling brooks and forest vegetation, motivates us to live life and moves away the
pall from our dark spirits.

Question 30.
Mention any four things of beauty that add joy to our life. (All India 2015)
Answer:
The poet sees beauty in various things of nature that add joy to our life. These include the sun,
the moon, the trees, the sheep, the green pastures and the clear water of the small streams. These
remove the sadness from our dark spirits.

Question 31.
Mention any two things which cause pain and suffering. (All India 2015)
Answer:
Pain and suffering is caused by man’s malice and unhealthy and evil ways. Man lacks noble
qualities and his hostile and inhumane nature makes the world gloomy and depressing and brings
misery and suffering in his life, thus distressing him with sorrow and despair.

Question 32.
Which objects of nature does Keats mention as sources of joy in his poem, ‘A Thing of Beauty’?
(All India 2015)
Answer:
The poet sees beauty in various natural things. He sees simple and scenic beauty in the image of
the sun, the moon, the trees, the sheep, the green pastures and the clear water of the small
streams. All these things of beauty are a constant source of joy for us.

Question 33.
Read the extract given below and answer the questions that follow: (Delhi 2016)
Its loveliness increases, it will never
Pass into nothingness; but will keep
A bcnver quiet for us, and a sleep
Full of sweet dreams, and health, and quiet
breathing.

1. Whose loveliness will keep on increasing?

2. Identify the phrase which says that ‘it’ is immortal.
3. What is a ‘bower’?
4. Why do we need sweet dreams, health and quiet breathing in our lives?

Answer:
1. The loveliness of a thing of beauty will keep increasing.
2. The phrase which implies its immortality is ‘it will never pass into nothingness’.
3. A ‘bower’ is a pleasant shady place under the trees.
4. We need sweet dreams, health and quiet breathing in our lives to refresh and relax our minds
and drive away our anxieties and restlessness. They help us to bear the problems of life and
remove, our sufferings.

Question 34.
How do beautiful things influence our lives? (Comptt. Delhi 2016)
Answer:
Beautiful things take away sadness and gloom from our spirits. They give us hope and joy.
Whenever we think about a thing of beauty it brings a smile on our lips and is a source of joy
forever.

Question 35.
Read the extract given below and answer the questions that follow :(Comptt. Delhi 2016)
…….and clear rills
That for themselves a cooling covert make
Gainst the hot season; the mid forest brake,
Rich with a sprinkling of musk-rose blooms;
…………………………

1. Name the poem and the poet.

2. How do the rills protect themselves from the heat?
3. What makes the mid forest brake rich?
4. What does the word, ‘sprinkling7 mean?

Answer:
1. The poem is ‘A Thing of Beauty’ by John Keats.
2. The rills protect themselves from the heat by making a cooling covert overhead.
3. The sprinkling of musk-rose blossoms makes the mid forest brake rich.
4. The word ‘sprinkling’ means spreading of fragrance.

Question 36.
In the hot season, how do man and beast get comfort? (Delhi 2017)
Answer:
Man and beast get comforted in the hot season by walking past the rivers and small streams
which are a natural source of water and are considered as the vital potions of life. They relax
under a bower and under the shade of trees.

Question 37.
How is the Earth a source of life when all seems dead on it? (All India 2017)
Answer:
The Earth, which is a source of life, can teach us how new life emerges from the dead remains of
the ashes. Life is an eternal and continuous process and new life is believed to rise from the dead
remains.

Question 38.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2017)
Answer:
‘A thing of beauty is a joy forever
Its loveliness increases, it will never
Pass into nothingness; but will keep
A bower quiet for us, and a sleep
Full of sweet dreams, and health and quiet breathing.

1. How does a thing of beauty give us everlasting joy?

2. What is the effect of increase in its loveliness?
3. Which one example of the beauty of nature has the poet given here?
4. What kind of joy do we get from a quiet bower?

Answer:
1. A thing of beauty gives us eternal joy as its loveliness never dies out or fades away but keeps
on increasing.
2. The effect of increase in its loveliness is that a thing of beauty will never cease to give us joy.
3. The example of beauty of nature that the poet describes is of a quiet bower, a shelter under the
shade of trees which protects us from the hot sunrays.
4. The quiet bower gives us a place where we can sleep soundly and peacefully and enjoy sweet
dreams.

