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Aunt Jennifers Tigers

Adrienne Rich
Twentieth century poet, critic, scholar and feminist, Adrienne Rich wrote Aunt Jennifers Tigers as a part of her first
book of poetry A Change of World (1951).
Feminism was making its presence felt in the 1950s fighting for equal voting, legal and social rights for women. This
poem is Adriennes voice against the emotional and physical brutalities women face as part of their marriages
especially, in a patriarchal society.
On the surface, this is a simple poem with an uncomplicated rhyme scheme about a woman busy with needlepoint.
However, the true meaning emerges when the layers are peeled.
Relevant Background
Adrienne Rich is an American poet who was born in 1929.
She was brought up in a well-off family.
Adrienne was the elder of two daughters.
Her father was a doctor and her mother was a music composer.
She grew up in with a Jewish father and a Protestant mother. As a result of this mixed marriage she was used to
tensions between her parents. While Rich was growing up, she had to put up with moments of tense silence in
her household.
Rich felt dominated by her fathers strong personality while growing up. It was he who most guided her as a
young poet. This wasnt always to her liking as he expected her to write her poems his way.
When Rich was growing up men dominated and women were expected to become dutiful wives in their adult
lives.
All these elements may have influenced the picture of marriage Rich drew in this poem. At the heart of the poem
is an image of a husband who controls and frightens his wife.
Rich wrote a lot of poems based on everyday experience. One topic she often featured was the tension women
felt due to being dominated by their husbands.
In Aunt Jennifers Tigers Rich is mocking the weakness of Aunt Jennifer and the clout and authority of
Jennifers husband in their marriage.

Rich was also fascinated by how people could use a hobby like artwork to create a happier and prettier world
than their daily life.
Rich has been one of Americas most important female poets for the past fifty years.
Summary
This poem of three four-line stanzas imagines a relative whose hobby is needlework.
Aunt Jennifer reveals her dreams of a happier life in her needlework.
From the titles given to the adults, it seems as if the speaker is a child.
In the first stanza the relative, Aunt Jennifer, makes a panel with images of tigers parading proudly across it. The
tigers are free, unlike their maker.
Her panel contains animals that are happier and more confident than she is. There is a certainty about them that
their maker lacks in herself.
Aunt Jennifer paints confident, proud tigers. They are assured and confident dwelllers, denizens, of their green
world. Denizen suggests independent citizen.
It would seem that Jennifer is not an independent citizen of her own world. She is instead a wife, weighed down
by duties as we learn in the second stanza.
Jennifer uses sharp and contrasting colours, sharp yellow against a green background.
Her tigers are as bright as topaz, a yellow gem.
Her picture contains an image of men under a tree, though the proud tigers show no fear of the men. This is
mentioned to show that they differ from Jennifer, who lives in fear of her husband to some extent.
The tigers remind the poet of knights, full of courtesty and style. Chivalric men respected their women and acted
kindly towards them. Again, this seems to contrast with how Uncle behaved towards Aunt Jennifer according
to the second stanza.
In the second stanza, the poet describes Aunt Jennifers nervous hands struggling to pull the wool with her ivory
needle. The word fluttering suggests trembling.
We get the impression of a frail woman who finds it hard to pull the needle.
It is interesting that if her needle is made of ivory it may have come from an elephants tusk. Ivory is a bit like
topaz, a precious material. As ivory involves the killing of elephants for their valuable tusks, it would seem that
Jennifer may not care much for tigers in the wild or know much about their reality.
Thus, her artwork is unrealistic. Perhaps the poet feels it is a pointless and empty type of art.
The poet humorously suggests that Aunt Jennfers fingers find it hard to hold the weight of her wedding ring and
then pull the needle at the same time.
The wedding band is another reference to a precious substance, probably gold.
By mentioning that it is Uncles wedding band, the poet suggests that Uncle owns Jennifer too and that as a
female she is the property of her husband.
The words massive and heavily suggest Aunt Jennifer lives a demanding sort of life in which she has to
attend to her husbands needs and fulfil his commands. As a result she is somewhat worn out in her old age.
In the third stanza, the poet predicts that, when Aunt Jennifer dies, her hands will look worn from all her
needlework as well as the hard time she has trying to please her husband.
Aunt Jennifer is ringed, trapped in her marriage and controlled like an animal. Her husband is her master.
Her artwork will live on after her as a reminder of the dreams she never fulfilled.
Themes
1. Marriage is unequal due to male domination/Inequality
The woman at the centre of the poem, Aunt Jennifer, is a nervous and fearful wife. She lacks inner conviction or
certainty, unlike the tigers she portrays. Aunt Jennifer is mastered in her life. She lives a life of inequality. She is so
nervous that her fingers flutter through the wool she is using in her tapestry or panel. The poet portrays the marriage
of Jennifer as an unhappy one for her. Aunt Jennifer feels the burden of duty and obedience. This is shown by the
symbol of the wedding ring that she wears. It is described as her husbands property: Uncles wedding band. It sits
heavily on her hand because he dominates her life. Her life with her husband is desctibed as a life of ordeals. It is
shown that Jennifer is terrified in her marriage. Her husband may be fiercer to her than the tigers she produces in her
artwork. The poem therefore provides a negative picture of marriage. The poem is probably saying that the Uncle or
husband is behaving like a tiger, and the tigers are chivalric like the husband should be. Each world is the reverse of
what it should be.
2. The world of art is happier than the real world/Dream versus Reality
Aunt Jennifers hobby is making designs and pictures from wool. Jennifer produces wool tapestries that she places on
panels. The creatures she places there are free and proud, the opposite to herself. She is ringed or mastered in
marriage and therefore she is not free, but controlled. It seems that she creates a happier looking world than the one
she lives in. She makes precise and brightly coloured pictures like the sharp yellow tigers of the poem, pictured against
a green background. These bright contrasting colours are probably much more vivid than Jennifers everyday world.
Her artistic work will live on after she dies, as, according to the poet, her tigers will go on prancing. The figures she
creates are stronger and happier than she is. They are proud and prance about, unlike their creator, who is nervous
and fears her husband. The word prance or parade contrasts sharply with fluttering, meaning trembling. The tigers
do not fear the men the aunt places under some trees in her tapestry. Therefore, the imaginary tigers produced by Aunt
Jennifer live a type of proud and free life that she can only dream about. It is a chivalric world, one where gentlemen
treat women with great respect. Yet this is also a false world, as real tigers live out a battle for survival of the fittest,
where the strongest dominate. Perhaps Aunt Jennifer uses art as an escape from her troubles. In her artwork Jenniger
imagines the kind of life she would have liked.
Values raised in the poem: Respect for women, equality, equity, gender sensitivity, empathy, feminism, value for art
Style
FormThis poem is a formal, structured lyric.
StructureIt contains three stanzas of four lines each
LanguageMost of the words are short and simple everyday words. The sentences are simple in structure and all
take two lines.
DictionThe unusual word denizens stands out and it shows how special the tigers are, unlike how Aunt
Jennifer feels about herself. The word chivalric shows that the tigers are proud and charming. It means they
treat women with respect. The repetition of prance [parade] is interesting and emphasises the happy, confident
life of the tigers.
Full Stops and CommasFull stops are placed regularly at the end of every second line. The poem is controlled,
just like its subject, Aunt Jennifer.
ComparisonThe tigers are compared to knights from the time of chivalry in the middle ages.
ImageryThe main images are of Aunt Jennifer as a fearful wife and, secondly, the magnificent tigers she
creates in her panel. Images of precious substances run through the poem: topaz, ivory and the gold of
wedding band.
MetaphorThe poet compares the yellow stripes of the tigers to a precious stone, topaz.
Contrast[difference] The main contrasts are between nervous Aunt Jennifer and her confident tigers. Another
contrast is between the strong yellow and green colours. The words prancing and fluttering contrast as well.
Mood/AtmosphereFear is the main atmosphere in Aunt Jennifers life of ordeals where her fingers tremble
and show terror. An air of freedom and confidence dominates the atmosphere in her artistic creations. The men
beneath the tree create an atmosphere of mystery. The image of Aunt Jennifers corpse from the future is a bit
eerie or creepy.
Hyperbole[Exaggeration] The poet exaggerates the weight of her husbands wedding ring to make a point
about how dominating he is.
Paradox[apparent contradiction] Here a trembling and mastered woman creates free and confident creatures
in her artistic endeavours. Fluttering fingers produce something that has certainty.
ToneThe tone appears to be positive and cheerful when the poet describes the tigers. See the comment on
sibilance below. The tone becomes sad and even creepy at times in describing the life of Aunt Jennifer.
RepetitionThe word prance is repeated to emphasise the pride and freedom of the tigers. Ringed echoes
wedding band. There is repetition of various sounds as indicated in the next few bullet points. .
Alliteration[repetition of consonant sounds at the start of nearby words] e.g p in prancing proud emphasises
the feeling of confidence expressed in the tigers movements.
Things to note1) Depiction of a woman trapped in the cultural constraints and responsibilities of marital life
and oppressive male dominance in a patriarchal society
2) Animal symbolism the animals she sews represent Aunt Jennifers innermost desires to be free, fearless,
joyful, graceful, elegant, noble, powerful, assertive and confident.
3) Other symbols Aunt (represents all women caught in poor marriages), wedding band (an instrument
symbolising constraints and ordeals of a bad marriage), men beneath the tree (predators, the uncle who has
mastered aunt Jennifers spirit), tigers (innermost desires of Aunt Jennifer)
4) Poetic devices Alliteration (fingers flutter), hyperbole (massive weight), personification (ring sits heavily
upon aunts hand, tigers chivalric, denizens), visual imagery (bright topaz, world of green, ivory needle,
fluttering fingers, prance, pace, wedding band sits heavily), synecdoche (terrified hands), pun (ringed)
5) Themes ordeals of marriage in a patriarchal society, art as a means of expression and escape
Aunt Jennifers Tigers: An Analysis of Adrienne Richs Poem
Adrienne Richs Aunt Jennifer Tigers is a poem that concerns itself mainly with a woman struggling to accept
the indignities of her daily life while being insatiably focused on attaining some sense of immortality once that
life ends. Aunt Jennifer must find a way to deal with her unhappy and submissive station in life, and she does so
bysewingexciting and memorable works of art. Sewing is her escape and in this case shes escaping to a jungle
where wild animals rule the land and never show fear. The tigers created by Aunt Jennifer are beasts demanding
respect from even their predators. This demand for respect is something that Aunt Jennifer is incapable of doing
for herself. In the meantime, she will deal with her problems by escaping from them.This escape into her art is
shown vividly in the opening stanza of the poem where the imagery is vibrant and alive and shows what Aunt
Jennifer is capable of doing; it also provides a glimpse into Aunt Jennifers subconscious in its portrayal of
animals who dont allow themselves to be victimized by anyone. The tigers are literally prancing across the
screen. The image of something prancing immediately brings to mind a being that is confident and self-assured
and happy; all things that Aunt Jennifer is not. The tigers are not just simply tigers, of course. They are Bright
topaz denizens of a world of green (2). The use of colors implies that Aunt Jennifers tigers and their land are
more vital and enjoy a sense of freedom far greater than she. Yellow connotes the sun and fierce energy, while
green reminds one of spring and rebirth. Aunt Jennifer is longing for both energy and rebirth. She cannot find it
at home so she goes on journeys into her sewing. The tigers are foreign and that also brings speculation that
Aunt Jennifer would like to travel, which is just another form escape. That the tigers sense no fear of the
predatory hunters is key. The assumption here is that Aunt Jennifer is afraid of her own predator: her husband.
He has hunted her and captured her and keeps her in a cage from which her only escape is her sewing. The
tigers, on the other hand, do not live in fear. No, rather they pace about as if they were kings of their domain.
They are certain of their place in the world and will allow no one or nothing to interfere. The tigers are to Aunt
Jennifer the ultimate creatures of self-actualization. They are exactly what she wishes she could be herself. And
in creating them so resplendently, they will live on long after their creator has passed on.
Aunt Jennifer is doing what she can to cope with an unhappy lifestyle and this melancholy is made apparent in
the second stanza of the poem, which deals in ambiguous images of rapidity and heaviness to symbolize the
need to escape from the stagnancy of her marriage. Aunt Jennifers fingers are fluttering through her wool (5)
in the first line of the stanza and this suggests that Aunt Jennifer is trying to sew as fast as her fingers will allow.
Complex questions arise from this simple description of Aunt Jennifer sewing. Why does she need to create
something so fast? Exactly what is she afraid of that would spur her on so? Perhaps her fear is that she will not
live long enough to finish the creation. Perhaps she fears she will be interrupted in the middle of her work. She
is trying to do it as fast as she can, but then begin the images of weight, of carrying a burden. The fact that the
ivory needle is hard to pull (6) insinuates that shes been sewing for a long time. In fact, sewing is probably
what she does most of the day when shes not caring for her husband. The marriage to the speakers Uncle is
perhaps Aunt Jennifers greatest weight. After all, The massive weight of Uncles wedding band / Sits heavily
upon Aunt Jennifers hand (7-8). This bulk is probably more emotional and mental than physical. It is doubtful
that Aunt Jennifers wedding band itself weighs down her hand so much that she cant sew as fast as shed like.
The weight is probably one in which her marriage didnt turn out as she planned. Perhaps she wanted children
and never had any. Certainly no mention is made in the poem of the speaker having cousins. Aunt Jennifers
marriage has most likely turned out to be her biggest disappointment and one that she would probably even like
to escape. And for at least a little while escape she does, right into her sewing.
The final stanza argues for the successful grasping of a sense of immortality so eagerly sought by Aunt Jennifer.
This final portion of the poem contains imagery that reflects back on the first two stanzas and completes the
three-tiered approach to the poem as a consideration of the life-spirit of someone who has not led the life they
wanted contrasted with the bid for a satisfactory afterlife. The stanza begins with a look forward to when Aunt
Jennifer will no longer be alive and creating her artistic sewing pieces. The first line pointedly shows that Aunt
Jennifer had terrified hands which will lie / Still ringed with ordeals she was mastered by (9-10). The line
clearly harkens back to the second stanza and its dealings with the burdens Aunt Jennifer lives under. What
could possibly have terrified her hands? And what ordeals was she mastered by? The most obvious answer is
made by connecting the ordeals back with the heavy weight of her wedding band spoken of in the second stanza.
Aunt Jennifer is more than likely abused-at least emotionally-by her husband. She is quite literally mastered by
her husband. Such is the need for escape into her art. The final two lines of the stanza-and the poem-reflect back
on the very opening line. The tigers are still in the panel that she made and they continue to prance, proud and
unafraid (12). The tigers that she fought so hard to create despite the overwhelming burden of her life will,
indeed, continue to prance forever. By the end of the poem, Aunt Jennifer has fulfilled her need and achieved
her own little sense of immortality. Her life was not in vain, she created something out of nothing, something
that will live on well after she is dead and buried.
The structure of the play Aunt Jennifers Tigers is built upon the give and take of showing a womans ability
to create an everlasting work of art while dealing with the abject humiliation of a living a life that is built on
worries and woe. In three small stanzas of just four lines each, the poem craftily builds toward the welcome
conclusion that no matter how much life has to dish out to a person and bring a person down, each of us can still
achieve some small measure of respect and immortality if we just have the discipline to do what we know we
can do well. If a person can find out what it is that he does well, he can achieve it and create for himself
something that will last long after he have created it. Aunt Jennifer successfully beat back the load that she was
forced to carry and created a small wedge of life everlasting for herself.
1. How do denizens and chivalric add to our understanding the tigers attitude?
The tigers embroidered by Aunt Jennifer are free inhabitants of the vibrant green forests, masters of their domain and
movements. They are chivalric- i.e. noble and majestic, pacing powerfully and confidently, fearless of the hunters .
They stand in stark contrast to their frail creator who is timid, fearful of her husband, confined and crushed in an
oppressive marriage.
2. Why do you think Aunt Jennifers hands are fluttering through her wool in the second stanza? Why is
she finding the needle so hard to pull?
Aunt Jennifer struggles to express her dreams through needlework, but her fingers tremble nervously as she tries to
pull the light ivory needle because she fears her domineering husband, which has made her physically and emotionally
frail. She is weighed down by uncles wedding band-a symbol of her suffocating marriage and the compulsions
therein, in a patriarchal society.
3. What is suggested by the image massive weight of Uncles wedding band?
Uncles wedding band is heavy as it is a symbol of bondage, of being crushed in an unhappy marriage. It has kept her
encircled and trapped in a burdensome marriage in a patriarchal society- a relationship of subjugation and domination.
It has restricted her freedom and eroded her individuality.
4. Of what or whom is Aunt Jennifer terrified in the third stanza?
Even after death, Aunt would carry her fear of her domineering husband as she would yet bear the burden of the
wedding band on her finger. The ordeals faced by her in an oppressive marriage would continue to terrify her.
5. What are the ordeals Aunt Jennifer is surrounded by, why is it significant that the poet uses the word
ringed? What are the meanings of the word ringed in the poem?
Aunt Jennifers ordeals are those suffered by all women who face physical, mental or emotional trauma at the hands of
insensitive husbands in a patriarchal society, restricting awomans personal liberty and dignity.The wedding ring
has kept her ringed in i.e. trapped in a gender role a victim of male domination.
6. Why do you think Aunt Jennifer created animals that are so different from her own character? What
might the poet be suggesting through this difference?
The timid and fearful Aunt Jennifer creates an alternative world of free and fearless tigers to express her longing for
freedom, a medium of escape from her grim marriage. The ironical contrast underscores a warning by the poet against
acceptance of subjugation by women as it crushes their dreams, individuality and a full life.
Irony:It is ironical that Aunt Jennifers creations- the tigers will continue to pace and prance freely, while Aunt
herself will remain terrified even after death, ringed by the ordeals she was controlled by in her married life.
7. Interpret the symbols in the poem
Wedding band- symbol of oppression in an unhappy marriage. Marriage is socially and legally binding, making
women silently accept their subjugation and male domination, especially in a patriarchal society. Its weight refers to
the burden of gender expectations. Ringed means encircled or trapped, losing individuality and freedom.
a typical victim of male oppression in an unhappy marriage, who suffers loss of individuality, dignity and personal
freedom silently. She becomes dependent, fearful and frail.
Tigers- symbolize untamed free spirit. Here they are antithesis of their creators personality. The use of colours
implies that Aunt Jennifers tigers and their land are more vital and enjoy a sense of freedom far greater than her.
Yellow (bright topaz) connotes the sun and fierce energy, while green reminds one of spring and vitality.
They pace and prance freely, proudly, fearless, confident and majestic in their bearing.
creative expression. The artwork expresses the Aunts suppressed desires and becomes her escape from the oppressive
reality of her life.(last stanza) as opposed to Aunt Jennifer. It shows that she has lost her identity completely, thus
lost even her name.
Pace and prance are action words. The rhyme mimics the movement of the tigers.
Do you sympathize with Aunt Jennifer? What is the attitude of the speaker towards her?
Aunt Jennifers plight as a victim of gender oppression in an unhappy marriage draws our sympathy. However, the
poet underscores that Aunt by accepting her suffering silently let her life be completely mastered over by her husband
and lost her personal freedom and individuality. Her desires expressed in her art work will remain only a dream unless
women like her assert their equal status.
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Deep Water by William O Douglas

Values Raised : Determination, optimism, perseverance, diligence, openness to challenges, courage, persistence,
endurance etc.
William Douglas, one of the most popular and powerful American Supreme Court Chief Justices in the history, had
an enemy since the childhood. He tried to defeat this enemy in all possible ways. First he tried to overcome this enemy
all by himself and later with the help of a trainer. Though he took years to defeat the enemy, finally Douglas killed his
enemy. He was not arrested or sentenced for this murder, not because he himself was the chief justice, but because his
murdered enemy was his fear of water!
Bit/Bits
William Douglas had great passion for water.
He longed to learn swimming.
When he was three or four years, he was taken to a Beach in California by his father.
While surfing on the shore, a huge wave knocked him. He feared water. That was his childhood fear.
After some years he longed to swim in the Yakima River but his mother warned against that idea. the yakima
river is treacherous.
Then he found the YMCA Pool the safest place for swimming. Its deepest end was six feet deep, the bottom was
tiled, the drop towards the deep part was gradual, water was clean and there were other children swimming.
He went to the pool and started swimming by imitating other boys.
One day, while waiting for the other boys to come, a big boy threw him into the deepest end of the water.
Douglas had the courage to face the situation. He went down and down with a hope to reach the bottom to make
a big leap upward.
Three times he went down and on the third time, he lost consciousness and almost died!
Douglas gives a vivid description of death which is peaceful.
Douglas body floated on the surface. Someone dragged him out of the water and provided first aid.
After this incident, Douglas tried to avoid water and water sports as much as possible.
When he grew up, water began to tempt him again.
He got a trainer and learnt swimming.
After the completion of the training, he went to various rivers, pools, lakes and swam alone and got rid of his
fear.
Instructor
In October Douglas got an instructor for swimming.
In three months, his fear began to fade.
Bit by bit he shed his fears.
The instructor engaged his feet and hands into swimming.
Getting rid of Fear
After the instructor was done, Douglas started a self training.
He went to the following rivers and lakes:
Lake Wentworth (New Hampshire)
Triggs Islands
Stamp Act Island
Tieton Conrad Meadows
Conrad Creek Trail Meade Glacier
Warm lake
He conquered the fear of water for ever.
Summary
The story, Deep Waters tells us how the writer overcame his fear of water and learned swimming with sheer
determination and will power. He had developed a terror of water since childhood. When he was three or four years
old the writer had gone to California with his father. One day on the beach, the waves knocked the child down and
swept over him. The child was terrified but the father who knew there was no harm laughed. The experience bred a
permanent fear of water in the childs sub-conscious mind. Still another incident, more serious, increased his terror.
The writer was trying to learn swimming in the Y.M.C.A. swimming pool in Yakima. One day while he was waiting
for other boys, a big boy suddenly played a dangerous prank and pushed him into the water. The writer was terribly
frightened. He went down nine feet into the water. His lungs were full of the unreleased air. When he reached the
bottom, he jumped upward with all his strength. He came up but very slowly. He tried to catch hold of something like
a rope but grasped only at water.
He tried to shout but no sound came out. He went down again. His lungs ached, head throbbed and he grew dizzy. He
felt paralyzed with fear. All his limbs were paralyzed. Only the movement of his heart told him that he was alive.
Again he tried to jump up. But this time his limbs would not move at all. He looked for ropes, ladders and water wings
but all in vain. Then he went down again, the third time. This time all efforts and fear ceased. He was moving towards
peaceful death. The writer was in peace. When he came to consciousness, he found himself lying on the side of the
pool with the other boys nearby. The terror that he had experienced in the pool never left him. It haunted him for years
and years to come. It spoilt many of his expeditions of canoeing, swimming and fishing. It spoilt his pleasures in
Maine Lakes, New Hampshire, Deschutes, Columbia and Bumping Lake etc.
But the writer was determined to conquer his terror. He took help of a swimming instructor to learn swimming. The
instructor taught him various actions necessary in swimming part by part. He put his face under water and exhaled and
inhaled raising it above water. He practiced it for several weeks. He had to kick with his legs a few weeks on the side
of the pool. At last he combined all these actions and made the writer swim. He learned swimming but the terror
continued. So deep goes our childhood experiences! So fearful is the fear of fear! Whenever he was in water the terror
returned. Hence forward the writer tried to terrorize terror itself. He tried to face the new challenge. When terror came,
he confronted it by asking it sarcastically as to what it can really do to him? He plunged into the water as if to defy the
fear. Once he took courage the terror vanquished. He faced the challenge deliberately in various places like the Warm
Lake. He conquered it at last.
The experiences of the writer throw some important lights on certain aspects of life. Experiences of pain or pleasure in
childhood remain in the sub-conscious mind and influence our feelings later too. The fear of water acted on the writer
in that way. Even after being an expert in swimming, the writer felt terror. There was no reason at all. Once he took
courage, the fear vanished. That shows most of our fears are baseless. Fear creates dangers where there is none. The
writers experiences further confirm the proverbial truth, Where there is a will, there is a way.

How did William Douglas overcome his fear of water?
With an instructor and an overhead cable connected to his waist, Douglas began to learn to swim. He dipped his head,
exhaled underwater, inhaled on surface, kicked with legs, and even swam in isolated or treacherous waters to
overcome hydrophobia.
Describe the misadventure that made Douglas hydrophobic
Once, a bully pushed Douglas into the deep end of the YMCA pool. Gripped by paralyzing fear, in vain, Douglas tried
to spring upwards to the surface twice. He almost lost consciousness before he was saved. This misadventure made
Douglas hydrophobic.
All we have to fear is fear itself. Discuss.
Indeed, William O. Douglas Deep Water justifies President Roosevelts assertion that all we have to fear, is fear itself.
William O. Douglas aversion to water began with his mothers warnings about the Yakima river and a childhood sea
holiday where he first experienced the power o water.
The misadventure at the YMCA pool, where a bully pushed Douglas into the water nearly drowning him, turned the
fear into a phobia. However Douglas decided to challenge this handicap.
With the help of an instructor, and using a pulley connected by a belt to his waist, Douglas re-learnt how to swim in a
pool. He learnt to dip his head, exhale underwater and inhale on resurfacing.
Even after the trainer declared success, Douglas tested his skill in treacherous and unfamiliar waters till his phobia
vanished completely. Thereafter, William O. Dougla realized that once the fear of fear disappeared, true success
awaited.
Answer the following questions in 30-40 words each:

How did the anxiety towards water develop in Douglas?
Which misadventure turned Douglas anxiety into a phobia?
How did Douglas challenge his hydrophobia?
Why does Douglas say, But I was not finished?
What opinion of William Douglas do you form from this extract and what values can one learn from him?
Answer the question in 120-150 words: Describe the misadventure that initiated Douglas hydrophobia.
Draw a plot line for the chapter with an exposition, rising action, falling action and resolution
QUESTION BANK
Short answer questions
1. What was the misadventure that William Douglas speaks about?
2. What was the writers first reaction on being flung into the pool?
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Evans tries an O Level

GIST OF THE LESSON
Evans a kleptomaniac was imprisoned thrice and all the time escaped from theprison. Now he was in the prison for
the fourth time and all of a sudden developedto appear in O level German Examination which also was an effort
tobreak the prison.
The Governor takes utmost care to see that he would not be fooled. Every carewas taken to make Evans prepare for
the exam.
He was tutored by a German tutor for 6 months. The day before the exam thetutor wishes good luck but makes it
clear that he had hardly any chance ofgetting through. But Evans gives an ironical twist to the tutors observation
bysaying I may surprise everybody.
On the day of the exam Jackson and Stephens visited Evans cell and took awayeverything that may help him injure
himself. Evans was insisted to take away thehat but he refused saying that it was lucky charm.
Evans cell was bugged so that the Governor could himself listen to each andevery conversation in the cell. The
invigilator Rev. S. McLeery too was searchedand left him to complete the task. Stephen sitting outside the cell every
now andthen peeped into the cell.
The exam went on smoothly. Stephen escorted the invigilator to the main gateand looked into Evans cell and found
the invigilator (actually Evans)wounded, informed the Governor. The latter was to be hospitalized butinformed that
he was alright and asked them to follow Evans. Thus he escapedthe prison.
When the invigilator was not found in the hospital they went to the residence ofRev. S. McLeery only to find him
bound and gagged in his study in Broad Street.He has been there, since 8.15 a.m. Now everything was clear to the
Governor.
Evan escaped the prison the fourth time. But by taking the hint from the questionpaper the Governor reached the
hotel where Evans was and captured him andcame to know how he planned his escape and said that his game was
over. Evanssurrenders himself to the Governor.
The Governor tells Evan they would meet soon.
The moment they are rid of the Governor, the so called prison officer a friend ofEvans unlocks the handcuffs and
asks the driver to move fast and Evans tells himto turn to Newbury. Evans, thus, has the last laugh.
SOLVED QUESTIONS
SHORT ANSWER QUESTIONS
1. What kind of a person was Evans?
Evans was a Kleptomaniac and had broken jail thrice. He was a master planner and wasvery sociable. He knew how
to keep intimate contacts with people. In the words of theGovernor, he was a pleasant sort of chap with no record of
violence.
2. Do you think Evans statement, I may surprise everybody, has some specialsignificance?
Evans seems to be telling his teacher that he may surprise everybody by doing well inthe exam, but in reality it is a
forewarning that he is going to jolt everybody by hismaster minded perfect escape plan.
3. Who were the two visitors Evans received in the morning of the day of his exam?
The two visitors
Mr. Jackson, the senior prison officer of the prisons D Wing
mancalled Stephens, who had
been only recently recruited.
4. Why did the Governor instruct Jackson to search McLeery?