Question 39.
Mention two things of beauty that Keats refers to in his poem. How do they influence us?
(Comptt. All India 2017)
Answer:
The two things of beauty that influence us are the lushgreen surroundings of meadows and
pastures that provide life to all living beings and the simple lambs and sheep that Keats envisions
as the embodiments of serene and divine beauty.

Aunt Jennifer’s Tigers

Question 1.
Describe the tigers created by Aunt Jennifer. (Delhi 2009)
Answer:
The poet describes Aunt Jennifer’s tigers as ‘bright topaz denizens’ of the forest. They are
fearless and ferocious in sharp contrast to their creator, Aunt Jennifer’s nervousness and timidity.
Gallant and confident, they are sure of their purpose and move ahead undeterred by any kind of
hindrance or obstruction.

Question 2.
Why did Aunt Jennifer choose to embroider tigers on the panel? (All India 2009)
Answer:
Aunt Jennifer chose to embroider tigers on the panel because of the nature of the tigers. They
symbolise strength and splendour which was in sharp contrast to her own meek nature. The
massive weight of the wedding band that sits heavily on her finger symbolises the ordeals and
hardships of her married life so she creates tigers as they are a striking contrast to the frail, meek
old lady who created them.

Question 3.
Read the extract given below and answer the questions that follow: (Delhi 2010)
Aunt Jennifer’s tigers prance across a screen,
Bright topaz denizens of a world of green.
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.

1. How are aunt Jennifer’s tigers described?

2. Why are they described as denizens of a world of green?
3. Why are they not afraid of the men?

Answer:
1. Aunt Jennifer’s tigers are described as powerful, strong and fearless.
2. The tigers are inhabitants of the dense green forests so they are described as dwellers of a
world of green.
3. Their courage and fearlessness gives them a confidence due to which they are not afraid of
men.

Question 4.
What will happen to Aunt Jennifer’s tigers when she is dead? (All India 2010)
Answer:
Aunt Jennifer’s tigers will survive even after she is dead. She has created the tigers in a panel out
of wool. These objects of art are immortal. They will continue prancing, proudly and fearlessly.
To express her desire for freedom she had created the chivalrous tigers who will survive long
after her death but her own longing for freedom will remain unfulfilled.

Question 5.
How has Aunt Jennifer created her tigers? What traits of tigers do they reveal? (All India 2010)
Answer:
Aunt Jennifer has created shining topaz yellow- coloured tigers who are denizens of a dense,
green forest. They are fierce, unafraid and fearless and pace in ‘sleek’ and ‘chivalric’ certainty.

Question 6.
Why are Aunt Jennifer’s hands fluttering through her wool? (Comptt. Delhi 2010)
Answer:
Aunt Jennifer is a victim of gender oppression at the hands of her husband. She lives a life of
total domination and constant fear. So she feels nervous and terrified that the hands shake and
flutter through her wool as she sits down to knit.

Question 7.
Describe the contrast between Aunt Jennifer ‘ and her creation, the tigers. (Comptt. All India
2010)
Answer:
Aunt Jennifer is totally victimised and suffers from oppression by her male counterpart. So she
creates an alternate world of freedom in her art. The tigers she creates go on prancing
menacingly, exhibiting their pride and fearlessness of any social group or gender conflicts.

Question 8.
How do ‘denizens’ and ‘chivalric’ add to our understanding of the tigers’ attitude? (Delhi 2011)
Answer:
‘Denizens’ means that the tigers inhabit a green world. They live in the forests where they are
free from constraints. ‘Chivalric’ means they are brave and fearless creatures. This helps us to
understand that bravery and fearlessness are the basic nature of the tigers.

Question 9.
Why do you think Aunt Jennifer created animals that are so different from her own character?
(All India 2011)
Answer:
Aunt Jennifer’s tigers possessed all the qualities that Aunt Jennifer did not have. The tigers were
free, fearless, confident and proud whereas Aunt Jennifer was meek, submissive and without any
identity. She was a rather indecisive woman unlike the confident tigers she had created.