The Governor asked Jackson to search McLeery, the invigilator, just in case he hasbrought something unwittingly
which might prove to be a weapon that Evans could useand try escaping from prison.
5 .Why did Evans drape a blanket round his shoulder? What did Stephens think about it?
In between intervals of Stephens peeping into the cell, Evans was changing into theParsons dress to look like
McLeery. So, in order to conceal his effort to keep them inplace, Evans draped a blanket round his shoulder. Stephens
was misled into believingthat Evans was feeling cold.
7. In spite of strict vigilance, how did Evans friend manage to give the material fordisguise in the cell?
Despite all vigilance, Evans friend disguised as McLeery, the invigilator, managed tosmuggle the disguised material
into the cell. He came wearing two parsons dresseswith black fronts and collars. Apart from it he also brought an
extra pair of spectacles.
All this was passed on to Evans when Stephens vigilant eyes were away from the peephole.
LONG ANSWER QUESTION
1. What were the precautions taken for the smooth conduct of the examination?
Since Evans had already escaped from the jail on three earlier occasions, there wasalways a lurking fear that he might
make another attempt to escape. Therefore allpossible precautions were taken to see that the O level German
examination arranged
in the prison did not provide him with any means of escape. The Governor personallymonitored all security
arrangements and heavily guarded the Recreation Block fromwhere he expected the prisoner to make another break.
Evans cell was thoroughlychecked by Jackson to ward off the possibility of the presence of an incriminatingmaterial
which might hamper the smooth conduct of the examination. His nail scissors,nail file and razor were taken away;
and to keep a strict watch on the activities of thecell during the examination, the Governor got it bugged.A police
officer Stephens wasposted to keep a constant vigil on his activities. The invigilator, too was frisked to makesure that
he carried no objectionable material with him.
(Q.) Attempt a brief character sketch of Evans the Break.
(Ans) Evans the Break comes across to us as a highly clever, manipulative and shrewd individual. A non-violent
kleptomaniac by birth, he was a jail-bird having being put in prison several times and escaping as many as three times.
He was an amusing chap, good at imitations and a star at the Christmas concert. He had an unkempt physical
appearance but a cheerful smile which he used for the prison officers.A cunning and resourceful person, Evans is able
to use his presence of mind time and again, to his utmost advantage. He makes a request to Mr. Jackson to allow him
to put on his bobble hat, but complains to the invigilator against Stephens whose presence disturbs his concentration.
He is polite when he makes special requests to shut his convenience or rather when he plans to put his plan into action.
He is quick to disguise himself as parson McLeery and spill blood on himself to appear injured. He is a clever
manipulator and uses this quality to win the confidence of the police officers. Evans enjoys the faith, support and
active cooperation of his team of dedicated comrades. They are meticulous in their planning and work out the minutest
details in order to carry out their plans without any mishap. Even in the worst circumstances, Evans does not lose his
cool. He has the last laugh when he is able to fool the police officers and the Governor and escapes for the fourth time.
(Q.) Who, do you think, has the last laugh- The Governor or Evans? How?
(Ans) It is Evans who has the last laugh in the story. The two persons, i.e. driver and the silent prison officer turn out
to be the accomplices of Evans. The Governor became complacent as he thought he had nabbed the prisoner and will
soon put him in prison. But Evans escapes once again.
(Q.) What did Stephens see, when he peeped through the hole of the cell of Evans after leaving McLeery at the main
gate of the prison?

(Ans) Stephens thought of looking at Evans once again after leaving McLeery at the main gate. He saw a terrible sight.
He saw a man with short hair presumably McLeery in a pool of blood sprawling back in Evans chair.
(Q.) How did McLerry want to help the police?
(Ans) The injured McLeery said that he knew where Evans was. He wanted to accompany the police in finding Evans.
He insisted that he did not need to be hospitalized as he was all right. He showed the question paper to the Governor to
impress upon him that Evans had befooled everybody.
Q.) What important clues were hidden in the German Question paper?
(Ans) There was a photocopied sheet hidden in the German question paper. It was very cleverly pasted on the last
blank sheet of the question paper. It had instructions written in German. It read: follow the plan. The vital point in time
was three minutes before the end of the examination. He was not to hit the person hard and overdo the scot accent. He
was to move the Headington round about and then make way to Newbury.
(Q.) Where was the real McLeery?
(Ans) The real Rev. McLeery was gagged and tied in his room since 8:15 am. The two men visited McLeery in the
morning. They gagged him and tied him in his study. Since 8:15 in the morning, the real McLeery had been in his own
house. It was Evans accomplice who had come as McLeery to the examination centre.
(Q.) What was the significance of the two phone calls the Governor received after a quarter of an hour of the start of
the examination?
(Ans) The first phone call was made by the Assistant Secretary of the Examination Board. It was regarding a
correction slip for the German paper that Evans was writing. The word Golden Lion was to be used in place of
Golden Lowe. The second call came from the Magistrates Court. They needed a prison van and a couple of prison
officers for a remand case
(Q.) How did the prison machinery swing into action? What did they overlook?
(Ans) Prison officers started shouting orders as soon as they discovered that Evans had escaped. Sirens were blown.
Puzzled prisoners pushed their way along and doors were banged and bolted. Phones were ringing everywhere.
Jackson and Stephens supported McLeery on either side and brought him to the prison yard. The identity of the injured
McLeery remained unchecked.
(Q.) What did the Governor think of Evans and his plan after ringing up Detective Chief Inspector Bell?
(Ans) The Governor admired clever Evans and his beautifully laid plan. He also commented on Evans carelessness in
leaving behind the question paper. He said that all criminals got caught because they left important clues behind. He
was sure that they would soon be able to catch Evans and put him in prison once again.
Q.) What two purposes did the correction slip serve? Which of them did Evans consider more important?
(Ans) The correction slip revealed the name of the hotel and its location. He had to go to Golden Lion. It also
contained the exact time the exam started. For Evans, it was an important thing that the phone rang just before the
exam finished. Thus he was able to get the prison officers out of the way for a couple of minutes.
(Q.) What did Evans own hair look like? How then did he impersonate McLeery?
(Ans) Evans hair was long and wavy while McLeery had closely clipped hair, almost next to the scalp. Jackson had
removed Evans scissors, so he had to remove his hair off with razor. After that he kept his head covered with a bobble
hat to prevent being noticed.
(Q.) How did the Governor of Oxford Prison locate the hiding place of Evans?
(Ans) The Governor told Evans that he had used the same method as Evans had done. The six figure reference
313/271 was formed by two hints- Index number 313 and centre number 271. If one takes an Ordinance Survey Map
for Oxfords hire, this number lands are bang in the middle of Chipping Norton.
(Q.) What request did the Secretary of the Examination Board receive from the Governor of Oxford Prison?
(Ans) The Governor of Oxford Prisons request was to create an examination centre in the prison for one candidate
named James Roderick Evans who wanted to appear in O Level German Examination to be held on June 8.
(Q.) What enquiry did the Secretary of the Examination Board make about Evans?
(Ans) The Secretary of the Examination wanted cursory details about the examinee regarding his nature. He wanted to
know if Evans was a violent sort of a person. He was told that there was no record of violence.
(Q.) Who met Evans on the eve of the examination? What does this brief interview reveal?
(Ans) Mr. Jackson and Mr. Stephens visited Evans on the morning of the Examination. They visited him to ensure that
he did not have any weapon with him. Evans was called Evans the Break as he had escaped from Prison three times.
(Q.) What puzzled Mr. Jackson about the contents in McLeerys suitcase?
(Ans) Jackson saw a smallish semi-inflated rubber ring. Even a young child might have to struggle into it. Jackson
questioned McLeery about it. He replied that he suffered from piles.

(Q.) Why did the Governor doubt the phone call from the Examination board for the correction in the paper? What did
he do?
(Ans) The Governor doubted the phone call from the Examination board for the correction in the paper because he
thought it might be a fake call. He tried to verify the call. He held the incoming call and from the other line called the
Examination Board. Since the number was busy he assumed the call was a genuine one.
Q.) How did Stephens keep an eye on Evans? What did he notice on looking through the peep-hole in Evans cell?
(Ans) Stephens peeped after every one minute. He found Evans sitting with his pen between his lips. He sat staring
straight in front at the door. McLeery sat on his chair reading the Church Times. His right index finger was hooked
beneath the narrow clerical collar. The fingers of the left hand were slowly stroking the short black board.
(Q.) What request did Evans make about half an hour before the end of the examination? What did Stephens think
about it?
(Ans) Evans requested to have a blanket put round his shoulders. A minute later, Stephens was surprised to see a grey
blanket draped round Evans shoulders. Stephens was misled into believing that Evans was feeling cold.
(Q.) How did Evans manage his final escape?
(Ans) Evans was handcuffed and made to sit in the prison van. But the Governor was complacent and it was Evans
accomplices inside the van. As the van turned to the Oxford Road, the silent prison officer who was Evans friend
unlocked the handcuffs. Evan suggested that they go towards Newbury. Evans had his final escape.
(Q.) Give an account of the blunders committed by the prison authorities which helped Evans in escaping from the
prison.
(Ans) Prison authorities made many blunders. It was only because of these mistakes that Evans could escape from the
prison. The hatching of the escape plan started with the German tutors entry. The German teacher who had been
coming to take Evans classes was Evans accomplice. Everyone assumed that he was a teacher from the technical
college. The invigilators identify was also not verified.On the Examination day, Jacksons not getting Evans bobblehat removed was a blunder. If Stephens had not shifted from the cell, the escape would not have been possible.
Jackson should have searched McLeery thoroughly and seen the rubber ring closely. The prison staff blindly believed
that the injured was the invigilator, though it was Evans playing a trick on them. When Evans was arrested, the
Governor was complacent and sent him in a prison van, leaving Evans in the hands of his own accomplices. He thus,
lost Evans who made his final escape
QUESTIONS FOR PRACTICE

1. What different queries does the Secretary of the Examinations Board make from theGovernor before conducting the
examination for Evans and why?
2. Who do you think made a call regarding a correction in the question paper? What didit really want to convey?
3. Who is Carter? What does the Governor want him to go and why?
4. How did the Governor manage to reach Evans in the hotel?
LONG ANSWER QUESTIONS
1. What impression do you form of Evans?
2. Comment on the ending of the play Evan Tries An O Level.
3. How far do you agree with the observation: He was just another good for a giggle,gullible governor that was
all?
4. Do you think the title Evans Tries an O Level is appropriate? Give reasons in supportof your answer.
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INDIGO by Louis Fischer

POINTS TO REMEMBER
Rajkumar Shukla- A poor sharecropper from Champaran wishing to meet Gandhiji.
Raj Kumar Shukla- an illiterate but resolute hence followed Gandhiji Lucknow, Cawnpore, Ahemdabad,
Calcutta, Patna, Muzzafarpur & then Champaran.
Servants at Rajendra Prasads residence thought Gandhiji to be an untouchable.
Gandhiji considered as an untouchable because of simple living style and wearing, due to the company of
Rajkumar Shukla.
Decided to go to Muzzafarpur first to get detailed information about Champaran sharecropper.
Sent telegram to J B Kriplani &stayed in Prof Malkani home- a government servant.
Indians afraid to show sympathy to the supporters of home rule.
The news of Gandhijis arrival spread- sharecroppers gathered in large number to meet their champion.
Gandhiji chided the Muzzafarpur lawyer for taking high fee.
Champaran district was divided into estate owned by English people, Indians only tenant farmers.
Landlords compelled tenants to plant 15% of their land with indigo and surrender their entire harvest as rent.
In the meantime Germany had developed synthetic indigo British landlords freed the Indian farmers from the
15% arrangement but asked them to pay compensation.
Many signed, some resisted engaged lawyers, and landlords hired thugs.
Gandhiji reached Champaran- visited the secretary of the British landlord association to get the facts but denied
as he was an outsider.
Gandhiji went to the British Official Commissioner who asked him to leave Trihut, Gandhiji disobeyed, went to
Motihari the capital of Champaran where a vast multitude greeted him, continued his investigations.
Visited maltreated villagers, stopped by the police superintendent but disobeyed the order.
Motihari black with peasants spontaneous demonstrations, Gandhiji released without bail Civil Disobedience
triumphed.
Gandhiji agreed to 25% refund by the landowners, it symbolized the surrender of the prestige.
Gandhiji worked hard towards social economic reforms, elevated their distress aided by his wife, Mahadev
Desai, Narhari Parikh.
Gandhiji taught a lesson of self reliance by not seeking help of an English man Mr. Andrews.
NCERT QUESTIONS
Q1 Why is Rajkumar Shukla described as being resolute?

Ans. Rajkumar Shukla ,an illiterate sharecropper, came all the way from Champaran district to Lucknow to invite
Gandhi to visit his district. When Gandhi mentioned about his prior engagements to go to Cawnpore and other parts of
India, Shukla accompanied him everywhere. He also followed Gandhi to his ashram and stayed there for weeks till
Gandhi asked him to meet him at Calcutta. Because of his strong will power and determination, he is described as
being resolute.
Q2.Why do you think the servants thought Gandhiji to be another peasant?
Ans. As Gandhi was in the company of Rajkumar Shukla ,a poor yeoman ,the servantsat Rajendra Prasads house
assumed that he was another peasant. Moreover,Gandhis emaciated looks and simplicity could have led to his
mistaken identity.
Q3.List the places that Gandhi visited between his first meeting with Shukla and his arrival at Champaran.
Ans.Between his first meeting with Shukla and his arrival at Champaran ,Gandhi visited Cawnpur ,Calcutta ,Patna and
Muzaffarpur.
Q4.What did the peasants pay to the British landlords as rent? What did the British now want instead and why? What
would be the impact of synthetic indigo on the prices of natural indigo?
Ans. The British landlords compelled the peasants to plant 15% of the land with indigo and to surrender the entire
harvest as rent. Now that Germany had developed synthetic indigo ,Britishers wanted the tenants to pay them
compensation for being released from 15% agreement.
As the demand of the natural indigo would reduce due to the advent of synthetic indigo, its price would go down.
Q5.Why did Gandhi agree to a settlement of 25 percent refund to the farmers?
Gandhi agreed to a settlement of 25% refund to the farmers to break the deadlock between the landlords and the
tenants. For Gandhi the amount of the refund was less important than the fact that the landlords had been forced to
return part of the money and with it, part of the peasants prestige. He wanted to establish that the landlords were not
lords above law and their rule could be challenged.
Q6.How did the episode change the plight of the peasants?
The Champaran episode made the peasants aware of their rights and taught them courage. Apart from getting 25
percent of their compensation they got back their prestige. Within few years ,the British planters abandoned their
estates , which reverted to the peasants. Indigo sharecropping disappeared.
Q 7 How was Gandhi able to influence lawyers? Give instances
Gandhi chided the lawyers for charging hefty fee from the peasants to fight their case.Later his words encouraged the
lawyers to court arrest in case he was arrested. He also dissuaded them from seeking Charles Andrews assistance in
their battle against the injustice of the Britishers in order to be self reliant.
Q8.What was the attitude of the average Indian in smaller localities towards advocatesof home rule?
Being afraid of inviting the wrath of the Britishers, the average Indian in small localities were reluctant to show any
sympathy towards the advocates of home rule.
Q 1 Why do you think Gandhi considered the Champaran episode to be a turning point in his life?
Ans. The Champaran episode began as an attempt to alleviate the distress of a large number of poor peasants. But it
became a turning point in Gandhi life.It build up Gandhi confidence that the British rulers could be made to bend and
concede a popular demand. He declared that British could not order him in his own country.
It was during this struggle in 1917 that he decided to urge the departure of the British. When he came to Champaran,
he was appalled to see fear stricken peasants and injustice of landlord system in Chamaparan. His readiness to go to
jail for the sake of seeking justice instilled courage among ordinary people and motivated the lawyers for court arrest .
He led civil disobedience by refusing to leave Champaran even after he got the official notice. Civil disobedience
triumphed for the first time when the case for disregarding the official order against him was dropped. Britishers
agreement to pay 25 percent of the compensation made him and the peasants confident. It made the peasants realise
that they had rights and defenders and he established that the authority of the British could be challenged. He taught
the lawyers a lesson of self reliance by dissuading them from seeking the assistance from an English man, Charles
Andrew.
Gandhi never contended himself with larger and political solutions. He also madeendeavour to bring about cultural and
social upliftment in the village.
Q2.How do we know that ordinary people too contributed to the freedom movement?
The author mentions several ordinary people who contributed to the freedom movement.
Rajkumar Shukla was instrumental in arranging Gandhis visit to Champaran.Proffesssor Malkani , despite being a
government servant, harboured Gandhi when he arrived at Muzzafarpur. When the news of Gandhis advent spread
through Muzzafarpur and Champaran , Sharecroppers from Champaran began arriving on foot to see their
champion.Their gathering in huge number at Motihari was the beginning of their freedom from the fear of the British.
The lawyers also agreed to court arrest in case Gandhi went to Jail.
Gandhi and the lawyers conducted a detailed inquiry into the grievances of the farmers. They prepared cases for about
ten thousand peasants and collected relevant documents.
Moreover the masses volunteered to help in bringing cultural and social reforms in the village. The two young men
,Mahadev Desai and Narihari Parikh and their views volunteered to work. Several people came from Bombay ,Poona
and other distant parts of the land. Devadas ,Gandhis youngest son arrived from the asharam. Kasturbaitaught ashram
rules on personal cleanliness and community sanitation.
EXTRA QUESTIONS :SHORT ANSWER QUESTIONS
Q1.Why did Rajkumar Shukla go to meet Gandhi? (CBSE 2008)
Ans. Rajkumar Shukla came to meet Gandhi at the December1916 Congress Session in Luknow to complain about the
injustice of the landlord system of Bihar and to invite him to visit his district.
Q2. What was the conflict of duties in which Gandhi was involved? (Question Bank,NCT)
Ans. In court, Gandhi pleaded guilty for having disobeyed the official notice to quit Champaran. He read out a
statement claiming he was involved in a conflict of duties. He clarified that he disobeyed not to break law and set a
bad example but to render thehumanitarian and national services for which he had come to Champaran.
Q3.When did Gandhi say The battle of Champaran is won ? (Question Bank ,NCT)
Ans. When the lawyers reconsidered their decision about their course of action in case of Gandhis arrest and
volunteered to court arrest for the cause of sharecroppers, Gandhi felt pleased and said The battle of Champaran is
won
Q4. Civil disobedience had triumphed the first time in India . How did it happen ?(Question Bank ,NCT)
Ans.When Gandhi disobeyed official order to quit Champaran , a case was initiated against him for disregarding the
orders. The spontaneous demonstration of thousands of peasants around the courtroom baffled the officials. Not
knowing how to handle the case , the judge postponed the judgement for few days. Then finally few days later, the case
was dropped by Lieutenant Governor himself.So civil disobedience triumphed for the first time in India.
Q5 What did Gadhiji say to his friends when they suggested that Charles Andrews should be retained for the sake of
the Champaran movement ? (Question Bank ,NCT)
Ans.Gandhi vehemently opposed the lawyers suggestion to seek Andrews assistance and said that taking the support
of an Englishman would reveal the weakness of their hearts. He urged his friends to rely upon themselves to win the
battle.
Q1 Justify the appropriateness of the title Indigo to this extract.
The title Indigo focuses our attention on the central issue of the chapter exploitation of indigo sharecroppers at the
hands of cruel British planters. Britishers compelled them through a long term agreement to plant indigo on 15 percent
of their land and surrender the entire harvest as rent. After the development of synthetic indigo by Germany , The
British planters extracted money from the peasants as compensation from being released from the 15 percent
agreement. The peasants who wanted their money back filed civil suits. Rajkumar Shukla persuaded Gandhi to take up
the case of Indigo sharecroppers.
So indigo sharecropping exemplifies the injustice of the Britishers and Indians submission to British authority. The
exploitation of indigo sharecroppers led Gandhi to arrive in Champaran to alleviate their distress. Peasants not only got
back thecompensation but also became courageous and confident. They learnt the lesson of self reliance.
The Champaran movement that centred on indigo sharecropping led to social and cultural upliftment of the
peasants.Their education , health and hygiene received due attention.
Thus the title Indigo is highly suggestive and appropriate.
Q2 How did Gandhi use Satyagraha and non-violence to achieve his goal?
Ans. Non violence and satyagraha were the weapons used by Gandhi to secure justice for oppressed peasants of
Champaran. He adopted legal ,moral and democratic path of negotiation.
Gandhi refused to leave Tirhut division in which Chamaparan district lay despite being told by the British official
commissioner to do so. Later he defied the official order to leave Chamaparan for which he received summon to
appear in the court. When the British authorities could not regulate the unmanageable crowd at Motihari , he pacified
the crowd in polite and friendly way. Thus he gave concrete proof of the power ofsatyagraha and non violence.
In the court he clarified that he did not want to set a bad example as a law breaker but intended to render humanitarian
and national service..His convincing argumentation baffled the magistrate who released him without the bail.
Later he fought the case of the peasants peacefully by collecting evidences and the documents pertaining to the case.
When the Britishers agreed to pay the compensation he peacefully negotiated with the landlords and accepted 25
percent of the amount due.
So the peasants got a partial refund of the compensation with the use of satyagrahaand nonviolence.
Q3. How did Rajkumar Shukla prove to be an important link between Gandhi and his Champaran campaign?
Rajkumar shukla was a poor and emaciated sharecropper from Champaran. Though he was poor and illiterate he was
determined to oppose the injustice of the British planters. He used to seek legal recourse to get justice and was in
constant touch with Rajendra Prasad ,an eminent lawyer. He came to December 1916 annual convention of the Indian
National Congress party in Lucknow to meet Gandhi as someone had told him that Gandhi Gandhi could give a
solution to their problems. He complained about the injustice of landlord system in Bihar and invited Gandhi to visit
his district.
When Gandhi mentioned about his prior engagements to go to Cawnpore and other parts of India, Shukla showed
tremendous patience and perseverance and accompanied him everywhere. He also followed Gandhi to his ashram and
stayed there for weeks. Impressed by his determination and tenacity Gandhi promised to meet him atCalcutta on a
particular date. Few months later Shukla arrived at Calcutta and took him to Champaran.
So, Rajkuma Shuklas strong will power and painstaking efforts were instrumental in arranging Gandhis visit to
Champaran and thus improving the plight of the poor peasants.
Short Questions
1. Why did Rajkumar Shukla go to meet Gandhi?( To complain about injustice of the landlord system in Bihar.)
(SP)
2. How did Shukla pursue Gandhi to visit Champaran. (2008)
(showed great patience and perseverance
accompanied Gandhiji wherever he went
waited for him at Calcutta
impressed him with his determination)
3. What proves that Gandhiji was an unknown figure in Patna?
4. Why was Gandhi not allowed to draw water from the well of Dr. Rajendra Prasads house ?(p-47 ,2nd last para
,last 4 lines But Gandhi was not permitted.)
5. Where did Gandhi stay in Muzaffarpur ? How does he comment about it ? ( p-48 ,1st paraGandhi stayed
there...home rule.)
6. What was the conflict of duties that Gandhiji underwent ? How did he resolve it ? (p-50 ,7th para Gandhi
protested against the delay )
7. . What did Gadhiji say to his friends when they suggested that Charles Andrews should be retained for the sake
of the Champaran movement ? (2009) (p-54 ,3rd last para)
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Keeping Quiet by Pablo Neruda
About the Poet

Poem by Nobel Prize winner Pablo Neruda, bornNeftal Ricardo Reyes Basoaltowho always wrote with green ink
which according to him, was the colour of hope.Columbian novelist Gabriel Garcia Marquez once called him the
greatest poet of the 20th century of any language
Appeals to readers to take some time out of their busy lives for introspection and retrospection. The aim is to return to
our routines with renewed vigour and awareness of ourselves and our actions
THEME:In this deceptively simple poem, the poet has emphasized the need to introspect and bring in the spirit of
brotherhood among the people of the world.
VALUES: Introspection, retrospection, universal brotherhood, sensitivity to the environment, peace, empathy, unity
etc.
Analysis of the Poem

Neruda begins by asking everyone to count to twelve and keep still. These twelve seconds would help everyone calm
themselves and relax and be ready to begin introspection or retrospection.
He wants people to break the barriers of communication and speak no language at all for a few minutes.
These moments of silence would be unique and enticing because in our mundane life, we are constantly working
towards selfish goals and never take the time to reflect.
This sudden silence would give us an opportunity to introspect and unite humanity. We would all perform this activity
together. Since we would not speak for a while, barriers between communities would break and a sense of brotherhood
would prevail.

Man would get an opportunity to realize how he is destroying nature and harming himself in the process. The
fishermen that harm aquatic life would realize how nature brings them a cold reception. The man who gathers salt from
the sea would realize that nature retaliates by turning his hands rough.
In this silence, futile wars against men and nature would be arrested and a new feeling of unity would be experienced.
Those who plan and implement bio warfare and nuclear weaponry should, for once, shed their old attire (profession
and preoccupations) and put on clean clothes to walk among their fellow men. They must use this time to truly witness
what they would destroy with their attempts to achieve a fruitless victory. Such a win leaves no survivors because even
if they were physically alive, they would be emotionally dead and eventually, mankind will perish. The war will be a
victory of scientific knowledge but there will be no survivors left.
The poet does not want his desire for inactivity to be misunderstood as a state of uselessness or death. He knows and
accepts life as it is. He accepts the rush, the noise and even the belligerent attitudes. He says he
does not begrudge death or want anything to do with it. He does not want people to be like dead, doing nothing,
forever. All he wants is that everyone should take out just a few moments from their busy lives for themselves and for
the natural world around them.
He feels that if men were not so determined to keep lives moving all the time, the ensuing silence would interrupt
sadness that has become so much a part of us that we do not even notice it. This sadness comes from not knowing
oneself and always trying to achieve everything possible at the earliest, out of an illogical fear of impending death.
He wants men to learn a lesson from the Earth. The Earth appears to be inactive yet it is constantly and selflessly
productive. The natural world seems omnipresent without being ostentatious and hence, is taken for granted. After the
cold inactive unproductive winter, spring arrives with bounty and vivacity. Men too could be productive and
progressive without any aggression, selfishness and the urge for destruction. They could care for nature as it cares for
them. They could, after eons of selfish actions, bring back a degree of nobility, thoughtful attitudes and universal
brotherhood.
Sample Answers: Short Questions

Q.1. What is the sadness referred to in the poem? 2m
Ans.1. The sadness Pablo Neruda refers to in his poem, Keeping Quiet, is that of never being able to understand
ourselves through introspection. It also arises out of our mad rush to achieve everything quickly due to our constant
fear of the brevity of our lives.
Q.2. What is the significance of twelve in the context of this poem? 3m
Ans. 2. Twelve months, twelve zodiac signs, twelve gates of heaven and even the twelve notches on the face of the
clock dividing the day into two halves of twelve hours each. Although we do not realize it, the number twelve is
associated with many things in our life.
This poem is a plea for universal brotherhood and peace. At twelve, the hands of the clock, despite their differences,
become one. Even the title of the poem, Keeping Quiet, has twelve letters. Hence, Neruda appeals to the readers to
take these symbolic twelve seconds to begin the journey from strife, barriers and destruction to peace, unity and
replenishment.
Reference to Context
(i) Now we will count to twelve
and we will all keep still.
This one time upon the earth,
lets not speak any language,
lets stop for one second,
and not move our arms so much
1.
2.
3.
4.
Why does the poet want us to count to twelve? 1m

What does the poet ask us to do? 1m
What is the significance of twelve? 2m
Why does the poet want us not to use our language and our arms? 2m
(ii) It would be an exotic moment

without rush, without engines,
we would all be together
in a sudden strangeness.
1.
2.
3.
4.
Which exotic moment does the poet refer to? 1m

Why does the poet feel that the moment would be exotic? 1m
What does the poet want us to do away with? 2m
Justify the statement: We would all be together in a sudden strangeness 2m
(ii) Fishermen in the cold sea

would not harm to the whales
and the man gathering salt
would look at his hurt hands.
1. What would the fisherman not do? 1m

2. What would the man gathering salt do? 1m
3. What transformation will these actions bring? 2m

4. How does nature respond to mans actions? 2m
(iii) Those who prepare green wars,

wars with gas, wars with fire,
victories with no survivors,
would put on clean clothes
and walk about with their brothers
in the shade, doing nothing.
What are the different kinds of wars mentioned here?