Question 10.
What do the symbols, ‘tigers’, ‘fingers’ and ‘ring’ stand for in the poem, ‘Aunt Jennifer’s
Tigers’? (Comptt. Delhi 2011)
Answer:
The ‘tigers’ are symbols of bravery and courage and also of Aunt Jennifer’s desire for freedom.
The ‘fingers’ are symbolic of the nervousness and fear experienced by Aunt Jennifer and the
‘ring’ symbolises a binding marriage that is full of oppression and curtails one’s freedom.

Question 11.
Describe the tigers created by Aunt Jennifer. (Comptt. All India 2011)
Answer:
The poet describes Aunt Jennifer’s tigers as ‘bright topaz denizens’ of the forest. They are
fearless and ferocious in sharp contrast to their creator, Aunt Jennifer’s nervousness and timidity.
Gallant and confident, they are sure of their purpose and move ahead undeterred by any kind of
hindrance or obstruction.

Question 12.
Read the extract given below and answer the questions that follow: (Comptt. All India 2012)
Bright topaz denizens of a world of green.
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.

1. Who are ‘They’? Where are ‘They’?

2. Why are They’ not afraid of men?

Answer:
1. ‘They’ refers to the tigers that Aunt Jennifer has knitted on the panel. They are prancing
jerkily in the forest (across a screen).
2. The tigers are not afraid of men because they are gallant and fearless creatures who are
undeterred by any obstacles or hindrances and thus are not afraid of the men.

Question 13.
Why did Aunt Jennifer choose to embroider tigers on the panel? (Delhi 2012)
Answer:
Aunt Jennifer chose to embroider tigers on the panel because of the nature of the tigers. They
symbolise strength and splendour which was in sharp contrast to her own meek nature. The
massive weight of the wedding band that sits heavily on her finger symbolises the ordeals and
hardships of her married life so she creates tigers as they are a striking contrast to the frail, meek
old lady who created them.

Question 14.
How do the words, “denizens’ and ‘chivalric’ add to our understanding of Aunt Jennifer’s tigers?
(All India 2012)
Answer:
Aunt Jennifer chose to embroider tigers on the panel because of the nature of the tigers. They
symbolise strength and splendour which was sharp contrast to her own meek nature. The massive
weight of the wedding band that sits heavily on her finger symbolises the ordeals and hardships
of her married life so she creates tigers as they are a striking contrast to the frail, meek old lady
who created them.

Question 15.
What kind of married life did Aunt Jennifer lead? (Comptt. Delhi 2012)
Answer:
Aunt Jennifer’s wedding band lies heavily on her hand. It reminds her of her unhappy married
life. It is symbolic of male authority and power of her husband who had suppressed her and made
her a nervous wreck. He had dominated over her for so long that she had lost her identity.

Question 16.
What will happen to Aunt Jennifer’s tigers when she is dead? (Delhi 2013)
Answer:
Aunt Jennifer’s tigers will survive even after she is dead. She has created the tigers in a panel out
of wool. These objects of art are immortal. They will continue prancing, proudly and fearlessly.
To express her desire for freedom she had created the chivalrous tigers who will survive long
after her death but her own longing for freedom will remain unfulfilled.

Question 17.
What lies heavily on Aunt Jennifer’s hand? How is it associated with her husband? (All India
2013)
Answer:
Aunt Jennifer’s wedding band lies heavily on her hand. It reminds her of her unhappy married
life. It is symbolic of male authority and power of her husband who had suppressed her and made
her a nervous wreck. He had dominated over her for so long that she had lost her identity.

Question 18.
Why has Aunt Jennifer made ‘prancing, proud and unafraid’ tigers? (Comptt. Delhi 2013)
Answer:
Aunt Jennifer chose to embroider tigers on the panel because of the nature of the tigers. They
symbolise strength and splendour which was sharp contrast to her own meek nature. The massive
weight of the wedding band that sits heavily on her finger symbolises the ordeals and hardships
of her married life so she creates tigers as they are a striking contrast to the frail, meek old lady
who created them.

Question 19.
What is the meaning of the phrase, ‘massive weight of uncle’s wedding band’? (Comptt. All
India 2013)
Answer:
Aunt Jennifer’s wedding band lies heavily on her fingers as she has been a victim of gender
oppression at the hands of her husband. She has been so physically and mentally trapped for so
many years that she lives in a perpetual state of mental fear which she has never been able to
overcome.