1. What is the poets advice to the warmongers?
2. Justify: Victory with no survivors
3. What do the clean clothes signify?
(iv) What I want shouldnt be confused

with final inactivity:
Life is what it is about,
I have no truck with death.
1. What does the poet not want from the listener/reader? 1m
2. Explain: I have no truck with death 2m
(v) Perhaps the Earth can teach us

as when everything seems dead
and later proves to be alive.
1. What lesson can we learn from Earth? 2m

2. The earth is the inactive hub of activity. Discuss. 2m
3. What does the word alive imply in this context? 2m
Short answer questions:
Q.1. How can man benefit from being still for a while?
Q.2. Nature has its own ways of retaliation in response to human selfishness. Comment.
Q.3. What do the warmongers do now? What would the poet have them do instead?
Q.4. Why does the poet say that he wants no truck with death?
Q.5. Which victory has no survivors? Which victory would make us alive in every sense of the word?
Q.6. What is the poets message for the reader?
Q.7. How will the silence usher a feeling of brotherhood?
Q.8. Identify the poetic devices used in the poem.
Q.9. Discuss the lesson one may learn from Earth.
Q.10. The poem is deceptively simple and carries a poignant message. Discuss.
Short answer questions

1.What will counting upto twelve and keeping still help us achieve?
2.Do you think the poet advocates total inactivity and death?
3.What is the sadness that the poet refers to in the poem?
4.Central idea of the poem.
BROAD QUESTIONS
1) Why does the poet count up to 12? What is the significance of 12?
2) What are the Environmental issues mentioned in the poem?
3) How is the idea of universal brotherhood brought out in the poem?
4) Silence can be very eloquent sometimes. Mention when is silence preferred to language?
5) The poem begins with Now we will count and ends with Now Ill count and you keep quiet. What does
the shift in the pronoun signify?
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MEMORIES OF CHILDHOOD
GIST OF THE LESSON
PART I
The first part deals with the account of Simmons, An American Indian, who fought against the prejudices of the
society against American Indians.
She describes her experiences on her first day at the Carlisle Indian School.
The customs and rules of the place were strange and new to her.
She was forced to wear clothes that were considered undignified in her culture
At breakfast, she was embarrassed as she did not know the routine of the place.
When she comes to know that they were planning to cut her hair, she protests by hiding under the bed, even
though she knew it was futile. In her culture, it was the cowards whose hair was shingled.
She felt like an animal driven by a herder.
PART II
The second part is an excerpt from the autobiography Karukku by Bama a Tamil Dalit.
She was in her third grade when she becomes aware of the indignities that the lower caste people face.
She happens to see an elderly person from her community abase himself in front of a higher caste person as he
was not supposed to touch the food that he was ordered to fetch for the landlord.
Later, her brother explains to her that the incident was not at all funny as she initially thought, but very pathetic.
The people from the lower caste were treated as untouchables.
She was deeply saddened and decided to study hard to overcome discrimination

NCERT QUESTIONS
Q.1. The two accounts that you read above are based in two distant cultures. What is the commonality of theme found
in both of them?
The unit presents autobiographical episodes of the lives of two women from marginalized communities who look back
on their childhood , and reflect on their relationship with the mainstream culture.
Both
-victims of prejudice ,oppression
-experienced indignation ,sadness and outrage
-Affected by their unpleasant experience of childhood
-Fought against the injustice
-Both use the power of pen to fight oppression
Q3. Bamas experience is that of a victim of the caste system. What kind of discrimination does Zitkala-sas
experience depict? What are their responses to their respective situations?
Ans. Zitkala Sa : victim of racial discrimination / cultural invasion
The lesson presents a good account of two different girls living at distant places. Both the women belong to the
marginalized communities. Zitkala-Sa was a Native American. She was taken away from her mother forcibly because
the white people wanted the native Indians to adopt their culture. Zitkala revolted the way the Indian girls were forced
to wear dresses in an immodest way. She was shocked to know that that the school authorities were going to cut her
long hair because in her community shingled hair were worn only by cowards. She hid herself under a bed in a large
room. But when she was caught , she resisted by kicking and scratching.. But she could do nothing when they took her
bravely, tied in a chair and cut off her hair. But her spirit could not be suppressed.
On the other hand, Bama was a low caste girl. She saw the upper caste people showing discrimination against lower
caste people. They could not touch food and other items of the upper caste people. They had to work for them and bow
their heads. Her spirit too revolted against this injustice. She felt terribly sad and agitated. She could not understand
this human treatment since all are human beings. She wanted honour for all. Her brother Annan told her that she could
do away with these indignities if she worked hard. Bama studied hard and stood first in her class. Many people became
her friends.
ADDITIONAL QUESTIONS SHORT ANSWER QUESTIONS

Q.1. I felt like sinking to the floor ! Who felt so and why?
Ans. Zitkala-sa felt so when on her first day in Carlisle Indian School her blanket was rudely stripped off her
shoulders. She felt exposed, as if her very identity had been snatched away so cruelly

Q2How were the Indian girls dressed?(p-94,2ndpara These were Indianhair)
Q3What embarrassing situation arose when Zitkala-sa sat on hearing the first bell?
Q4.What information did Judewin give Zitkala-sa? (p-95 ,para-2 ,But this eating)
Q5What were the indignities that the new girls were subjected to at Carlisle Indian School?
(The girls were scrutinized thoroughly and supervised by a grey-haired woman. They were made to wear tight fitting
immodest clothes and stiff shoes. During breakfast a systematic and regimental discipline was observed. The girls with
long hair had to get them shingled and they had to submit to the authorities who were strong, unfeeling and cruel)
Q6Why was Zitkala-Sa terrified when Judewin told her that her hair would be cut short?
Q7Why does the author feel that she has been deprived of freedom in the hostel?
(Moccasins not allowed in the hostel, strict discipline ,long hair- cut, loss of freedom)
Q8..Interpret Judewins personality on the basis of her comment We have to submit, because they are strong .
(Hints : Judewins character submissive , cowardly, realistic)
Q9.Why was the girl, Zitkala tied to a chair in Memories of Childhood?

Ans:Zitkala Sa tells about her first day in school. She had long hair. According to the culture of the whites they
wanted to cut her long hair. But she refused to obey their decision. She was dragged out and tied fast with a chair for
cutting her hair. She resisted but all in vain.
Q10. What did Zitkala-Sa feel when her long hair was cut?
( felt indignant / anguished / lost her spirit / looked for comforting / felt
like an animal driven by a herder / felt helpless like a puppet 2 marks)
Q11*. What indignities did Zitkala-sa have to suffer after she was separated from her mother? (p-96 ,2ndpara)
Q12.What does Bama say about untouchability at the onset of the story? (p-96 ,3rdpara When i was studying)

Q13.What was the incident that made Bama laugh as well as feel so provoked and angry?
Ans. Bama saw an elderly man of her street carrying a packet of Vadais by the strings and walking gingerly, holding
the parcel away from his body. Bama found his manner of carrying the parcel very funny. But her brother explains to
her the higher caste people believed that if the lower caste people touched the parcel it would be polluted. Thats why
the elder was carrying it in that manner. This provokes and angers Bama.
Q.14. Who was Annan? Why was he not amused by Bamas story?
Ans. Annan was Bamas elder brother. Bamas story didnt amuse him because he knew the elderly man of their street
was carrying a packet of food in the odd manner because they were untouchables and if the food came in contact with
their body it would become polluted and unfit for consumption by his upper caste master.
Q15How did Bama react when she came to know why the elderly man was carrying the packet? (p-99 ,1st&2 ndpara)
Q16What did the author (Bama) think of upper caste people in? Why they didnt treat them human beings?
( Bama thought that upper class people thought so much of themselves they had wealth-didnt mean lose all human
feelings)
Q17Why did Landlords man asked Bamas brother ,on which street id he live? What was the significance?
Q18. What advice did Annan offer Bama?
( advised her to work hard / study with care and make progress to throw
away indignities / if you are ahead in your lesson, people will come to you 2 marks)
Q19Whatimpact did Annans advice have on Bama and with what effect? (p-99 ,last para,p-100 )
LONG QUESTIONS
Q1Seeds of rebellion are sown early in life injustice even cant escape the eyes of child. Justify the statement
with reference to the lesson and Memories of childhood.
Ans. The lesson Memories of Childhood is an amalgamation of two autobiographical episodes. One by American
Indian woman and second by a Tamil Dalit writer. Both stories highlight the womens oppression, class barriers,
racialism, discrimination and exploitation that tend to pull them down. Both the stories advocate the statement that
seeds of rebellion are sown early in life.
In The Cutting of my long hair the feeling of breaking free and gaining freedom are seen in the girl.Zitkala-Sa, in
the very first line reports that her first day in school was bitter-cold. For her, it not only describes the weather, but
also represents the atmosphere of the boarding school. Though she was a child but she could observe the overly
disciplined students of the school and and its unfriendly staff.She faced indignity & oppression since she had left her
mother. She is not ready to get her hair cut, to lose her & identity. She fights till the end but is helpless as she
overpowered.
Also in We Too Are Human Beings, when Bama was in class 3rd, no had talked to her about untouchability but still
she had experienced it and could notice the difference between landlords and Dalits.The little girl was amused to see
how the old man was holding the packet but when she came to discover the truth, she is extremely upset & citizens the
way of the rich. Through her struggle & hard work she stands first & wins many friends. Thus we can see that though
the children are small & innocent but they cannot tolerate injustice if they are taught early in their life.
Q2Describe Zitkala-Sas ordeal in school on her first day.

(Hints : explanation of two incidents , first in the dining room and second the hair cutting episode)
Q3 Ittook almost an hour for Bama to reach back home from school. Why?
OR
What were the novelties and oddities in the bazaar which entertained Bama?
Ans. Bama was a young playful girl studying in class three. Her school was at a distance of ten minutes from her home
but she normally took at least thirty minutes to traverse this distance.
The bazaar on the way was full of novelties and oddities for her-the performing monkey, the snake kept by the snake
charmer in its box, the cyclist who had not got off his bike for three days, the spinning wheels, the Maariyaata temple,
the pongal offerings being cooked in front of the temple; the various food stalls in front of the temple, the different
hues of the street light and the narikkuravan hunter gypsy with its wild lemur in cages. A different kind of
performance on stage such as a street play, a puppet show, a magic show or speeches by budding politicians also
caught her attention. Even the way the waiters cooled the coffee at the coffee clubs or the way people cut onions held
the little girl spell-bound. The fruit growing on a tree as well as the seasonal fruits being sold held her captive.
Hence we see that before Bama was rudely oriented to the unfortunate reality of her caste she was an innocent child
buoyed by the simple sights of life.
Q4How does Memories of Childhood. Bring out the plight of marginalized communities in India?
HINTS: the text experiences of two small girls from marginalized communitiesforced to accept the rules laid by
people of so called high casteboth humiliated and tortured for being from low castethrows light on how they had
to sacrifice their self right to self esteem and were subjected to unbearable humiliationcharacters symbolize
communitiespersonal experiences universalized compels the reader to think how humane is the human world.
Q5Zitkala-sa did not tamely surrender but put up a brave fight. How did she show her resistance to the cutting of her
hair?
Q6The cutting of my hair shows insensitivity of the mainstream culture towards marginalized communities. Discuss
Q7. What was Bamas initial reaction to the incident on the street? How did her reaction change later on?
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MY MOTHER AT SIXTY SIX by KAMALA DAS

Summary:
The poets driving from her parents home to Cochin by car, her mother by hersidesleeping open mouthed very
pale, colorless and frail like a dead bodyindicating that her end was near.
The poet looks at her and feels intense pain and agony to realize that soon deathwill cast her mother from her.
Tries to divert her mind, looks outside at the young trees and happy childrenbursting out of their homes in a playful
mood (a contrasting image)
After the security check at the airport looked again at her mothers facepaleand cold.
Familiar ache My childhood fear the poet has always had a very intimate andclose relationship with her mother
and she has always felt the fear of beingseparated from her mother hence it is familiar.
The poet reassures her mother that they will meet again.
COMPREHENSION QUESTIONS
1. Driving from my parents home to Cochin last Friday

Morning, I saw my mother, beside me, doze,
open mouthed, her face ashen like that
Of a corpse and realized with pain
That she thought away.
a) Where was the poet coming from? Where was she going?
The poet had gone to her parents home to visit them. She was now going toCochin airport.
b) How does the poet describe her mother?
The poet describes her mother as old, pale, cold and senile. As she dozed off besideher, the mother looked almost like
a corpse, for her face was colorless and seemedto have lost the fervor of life.
d) Who does she refer to in the last line? What thoughts had she driven away?
She here refers to the poet. The thought of her mothers approaching death whichshe wanted to put it away.
2. and looked but soon
put that thought away, and looked out at young
trees sprinting, the merry children spilling
out of their homes.
a) What was the poet looking at? What did she notice?
The poet was looking at her mother. She noticed the mothers ashen and almost lifeless face distraught with pain.
b) What thought did she try to drive away?
She tried to drive away the thought of her mothers approaching death.
c) Why did the poet start looking out? What does her gesture suggest?
The poet started looking out of the window because she wanted to drive away thepain and agony she experienced on
seeing her aged mother. She wanted to driveaway her helplessness in the wake of her mothers ageing and
approaching death.
d) What did the poet see from the window of the car?
The poet saw young trees running past her car and merry children sprinting out oftheir homes to play.
e) What did the images of young trees and merry children symbolize?
Trees and children symbolize the spring of life, its strength, vigour and happinesswhich contrasts with the lifelessness
and helplessness that sets in with age.
3. but after the airports
security check, standing a few yards
away, I looked again at her, wan, pale
as a late winters moon
a) Where was the poet standing?
The poet was at the Cochin airport waiting to board the plane after the securitycheck.
b) Who does her here to? How did she look like?
Her here refers to the poets mother. She was an aged lady and hence looked pale,cold like a corpse and colourless.
c) Why does the narrator look at her again?
The narrator looked at her mother once again for the last time before she left toreassure herself about the well being of
her mother. She had tried to drive away thepain she had felt on seeing her weak and aged mother. One last time she
looked ather to wish her goodbye.
d) Explain: wan, pale as a late winters moon.
In this simile, the poet compares the mothers pale and withered face with thewinters moon. The moon seems to lose
its brightness in the winter season as it isveiled behind fog and mist. The mothers face also seemed to have lost its
radiancewhich was now misted by age. Winter symbolizes death and the waning moon
symbolizes decay.
4. and felt that old
familiar ache, my childhoods fear,
but all I said was, see you soon, Amma,
all I did was smile and smile and smile.
a) What familiar ache did the poet feel?
The familiar ache refers to the poets fear of losing her mother and the realizationthat she has not cared and cannot
care for her ageing mother. It is an ache ofhelplessness. It is also a fear of separation from the mother or the mothers
death.
b) What could have been the poets childhood fears?
I think the poets childhood fear was that she would lose her mother or be separatedfrom her and that death would
consume her mother.
c) Did the poet share her thoughts with her mother?
The poet did not share her fears and agony with her mother. She only bid good bye toher with the hope of seeing her
soon.
d) Why do you think, the poet did not share her thoughts with her mother?
I think the poet did not share her thoughts with her mother because they werecaused by her fear of the unknown.
Sharing them with the mother would haveworried the frail old woman to death.
e) Why did the poet only smile?
The poet only smiled to hide her guilt, anxiety and fear of the unknown. Also, shewanted to bid a cheerful farewell to
her mother before boarding the flight.
QUESTION AND ANSWERS
1. What is the kind of pain and ache that the poet feels?
When the poet looks at her mothers face she found that it had become pale andwithered. She realized that her mother
was at the edge of her life and her end wasnear. The thought that her mother would be soon separated form her
causedunbearable pain and ache in the poets heart.
2 What does the poet do to shrug off the painful thought of her mothersapproaching end?
To get rid of painful thought her mothers nearing the poet looked out to see thesprinting tree and the happy children,
bursting out of their house.
3. Why does the poet draw the image of sprinting trees and merry children?
Sprinting trees and merry children bursting out from the doors suggest fresh life andwarm energy. The poet draws this
image to strikes a scene of contrast with the pale,dull and withered face of the mother. Here the curtain is falling and
the life coming to
an end and there the curtain is rising and fresh life is beginning and bubbling withenergy and vitality.
4. Why have the trees been described as sprinting?
The poet was driving in a car along with her mother. Her movement created thevisionary, illusion of the trees outside
appeared to be sprinting past.
5. Why has the mother been compared to the late winters moon?
The late winter moon lacks luster. The mothers face was pale and withered.Moreover, the late winter moon suggests
the end of season and mother too isnearing the end of her life, therefore the poet compares her with the late
wintersmoon.
6. What is the familiar ache?
The fear of losing her mother has tortured the poet from her very childhood becauseshe had been intimately bound up
with her. Therefore this ache is familiar to her; it isknown to her.
7. What do the parting words of the poet and her smile signify?
The parting words of the poet reflect the poets pain. But she puts on a smile on herface to mask her pain and to give
hope, happiness and reassurance to her mother.
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On The Rattrap
VALUE BASED QUESTIONS
5 Marks
100 Words
The Rattrap
Q. After reading the text The Rattrap, you feel that moral virtues can change a persons life. These play a vital
role in the moral and spiritual development of a human-being.
Therefor write a paragraph on Needs for inculcating moral values in about 100 words.
Ans. Inculcation of Moral Values
All of us are quite aware that a smooth and peaceful life has got its own significance in our life. A troubled
and tensed life is meaningless as it gives birth to so many ailments and problems. By adopting and inculcating values
like truthfulness, punctuality, regularity, fellow-feeling, sympathy and a selfless service; we make our life a boon for
all. In other words these are etiquettes of society. The machine and wheel of life run. We must learn to pay due respect
to our elders and love needy, poor and our young-ones. We can be a role model for others. Suppose we are late for
school. It will tense us and increase our blood pressure. The fear of scolding will go on haunting us till we reach
institution and face the consequences.
Further such mental vices turn us addict and we become habitual. These things troubles in our later life. A student life
is the best platform to attain as well as earn these virtues. By sitting and working together, we learn different qualities
like truth, fellow-feeling, sympathy, equality, service, help and affection. These pave a good path for our future life
and the society kin which we have to live. A man without social and moral virtues lives nowhere. He is seen with
hatred and distorting eyes. All see him with dubious views. He loses trust, confidence, affection and honour. If we
want success in our life, we must inculcate among us these virtues. Let us meditate deeply and make our life
meaningful, successful, acclaimable and satisfactory. It is our own hands to be a useful citizen and serve others in this
very short span of life.
Q. The story The Rattrap suggests that the whole world is like a rattrap. What is your interpretation of the
statement? Write in about 100 words.
Ans.: It is rightly said that the whole world is nothing but a big rattrap. All riches, joys, food and shelter are just baits.
The moment anyone attracted towards the bait and touches it, the rattrap closes one into itself. Then everything comes
to an end. The man has made his life full of materialistic pleasures. These materialists pleasures tempt everyone
towards them. Every person runs towards them, tries hard to achieve them and ultimately comes to an end. This is
nothing but the dark side of these materialistic pleasures. A coin has two sides same as the world is formed of good
and bad deeds. If one is able to maintain and control ones wishes in order to live a happy and contended life, he may
escape to be a victim of this rattrap.
Q. The Rattrap is a story that focuses on human loneliness and the need to be kind to other. It shows how an
act of kindness can change a persons view of the world. In keeping with this mood of the story, write an article
on On being kind.
ANS: On Being Kind
Kindness is the language which the deaf can hear and blind can see rightly saidMark Twain. Kindness is the universal
language that is comprehended beyond boundaries. Being kind to other instills a positive feeling of joy to the recipient.
The doer is also satiated by the feeling of warmth and compassion. All religions teach us to express kindness toward
other. Even the mute animal waves their tail as a return gesture to kindness shown to them. Plants grow large and bear
fruits as a response to the kind behavioral attribute by the human beings.
Being kind to your siblings or peers helps to build strong bonding. Showing kindness to neighbors and colleagues
helps in developing a positive social environment. A kind word to a person who has gone astray may even change his
approach to life. If you have been kind to someone by ignoring his small fault or simply said never mind, take care
next time will always be remembered by that person. Be kind and the same will come back to you. Finally, be kind to
yourself and give space to the trivial mistakes in life.
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SHOULD WIZARD HIT MOMMY? By JOHN

UPDIKE
Gist of the Lesson
The chapter captures a very sensitive reaction of a small girl to an importantaspect of the story that her father
narrates to her.
The story reveals the worldview of a little child to a difficult moral question thatshows her mental or psychological
richness.
Jo is a little girl of four years. She is engaged in a story session with her father.
Jack, the father used to tell her a story every evening and especially for Saturdaynaps.
Jo feels herself involved with the characters and the happenings.
The story always had an animal with a problem. The old owl advises him to visitthe wizard who would solve the
problem.
Skunks problem he smelt bad, visited the wizard who changed it to the smell ofroses.
Skunks mother was unhappy with it and took him back to the wizard. She hit thewizard and asked him to restore
the original smell. She wanted her son to keephis identity of a skunk and wanted his friends to accept him for himself.
So thewizard changes him back to smell like a skunk.
After hearing the story of Roger Skunk Jo was not happy with the ending.
She wants her father to change the ending. She wants the wizard to hit themother back and let Roger be which her
father was not ready to do to establishhis authority. This raises a difficult moral question whether parents possess
theright to impose their will on their children.
Her father finds it difficult to answer her question.
SOLVED QUESTIONS
SHORT ANSWER QUESTIONS:
1. How did the wizard help Roger Skunk?

The wizard was moved by Roger Skunks story. On finding his magic wand chantedsome magic words & granted
that Roger should smell like roses.
2. How did Roger Skunks Mommy react when he went home smelling of roses?
Roger Skunk began to smell like roses. Mommy asked about the smell Roger Skunkreplied that the wizard had
made him smell like that mother did not like that and askedRoger to come with her.
3. How did the Skunks mother get him his old smell back?
Mother was furious to learn about the wizard who changed the original smell. Sheimmediately visited the wizard and
hit him on his head and asked him to restore theoriginal smell.
4. Who is Jo? How has she changed in the past two years? How did Jo behave inreality phase?
Jo is Jacks 4 year old daughter. She was no more a patient listener. She did not takethings for granted and tried to see
things in her own way.
5. How does Jo want the story to end and why?
Jo understood Roger Skunks need to enjoy the company of his friends; thereforewanted that the wizard should take
Rogers side.
1. Why an adults perspective of life is different from that of a childs as given in thestory?
Suggested Value points
An adults perceptive on life is always different maturity of a person becomes hisbarometer to judge right & wrong.
For him/her everything that occurs has a message. Inthe story, Jack at no level accepts Jos worldview that wizard
should hit Mommy.
On the other hand a childs perceptive is limited to his activities childs perceptivecompletely different they
love action more than thought so does Jo in the story shewould delight in hearing the story of Roger Skunks
Mommy being hit by the wizard.
(Q.) What is the moral issue that the story raises?(Ans) The story shows the conflict between two generations. It tells
us about the belief, of the older generation, in customs and traditions and constantly questioning attitude of the
younger generation, hence contributing to a generation gap. Not understanding her sons pain of loneliness and
dejection, mother Skunk gets his smell changed to his original foul smell and loves him the way he is, raising the
moral issue of whether parents should always decide what the children should do or let the children do what they like
to do. There is an evident contrast between an adults perspective on life and the world view of a little child. Jo wants
the wizard to hit Mommy and not vice versa because she represents the new generation and does not agree with her
fathers view. Jack sums up the issue in one sentence- She knew what was right. Jack also says that the little Skunk
agreed to the mothers proposal because he loved his mother more than the other animals. Little Jo feels that the
Skunks mother should not have robbed her little son of the pleasure he derived when playing with the other animals
when he smelt of roses. She insists that the wizard hit the Mommy on the head and calls little Skunks mother a
Stupid Mommy. Keeping to her view point, she insisted that her father should tell her the story the next day in a
different manner. So we see that the story deals with moral issues dependent on the different levels of maturity of Jack
and Jo.
(Q.) How does Jo want the story to end? Why? What light does it throw on Jos character?
(Ans) Jo wanted the story to end with Roger being accepted by the other animals. In Jacks version, the wizard was hit
by mommy. Jo did not relish this. The wizard was the person who fulfilled everyones wishes. He had rid Roger Skunk
of the bad odour. So she wanted her father to end the story with Roger skunk having a new and pleasant smell and
wizard spanking the stupid mommy.Jo would get totally involved in the story. She even shed a tear or so, when
woodland creatures spurned Roger. She could not bear injustice to the wizard by mommy skunk. She wanted the end
of the story to change in which the benevolent Wizard hits mommy for being inconsiderate to Rogers need for
acceptance by friends. She was independent in her thinking. Jo remains unconvinced by the fathers argument that
mothers are always right.
(Q.) Character Sketch of Jack.
(Ans) Jack is the protagonist of the story Should Wizard Hit Mommy? which examines the issue of parenting, the
adult tendency to quell the questioning mind of a child and the belief that the view point of the adult represents the
only valid one.Jack is conscious of his duties as a father and husband. He has been telling stories to his daughter Jo
since she was two years old, before her Saturday and evening naps, but now two and a half years later he is fatigued
and confused by her constant questioning, pointing errors (roger fish instead of skunk), asking for clarifications and
suggesting alternatives. He has the typical parental attitude and opinion that parents know what is best for their
children and stifles her objections and amendments shown by his defending the skunks mother (and indirectly his
own).Jack feels caught in an ugly middle position physically, emotionally and mentally. He did not like women to take
anything for granted, to the extent that he extends the story, changing the ending, giving it the face that he wants to.
This despite the fact that he knows that he should be helping his pregnant wife paint the woodwork.Jack is someone
who is not used to his authority being questioned and so is confused by Jos questioning. Though a loving parent he
finds it hard to accept the fact that Jo now has a mind of her own. His insensitivity and impatience comes across in his
dealings with his daughter, and the fact that an adults viewpoint is biased by personal experiences.
(Q.) Do you think Jack and Jo could identify with Roger skunk as a victim of the hatred of other creatures?
(Ans) Jack brought the story to life when he narrated the tale remembering certain humiliations of his own childhood.
The corners of Jos mouth drooped down and her lower lip bent forward. A tear flowed along the side of the nose. This
shows that even Jo could identify with Roger skunk.
(Q.) Which two opposite forces acted on Jack while he was telling Jo the story?
(Ans) Jack was telling Jo something she must know and had no wish to hurry on. On the other hand he heard a chair
scrapping. He realized that he must help his pregnant wife Clare to paint the wood work down stairs. These were the
opposite forces acting on Jack while he was telling Jo the story.
(Q.) Why did Jo not approve of skunks mother scolding him for his new smell?(Ans) Jo was very happy that skunk
smelt like roses. He was accepted by the woodland creatures and was happy. Jo did not approve of skunks mother
scolding him for something that made him acceptable among his friends and brought him happiness.
(Q.) What do you learn about Jos new reality phase?
(Ans) Earlier Jo used to accept her fathers word about magic etc. now she had started asking if magic spells were real.
She had become curious since a month. She was growing up and wished to check the reality of all that was told to her.
Q. What is the ugly middle position where jack finds himself trapped?
Ans The ugly middle position refers to jacks helplessness and dilemma. Its ugly because jack is not used to the
women questioning his authority and jo constant interruptions, clarifications, pointing out mistakes , disagreements,
questioning the end of the story and suggesting an alternate end makes jack uncomfortable. It is a middle position
because jack is as if coerced by the tradition (recalls his own mother) and society to inculcate certain moral lessons in
jo but at the same time he is at loss. He is unable to satisfy jos lingering anxiety as he fails to understand her
perspective (her fear of abandonment), as a result he finds himself trapped in a cage along with his wife which brings
him no solace.
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THE ENEMY BY PEARL S BUCK