Question 20.
What are the difficulties that aunt Jennifer faced in her life? (Delhi 2014)
Answer:
Aunt Jennifer faced great hardships in her married life. She led a terrifying and oppressed life
wherein she had never been free but a helpless victim of male chauvinism. Dominated and
terrorised by her husband, Aunt Jennifer struggled for an existence within the deep conflicts of
slavery.

Question 21.
How are Aunt Jennifer’s tigers different from her? (All India 2014)
Answer:
Aunt Jennifer’s tigers possessed all the qualities that Aunt Jennifer did not have. The tigers were
free, fearless, confident and proud whereas Aunt Jennifer was meek, submissive and without any
identity. She was a rather indecisive woman unlike the confident tigers she had created.
Question 22.
How does Aunt Jennifer express her bitter-ness and anger against male dominance? (Comptt.
Delhi 2014)
Answer:
To express her bitterness and anger against male dominance, Aunt Jennifer chooses to embroider
tigers on the panel. The nature of tigers symbolizes strength, fearlessness and splendour which is
in sharp contrast to her own meek nature because of which she has suffered endlessly.

Question 23.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2015)
Aunt Jennifer’s tigers prance across a screen,
Bright topaz denizens of a world of green.
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.

1. Why are the tigers called ‘Aunt Jennifer’s tigers’?

2. What does the phrase,’ a world of green’ mean?
3. How are the tigers different from their creator?
4. Why are the tigers not afraid of the men beneath the trees?

Answer:
1. The tigers are called ‘Aunt Jennifer’s tigers’ because they are her creation. She has knitted
(embroidered) the tigers on a screen.
2. The phrase ‘a world of green’ means ‘the green forest to which the tigers belong.’
3. The tigers are brave, chivalric, confident and strong unlike their creator who is weak, timid,
frightened and meek.
4. The tigers are brave and fearless by nature. They are ferocious wild beasts so they are not
afraid of the men beneath the trees.

Question 24.
What is suggested by the phrase, ‘massive weight of Uncle’s wedding band’? (Delhi 2015)
Answer:
Aunt Jennifer’s wedding band lies heavily on her fingers as she has been a victim of gender
oppression at the hands of her husband. She has been so physically and mentally trapped for so
many years that she lives in a perpetual state of mental fear which she has never been able to
overcome.

Question 25.
Why does Aunt Jennifer create animals that are so different from her own character? (Delhi
2015)
Answer:
Aunt Jennifer’s tigers possessed all the qualities that Aunt Jennifer did not have. The tigers were
free, fearless, confident and proud whereas Aunt Jennifer was meek, submissive and without any
identity. She was a rather indecisive woman unlike the confident tigers she had created.
Question 26.
Aunt Jennifer’s efforts to get rid of her fear proved to be futile. Comment. (Delhi 2016)
Answer:
Aunt Jennifer has been a victim of oppression by the overbearing dominance of her husband.
Completely terrorised by her husband she struggled for an existence and was so victimised that
even after her death she will not be able to liberate her mind and spirit from the fear of male-
dominance.

Question 27.
What picture of male chauvinism (tyranny) do we find in the poem, ‘Aunt Jennifer’s Tigers’?
(All India 2016)
Answer:
Aunt Jennifer faced great hardships in her married life. She led a terrifying and oppressed life
wherein she had never been free but a helpless victim of male chauvinism. Dominated and
terrorised by her husband, Aunt Jennifer struggled for an existence within the deep conflicts of
slavery.

Question 28.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2016)
When Aunt is dead, her terrified hands will lie
Still ringed with ordeals she was mastered by.
The tigers in the panel that she made
Will go on prancing, proud and unafraid.

1. Name the poem and the poet.

2. What was the aunt’s ordeal?
3. Why did she ‘make’ tigers?
4. How were the tigers different from her?

Answer:
1. The poem is ‘Aunt Jennifer’s Tigers’ by Adrienne Rich.
2. The aunt’s ordeal was that she was dominated by her husband and was denied freedom.
3. Aunt Jennifer made tigers to give expression to her desire for freedom.
4. Aunt Jennifer was meek and submissive whereas the tigers she embroidered were strong and
courageous.

Question 29.
Read the extract given below and answer the questions that follow :(Comptt. All India 2016)
Aunt Jennifer’s fingers fluttering through her wool
Find even the ivory needle hard to pull.
The massive weight of Uncle’s wedding band
Sits heavily upon Aunt Jennifer’s hand.

1. Name the poem and the poet.

2. What is Aunt Jennifer doing with the wool?
3. Why are her fingers fluttering?
4. What does ‘wedding band’ mean?
Answer:
1. The poem is ‘Aunt Jennifer’s Tigers’ by Adrienne Rich.
2. Aunt Jennifer is embroidering tigers on a canvas with wool.
3. She has been tormented and dominated by her husband all her life, so her fingers are fluttering
due to nervousness.
4. ‘Wedding band’ means a wedding ring.

Question 30.
Read the extract given below and answer the questions that follow: (Delhi 2017)
Aunt Jennifer’s tigers prance across a screen,
Bright topaz denizens of a world of green.
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.

1. Why are the tigers called Aunt Jennifer’s tigers?

2. How are they described here?
3. How are they different from Aunt Jennifer?
4. What does the word ‘chivalric’ mean?

Answer:
1. The tigers are called Aunt Jennifer’s tigers because they have been created by her, she has
embroidered a panel of prancing tigers.
2. They are described here as yellowish brown (topaz) coloured inhabitants of the jungle. They
are fearless, ferocious and brave creatures.
3. Aunt Jennifer is a timid and terrified old woman whose nature is in stark contrast to the
fearless and chivalrous tigers she has created.
4. The word ‘chivalric’ means ‘brave’/ respectful towards women.

Question 31.
Read the extract given below and answer the questions that follow: (All India 2017 )
Aunt Jennifer’s fingers fluttering through her wool
Find even the ivory needle hard to pull.
The massive weight of Uncle’s wedding band
Sits heavily upon Aunt Jennifer’s hand.

1. What is Aunt Jennifer doing with her wool?

2. Why does she find it difficult to pull her ivory needle?
3. What does ‘wedding band’ stand for ?
4. Describe the irony in the third line.

Answer:
1. Aunt Jennifer is embroidering the tigers on a panel with her wool.
2. Suppressed under male domination, Aunt Jennifer has become a nervous wreck. As a result,
her fingers flutter and she finds it difficult to pull her ivory needle.
3. ‘Wedding band’ is a symbol of male authority and power. The band symbolizes her unhappy
marriage, her husband and the patriarchal society that limits the freedom of women.
4. Even though Aunt Jennifer wears the wedding band, it is ironical that the poet describes it as
belonging to uncle.

Question 32.
Read the extract given below and answer the questions that follow: (Comptt. Delhi 2017)
Aunt Jennifer’s fingers fluttering through her
wool.
Find even the ivory needle hard to pull.
The massive weight of Uncle’s wedding band
Sits heavily upon Aunt Jennifer’s hand.

1. What is Aunt Jennifer’s mood?

2. Why are her fingers fluttering?
3. What is Uncle’s wedding band?
4. Why is it heavy?

Answer:
1. Aunt Jennifer is in a state of anxiety and nervousness.
2. Aunt Jennifer’s fingers are fluttering as she is nervous because of her husband.
3. Uncle’s wedding band is the wedding ring that Aunt Jennifer wears in one of her fingers.
4. It is metaphorically heavy because it is a symbol of her subjugation and oppression by her
husband.

Question 33.
Read the extract given below and answer the questions that follow: (Comptt. All India 2017)
‘Bright topaz denizens of a world of green.
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.’

1. Who are ‘bright topaz denizens’?

2. Where do you find them?
3. Why are ‘they’ not afraid of the men?
4. What does the word ‘sleek’ mean?

Answer:
1. The tigers embroidered on the panel by Aunt Jennifer are referred to as ‘bright topaz
denizens’.
2. They are found in the jungle, the world of green on a screen.
3. They are fearless and bold creatures so they are not afraid of the men.
4. The word ‘sleek’ means ‘elegant’ or ‘glossy’.