GIST OF THE LESSON:
Dr. Sadao, a Japanese surgeon finds a wounded American soldier on the beach near his house.
He is unable to throw him back though he was his enemy as he was a doctor and his first duty was to save a life.
Hana, his wife, though initially reluctant because it was dangerous for all including the children to keep the enemy in
the house, joins her husband in operating and nursing the enemy soldier back to health, even though the servants
desert the house.
Hana assists Dr. Sadao in operating the soldier in spite of her physical discomfort and hesitation.
Though it was war time and all hands were needed at the front, the General did not send Sadao with the troops as he
is an expert surgeon and the General needed him.
Sadao tells him about the enemy soldier but he does not take any action as he is self absorbed and forgets his
promise that he would send his private assassins to kill the enemy and remove his body.
Taking advantage of the generals self absorption Sadao decides to save the soldiers life. After the soldier is out of
danger Dr. Sadao helps him to escape from his house to safety.
SOLVED QUESTIONS
1 Why did the General overlook the matter of the enemy soldier?
The General had an attack and according to Dr. Sadao he could not survive the second attack. So if Dr. Sadao was
arrested, no other doctor was capable of performing the operation. So for furthering his selfish needs he overlooked the
matter and promises to send his assassins. But he was so self absorbed, he forgot about it.
2. Why was Dr. Sadao not sent with the troops?
The General thought that Dr. Sadao is indispensable to his life and can save anyone as he is very skilled. He also does
not trust anyone except Dr. Sadao. So he was not sent with troops.
3. How was the plan of the prisoners escape executed in the story?
The prisoner was successful in his escape only because of the right guidance and help from Dr. Sadao. He provided
him his boat, gave his food, made him wear Japanese clothes and also helped him in comfortable sail to a nearby
island.
4. Why did the servants leave Dr. Sadaos house?
They were not in favour of keeping the American prisoner hidden in the house. They also did not want Dr. Sadao to
save his life as he was the enemy. Also, if the police come to know of it, all their lives would be in danger. So they left
the house.
5. Who was the white man whom Dr. Sadao and Hana found?
The white man was an American soldier as evident from his clothes. They guess that he was a prisoner of war from his
cap that said Navy Seals.
6. But Sadao searching the spot of black in the twilight sea that night, had his reward. What was the reward?
The reward was the escape of the enemy. Dr. Sadao searched the spot of black in the twilight sea that night to see if
the man was still there but there was no light. Obviously the man had gone. The escape of the prisoner was his reward.
7 What message does The Enemy give?
This is a great lesson in humanism. Dr. Sadao by nursing his countrys enemy proves true to his professional ethics.
1. How did Dr. Sadao rise above narrow prejudices of race & country to human being in need?
Suggested Answer / Value Points
Dr. Sadao
a renowned Japanese surgeon believed in professional loyalty & humankindness
saw an American wounded soldier in a terrible condition on beach in front of his house
took him his house with the help of his wife Hana successfully removed thebullet
nursed him back to his life thus rose above racialism.
As a patriot, reported the prisoners presence at his house to the Army General. The general decided to have him killed
he grew vestless to see him & finally decided to help him to escape form his house
gave him boats & instructed him how he could safely escape.
2. Do you think the doctors final solution to the problem was the best possible one in the circumstances?
It is the best possible option
general had promised him that he would get the soldier
quietly killed through his private assassins
but he forgot to get rid of Dr. Sadao could do nothing
he wanted to get rid of the wounded soldier as the servants had left the house andnews could be spread
so he devised his own plan to get the soldier off to the nearby island
managed his boat for the soldier and instructed him. The white soldier
took leave of him and followed his instruction and managed to escape safely. Thus all this proves that that was the only
way out for Dr. Sadao to the problem.
3. There are moments in life when we have to make hard choice between our role as private individuals and as
citizens with a sense of national loyalty. Discuss with reference to the Enemy.
Dr. Sadao encounters with the dilemma
to live as private individual whose and moral
ethical responsibility is to save the soldier. So as a doctor and as an individual his first job is to save the man
takes ethical responsibility, he risks his life, fame and social
status takes him to his house and makes efforts to save him.
But his other side sense of patriotism and nationalism also involves a report to police, takes the general in
confidence, and plans to get the enemy soldier killed but later on
helps the soldier in escaping. Thus Dr. Sadaos personality is displayed as patriotic citizen.
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The Last Lesson by Alphonse Daudet (Detailed Study)

Background
The story is setin the days of the Franco-Prussian war. The French district of Alsace and Lorraine were captured by
Germans. The new master was to come the next day in a school in Alsace to teach German in place of French. The
story tells the effect of this news on the life at a school in Alsace.
The story at a glance
The prose The last lesson written by Alphonse Daudet narrates about the year 1870 when the Prussian forces under
Bismarck attacked and captured France. The French districts of Alsace and Lorraine went into Prussian hands. The
new Prussian rulers discontinued the teaching of French in the schools of these two districts. The French teachers were
asked to leave. The story describes the last day of one such French, M. Hamel. Mr M. Hamel had been transferred and
could no longer remain in his old school. Still he gave his last lesson to his students with utmost devotion and sincerity
as ever. The story depicts the pathos of the whole situation about how people feel when they dont learn their own
language and then losing an asset in M. Hamel. One of his students Franz who dreaded French class and M. Hamel s
iron rod, came to the school that day thinking he would be punished as he had not learnt his lesson. But on reaching
school he found Hamel dressed in Sundays clothes and all the old people of the village sitting there. It was due to an
order on the bulletin board. That was the first day when he realised for the first time that how important French was for
him, but it was his LAST LESSON in French.
Bit/Bits
1890, the year Prussia conquered two states of France Alsace and Lorraine.
A boy from Alsace is on his way to school. He is unwilling to school and scared of his teacher, Mr. Hamel.
The boys name is Franz. Very lazy and very illiterate.
While passing the Town Hall, Franz sees so many French citizens overcrowded in front of the bulletin board.
They are reading the latest order from the Prussians, their enemies.
The order said, No French school will hereafter teach French. All French teachers are hereby ordered to leave
the country. Students should attend their schools and learn German as their language. Teachers are already
appointed.
Franz is illiterate so he cannot read the order. After halting for a while, Franz runs off to his school.
In the school Franz is told of the new order and of his teachers leaving the school.
Although never interested in learning, Franz for the first time felt like blaming himself.
He listened to Mr. Hamels last lecture. Wonder! He understood every word, every grammar, every rule.
The last class transformed him life and aptitude. He saw how important it is to be literate, how essential it is to
love ones mother tongue and how painful it is to be denied the right to learn ones mother tongue!
Dominant Theme raised in the text
LINGUISTIC CHAUVINISM
Chauvinism is a devotion for or against something, just based on what you feel (not necessarily what you may
know). So, Linguistic chauvinism is the idea that ones language is superior to that of others.This happens generally
when the language is that of the ruling class.
Linguistic chauvinism is the overt preference for one language over others. Language is considered to be the cultural
identity of a particular group of people who use it. Hence, imposing some other language on the people hammers their
emotions and is a step to annex their relationship with their culture. The language of any country is the pride of that
country. It not only defines theculture butalso tells us about the people,literature and historyof ofthe
country.Language for some people is just the medium of communication but for others it is the question of life and
death.
The Last Lesson very prominently raises the question of linguistic and cultural hegemony of the colonial and
imperial powers and their lust for controlling the world and influencing their cultures and identities.
The Last Lesson raises the burning question very innocently through the words of little Franz that Will they make
them sing in German, even the pigeons? This raises the question of immorality of imposing imperial languages and
cultures on the colonies. The child questions that when even the birds and animals cant be forced to abandon their
language and speak others then what forces the man to think that it would be prudent force other human beings to
forcibly accept any language other than theirs.
The language of a country is not only a medium of communication for the people but also the link for identity, once
the native language is snatched away from the people. Its not only the loss of convenient communicating medium but
also the loss of identity for people for what they have been and what they might become. When a small child like
Franz can think of the irrationality behind snatching away the right of language and identity from people then why
cant the war lords and colonizers understand the fact?
Sub Theme
Attitude of teachers and students towards learning and teaching
Main Characters
1. M. Hamel
Sincere French teacher
knows subject well
Passionate about French
considers French-clearest, most beautiful, logical
feels-key to persons sense of freedom
advises to hold on to French
Proud of being French
upset by occupation of Alsace by German
attached to town, school, people
Hard Task Master
particular about discipline and learning
students scared
last day exercises on all aspects of language

Sensitive, Honest
blames himself for selfishness
emotional by sound of Prussian soldiers
2. Franz
Sensitive, Honest
Blames himself for ignoring lessons
Wonders if pigeons will coo in German
Understands feelings of Hauser
Loves outdoors, sunshine, birds, butterflies, collecting birds eggs
As a student,repents,
Good observer, notices changes.
Empathizes with M. Hamel
Understands emotions, accepts him with faults
What did Franz notice that was unusual about the school that day?
Ans. Usually, when school began, there was a great bustle, which could be heard out in the street. But it was all very
still that day. Everything was as quiet as a Sunday morning. There was no opening or closing of desks. His classmates
were already in their places. The teachers great ruler instead of rapping on the table, was under M. Hamels arm.
What had been put up on the bulletin-board?
For the last two years all the bad news came from the bulletin-board. An order had come from Berlin to teach only
German in the schools of Alsace and Lorraine. The Germans had put up this notice on the Bulletin board.
What change did the order from Berlin cause in the school that day?
Mr. Hamel had put on his best dress his beautiful green coat, his frilled shirt and the little black silk cap, all
embroidered. The whole school seemed so strange and solemn. On the back benches that were always empty, the
elderly village people were sitting quietly like the kids.
How did Franzs feelings about M. Hamel and the school change?
Franz came to know that it was the last lesson in French that M. Hamel would give them. From the next day they will
be taught only German. Then he felt sorry for not learning his lessons properly. His books, which seemed a nuisance
and a burden earlier were now old friends. His feelings about M. Hamel also changed. He forgot all about his ruler and
how cranky he was.
When a people are enslaved, as long as they hold fast to their language it is as if they have the keys to their
prison. What could this mean?
Ans. Language is an important aspect of the culture of any nation. Native language unites the people of a particular
area or nation. During colonization colonizers enforce political domination by exerting their rules and regulation over
the people of colonized nation and enforce cultural domination by imposing their own language on them. In some
cases, colonizers prohibit the teaching of the native language and try to deprive the people of their identity. In such
cases ,when people are attached to their native language, their identity would be kept intact. Their language is the key
to their prison as their language keeps them united against the invaders and urge them to fight against the enslavement.
Q Franz thinks, Will they make them sing in German, even the pigeons ? What could this means?
Ans.Alphonse Daudets The Last Lesson very prominently raises the question of linguistic and cultural hegemony of
the colonial and imperial powers and their lust for controlling the world and influencing their cultures and identities.
Prussians acquired the districts of Alsace and Lorraine in Franco-Prussian War , but they were not satisfied with mere
political domination ,they desired to enforce their own language on the people of the defeated nation. They released the
order that from now German would be taught in schools rather than French. Franz wondered whether they would make
even pigeons sing in German. It means that they had grown up using French as their language and now snatching away
their language from them would be unfair and unkind. The language was as natural to them as cooing is to the pigeon.
So, compulsion to speak another language is like dominating the force of nature and enslaving it. As it is next to
impossible to alter the way pigeons sing, in the same way it is difficult for people to accept a language which is
forcibly imposed on them. Adopting a new language causes pain and discomfort.
VALUE BASED QUESTIONS
The Last Lesson Q. Franzs feelings about M. Hamel and school changed gradually by the end of the text,
though he had a great disliking for both the beginning of the story. It is said that first impression is the last
impression. Is it true in context of The Last Lesson? Definitely not. Write a small paragraph of about 100
words penning down your views on, A person can be best judged in his first appearance only.
Ans: A well-known dictum states that appearances are deceptive. In fact, it is true that one cannot be judged in just
one meeting. Actually, one or more meetings are not enough to judge a persons personality. Every person reacts
differently on different situations at different times. So it is not a matter of single appearances to form a judgment
about a person. It might be a prejudice. Now-a-days every person appears to be social and gentle. They want to be
presentable in the society. No matter what their background is. Ones clothes, gestures, habits, etc. do not define ones
personality in just one appearance. Due time should be taken to form opinion about a person. Different situations
reveal different aspects of ones personality. Sometimes a life remains short to know a person. But sometimes even a
few seconds are enough to know ones real face. Hence, it is not a matter of first or last impression but the issue of
time, needed to know one in ones right colours.
Q. While speaking his mouth choked and wrote, Vive La France and finally by gesture he said: School is
dismissed you may go. These lines show that M Hamel was greatly attached to his motherland, profession
and mother tongue. In other words, one should be attached to his own land, cultures and customs. But todays
Indians are drowned in the western colours. It shows that there is need to spread awareness about the feeling of
patriotism and other related factors. Write a paragraph in about 100 words highlighting the issue.
Ans.
Patriotism-An Unmatched Spirit
Patriotism is defined as ones love for ones customs, culture, mother tongue, motherland and everything what is
associated with ones motherland. One should be proud of what ones country has given to him. In Indian context,
people have started adopting western culture. They are in the race of being Mod. This is really surprising as well as
pathetic. As an Indian, we own a rich and diversified culture which has attracted foreigners too. Many patriots have
sacrificed their lives in the name of their country which has attracted foreigners too. Many Patriots have a feeling that
cannot be filled in the hearts of Indians but it should be arisen and inculcated among the future generation of the
country. The students or the youth of the country need to be indianised. Adaption of different cultures is not bad. But
forgetting our own culture for sake of other ones is not done. The need of the hour is to inculcate the moral values,
virtues, love for humanity and motherland among the Indian youth. Patriotism is an undying and unmatched spirit that
cannot be sacrificed for anything.
Q. Read the following question and answer the question that follows: Then he turned to the blackboard, took a
piece of chalk and, bearing on with all his might, he wrote as large as he could vive la France! Abraham
Lincoln, a former president of America said I like to see a man proud of the place in which he lives. I like to
see a man live so that his place will be proud of him. After reading the lesson and the above quote of Abraham
Lincoln you being to reflect on the lost spirit of patriotism amongst the youth in India due to which there is no
respect for once countrymen and no determination amongst the youth to lead the country to be a better future.
Write an article in about 100 words for a national magazine on the need for revival of patriotic spirit amongst
the youth of India.
ANS: The Need for Revival of Patriotic Spirit amongst the Youth in India
India has been the land of proud martyrs who embraced the gallows for their ideals, where every drop in freedom
fighters blood fought not for itself but for nation. Today, the same India stands famished and starved of the true
patriotic spirit. Our youth appears to be driven more by a crazy love for a superficial self-advancement than anything
else for our young boys and girls, country holds on better value than just a geographical identity. Undoubtedly,
patriotism needs to be redefined and revived in India. We probably find our patriotic spirit stirred up when there is an
Indo-pak cricket match or when terrorists bomb our trains. But we definitely forget it when we cast our vote in the
elections, when a hungry beggar asks for a rupee, when we shamelessly throw garbage on the roads and so on.
Patriotic emotions cannot be engendered in a windfall. They will have to be engraved on tender hearts that will remain
placid. Our education policies thus needed to be revalued and reformed. More national awareness and respect should
be embedded into the scholastic curriculum. This could be nothing more than a sincere devotion for making a
peaceful-loving, uncorrupt, crime-free, unpolluted and patriotic India. Small actions persuaded with a notion of doing
good to other countrymen is true patriotism. Today, our country wants awakened citizens to move forward and it is in
this sphere where we have to exercise our true patriotic spirit.
Short Questions:
1. What was Franz expected to be prepared with for school that day?
Ans. That day Franz was expected to be prepared with participles because M. Hamel had said that he would question
them on participles . Franz did not know anything about participles.
2. What did Franz notice that was unusual about the school that day?
Ans. Usually, when school began, there was a great bustle, which could be heard out in the street. But it was all very
still that day. Everything was as quiet as a Sunday morning. There was no opening or closing of desks. His classmates
were already in their places. The teachers great ruler instead of rapping on the table, was under M. Hamels arm.
3. What had been put up on the bulletin-board?
For the last two years all the bad news came from the bulletin-board. An order had come from Berlin to teach only
German in the schools of Alsace and Lorraine. The Germans had put up this notice on the Bulletin board.
4. What change did the order from Berlin cause in the school that day?
Mr. Hamel had put on his best dress his beautiful green coat, his frilled shirt and the little black silk cap, all
embroidered. The whole school seemed so strange and solemn. On the back benches that were always empty, the
elderly village people were sitting quietly like the kids.
5. How did Franzs feelings about M. Hamel and the school change?
Franz came to know that it was the last lesson in French that M. Hamel would give them. From the next day they will
be taught only German. Then he felt sorry for not learning his lessons properly. His books, which seemed a nuisance
and a burden earlier were now old friends. His feelings about M. Hamel also changed. He forgot all about his ruler and
how cranky he was.
LONG QUESTIONS
QWhen a people are enslaved, as long as they hold fast to their language it is as if they have the keys to their prison.
What could this mean?
Ans. Language is an important aspect of the culture of any nation. Native language unites the people of a particular
area or nation. During colonization colonizers enforce political domination by exerting their rules and regulation over
the people of colonized nation and enforce cultural domination by imposing their own language on them. In some
cases, colonizers prohibit the teaching of the native language and try to deprive the people of their identity.
In such cases ,when people are attached to their native language, their identity would be kept intact. Their language is
the key to their prison as their language keeps them united against the invaders and urge them to fight against the
enslavement.
Q Franz thinks, Will they make them sing in German, even the pigeons ? What could this means?
Ans.Alphonse Daudets The Last Lesson very prominently raises the question of linguistic and cultural hegemony of
the colonial and imperial powers and their lust for controlling the world and influencing their cultures and identities.
Prussians acquired the districts of Alsace and Lorraine in Franco-Prussian War , but they were not satisfied with mere
political domination ,they desired to enforce their own language on the people of the defeated nation. They released the
order that from now German would be taught in schools rather than French.
Franz wondered whether they would make even pigeons sing in German. It means that they had grown up using French
as their language and now snatching away their language from them would be unfair and unkind. The language was as
natural to them as cooing is to the pigeon. So, compulsion to speak another language is like dominating the force of
nature and enslaving it. As it is next to impossible to alter the way pigeons sing, in the same way it is difficult for
people to accept a language which is forcibly imposed on them. Adopting a new language causes pain and discomfort.
Answer the following in 30-40 words each.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Why was Franz afraid to go to school that morning?

What temptations did Franz overcome to proceed to school? (p-2 ,para-1)
What was the significance of the bulletin-board in the town hall? (p-2, para-2)
Why was Franz blushing and feeling frightened when he entered the class room? (was late ,easily noticed as
everyone was settled)
How and why was M. Hamel dressed differently that day?(p-3 ,last para)
Why were the old men of the village present in the class room? (p-5 ,1stpara)
How was the order from Berlin going to make a difference to the lives of the students?(not study the native
language , will be compelled to study a foreign language)
How did Franzs attitude towards his books change after he heard about the order from Berlin? (p-4 ,2ndlast
para)
What happened when Franz attempted to recite the rule for participles in class? (p-5 ,2ndpara: But i got mixed
up.look up
What does M. Hamel find wrong with the attitude of Alsace towards learning? (puts off learning till tomorrow)
How does M. Hamel held parents and himself responsible for students neglecting learning?(p-5 ,2ndlast para)
How does M. Hamel praise the French language? (p-5 ,last para)
How is the mother tongue important for the enslaved people?
Why was Franz able to understand everything?(Franz- listening carefully ,Hamel-explaining everything with
patience)
How had the school changed in the forty years of M. Hamels stay ?(p-8 ,para-1)
I never saw him look so tall. Who is the person mentioned? What does the speaker mean by the above
statement?
Why did M. Hamel make a gesture to the students to leave?(was choked up ,overwhelmed with emotions)
18.How does M. Hamel evoke feelings of patriotism in the class ?
Answer the following in about 150 words each

1. Justify the title The Last Lesson.
2. In the story M. Hamel emerges not only as a dedicated teacher but also as a sensitive and
understanding human being. Elaborate the character of M. Hamel in light of the above
3*. The importance of a thing dawns upon us when it is no longer with us. Do you
agree ? Give reasons based on the text ?
1. Language becomes a tool in the lands of the conquerors to establish their superiority over the loser. Critically
analyse the statement with reference to the lesson.
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One thought on The Last Lesson by Alphonse Daudet (Detailed Study)
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rajugaut45
December 3, 2014 at 12:26 pm
informative very very
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The Lost Spring by Anees Jung

THE LOST SPRING by ANEES JUNG
Spring is the Season of optimism and hope. Spring is the metaphor of childhood stage in a persons life. From birth till
late childhood, life for every child is almost the beginning of a bright and a shiny future. Childhood is featured by
innocence, physical stamina and vitality, tremendous urge for the outdoors and a tremendous appetite for fun and play.
Activities have no limits. It is also the stage for gaining skill and knowledge, learning and going to school.
The lost spring by Anees Jung is an expression of national shame of children condemned to poverty and a life of
exploitation. The two protagonists of the chapter, Saheb-e-Alam and Mukesh lose their childhood in carrying the
burden of poverty and illiteracy. In their bleak stories of exploitation, the author finds glimpses of resilience and
fortitude.
Sometimes I find a Rupee in the garbage
Saheb and his family have left their homes and green fields in Dhaka to settle in Seemapuri. They had left Dhaka
because of storms and floods. They feel it is better to be without identity than going hungry.
Seemapuri is geographically close to Delhi, but its traditions, standard of life and people are far away from
Delhi. Seemapuri was a deserted area when the Bangladeshis arrived here three decades ago. They were forced to
come here due to the natural disasters in Bangladesh. They loved Seemapuri because they could survive here. They
had food and shelter here.
The authors description of the life of the rag pickers in Seemapuri is touching. 10,000 people have come as squatters,
staying in structures of mud, with roofs of tin and tarpaulin, devoid of sewage, drainage or running water. Squatters
are persons who unlawfully occupy an uninhabited building or unused land. They have stayed there without any
identity but food is more important than identity. Their fields in Dhaka could not give them food whereas being rag
pickers, they dont go hungry. In Seemapuri survival means rag picking. The elders have made it their profession for a
fixed wages whereas for the children rag picking is a game of treasure-hunting. They work through the garbage with a
hope that one day they would get a gold coin or a rupee note from the garbage heap
Through years rag picking has acquired the proportions of a fine art.Like any other art form, rag picking possesses
certain talents and rules. One needs guidance and inborn talents to be a successful rag picker. He should know
where to find garbage, what to take, what to ignore, what time is best for it and so on. In Seemapuri every child
is skilled in this art form.

Saheb-e-Alam doesnt know the meaning of his name lord of the universe-which he is not. He was a rag picker. He
and his fellow rag pickers are barefooted and the reason one of them gives is his mother does not bring his shoes down
from the shelf. The author has met many barefooted children roaming around. The reason is that it is not lack of money
but a tradition to stay barefoot. According to Anees Jung, it is just an excuse to explain their state of poverty.
Education has brought timely changes in many peoples lifestyle like the priest from Udipi and his son. A man from
Udipi once told the author his own story when he was a boy and his father a priest in the temple. As a young boy he
would go to school past this old temple and stop briefly to pray for a pair of shoes. Thirty years later when the author
visited his town and the temple, she saw a lot of modern instances in the town and lifestyle of the people. The priests
son now goes to school, wearing shoes and socks carrying a school bag. The author means to indicate the timely
changes education brings to people and how the illiterate rag pickers remain unchanged, carrying the rotten traditions.
The rag pickers have no way out of poverty since they have no chance to go to school and be educated.
Saheb is now employed in a tea shop with a fixed wage of 800 rupees and all meals. He is not happy as he has lost
his freedom as he is bound to the owner of the tea stall who is his master. He is no longer his own master.
The title Lost Spring is justified in the first part as Saheb-e-Alams childhood his spring time is lost first in
picking rags and then in working for a master.
NCERT QUESTIONS
Q.1.Who is Saheb? What is he looking for in the garbage dumps and where has he come from?
Ans: Saheb is a rag-picker of Seemapuri. The writer encounters him every morning scrounging for gold in the garbage
dumps in herneighbourhood. He hails from Dhaka and he was migrated from Bangladesh in 1971. His house and fields
were destroyed by storm.
Q2. Why did people migrate from the village in Dhaka to Delhi ?
(Better education, job opportunities and living conditions)
Q3 What explanations does the author offer for the children not wearing foot wear?
When the author asked the children why they were always barefoot , one said it was because his mother had not pulled
his shoes from the shelf while the other explanation was that it was a tradition in their community to walk barefoot.
The author did not quite believe it and realized that it was their perpetual state of poverty which was responsible for
their moving around in that manner.
Q4. What makes the city of Firozabad famous?
Firozabad is famous for bangles. Every other family in Firozabad is engaged in making bangles. It is the centre of
Indias glass blowing industry where families have spent generations working around furnaces, welding glass, making
bangles for women all over India.
Q5 Mention any two hazards of working in the glass bangles industry
( .- glass furnaces with high temperature
- dark and dingy cells without air and light
the chances of losing ones eyesight
There is possibility of skin burn too)
Q6.Why was not Saheb happy on getting a job?
A. Saheb was not happy on getting a job in tea stall for a salary of Rs.800/- per month as he lost his freedom. He had
to carry the stall owners steel canister in place of his bag. He lost his carefree look He was now no longer his own
master.
Q7 What forces conspire to keep the workers in the bangle industry of Firozabad in poverty?
Lack of education and awareness, stigma of being born in the caste of banglemakers, vicious nexus of sahukars,
middlemen, politicians and police suppresses the bangle makers and keep them poverty stricken. Broken spirit,
dormant initiative, fear of being beaten and dragged to jail, absence of leadership are the other forces which conspire
to keep them in poverty.
EXTRA QUESTIONS
Q1 How did Saheb manage to embarrass the author?
Ans. The author like many others who gave hollow advice had told Saheb to attend school, only to be informed that
there was no school in his locality. She jokingly enquired whether he would enroll in her school if she happened to
open one. Saheb happily agreed and a few days later when he met the author he enquired about the school. The author
was embarrassed because the promise was not meant to be fulfilled.
Q2 What prompted the author to remark that promises like the one she made abound in every corner of Sahebs bleak
world?
Ans. The author had promised to open a school in which Saheb could study but had no intention of doing so. She says
that hollow promises like hers guaranteeing a better life were made to the deprived section of the society all the time
but were never fulfilled
Q3 What was the full name of Saheb. Describe the irony of his fate?
1. Saheb-e-Alam lord of universe-but had to pick rags was not the master of himself.
Q4. What is special about the story of the man from Udipi?
Q5. Why do the rag pickers have ration permits but no identity ? (can vote , get food at subsidized rates)
Q6. Why did the rag pickers have to leave their green fields in their country ?
Q7 Garbage to them is gold. Why does the author say so about the rag-pickers?
Ans: More than 10,000 rag-pickers of Seemapuri live in squatters. For them is garbage is gold and it is wrapped in
wonder. For a child, it is their bread. Sometimes a child can find a silver coin or more in a heap of garbage. For the
elders it is a means of survival.
Q8 Why does the author say that Seemapuri in spite of being on the periphery of Delhi was miles away from it?
Ans. The author remarks so to highlight the economic disparity between the people of Delhi and the rag pickers of
Seemapuri. The opulence of Delhi is in no way related to the dire poverty of the residents of Seemapuri.
Q9 How do children of rag pickers become equal partners in survival ?
Q10 Through the years rag picking has acquired the proportion of a fine art in Seemapuri. Justify the statement.Ans..
The means of survival of migrants of Bangladesh in Seemapuri is rag picking. Garbage to them is gold. Like a fine art
that has no end in appealing the sense of beauty the rag pickers scrounging the garbage is a never ending process
which provides them their daily bread day after day.
Q11 How did garbage hold different meanings for adults and children?
Ans. For adults rag picking was only a means of survival but for children a lot of excitement was associated with the
same for they often found unexpected things as a ten rupee note in the same. There was always a hope of coming
across unexpected surprises and so garbage was wrapped in wonder for them.
Q12 How has a dream come true for Saheb but what is out of his reach? (got a pair of shoes, playing tennis was
out of his reach)
Q13 Who is Mukesh? What is his dream? Why does it look like a mirage amidst the dust?
Q14 . How is the bangle industry of Firozabad a curse for childhood ?
Q15 How does Mukeshs grandmother view the family occupation of bangle making and its poverty?
Ans. Mukeshs grandmother views bangle making as the destiny of her family. Her husbands blindness, their
misfortune and impoverished condition, she feels, are ordained by destiny. Years of suffering makes her accept
everything in the name of karma or fate.
Q16 What do bangles symbolize? What is ironical in making of bangles by Savita and wearing of bangles by an
elderly woman who has no light in her eyes?
Q17 Has Firozabad changed with time ? Give reasons
Q18 Why did not the bangle makers organize themselves into a co-operative?
Ans. Banglemakers did not do so because if they tried to get organized they would be beaten up by the police and
dragged to jail for doing something illegal. They had no leader who could show them the way.
Q19 What are the two worlds that the author talks about?
Ans. The first one was that of the families of the bangle makers, caught in a web of poverty and burdened by the
stigma of the caste to which they belonged. The second one was that of a vicious circle of sahukars, the middlemen,
the policemen, the keepers of law, the bureaucrats and the politicians.
Q20 Why does the author say that the bangle makers are caught in a vicious web? (Lost Spring)
Q21. How is Mukesh different from Saheb?
Ans. Saheb sacrificed his freedom when he took job at the tea stall but Mukesh insisted on being his own master.
Though Saheb wanted to study but he was not ready to make effort to get educated, rather he accepted his fate. On the
other hand Mukesh was determined to become motor mechanic and was ready to make every possible effort to
accomplish his dreams.

Q1 Lost Spring, is a sad commentary on the political system of our country that condemns thousands of people to a
life of abject poverty. Comment.
Saheb, optimistic and enthusiasticprospect of finding gold in garbagelikes going to school but no opportunity
freedom and joy of childhood to burdens of job at tea-stall.
Mukesh, born at Firozabad (bangle maker)works under inhuman conditiondark room, hot furnacescaught in
web of povertyvicious circle of sahukars, policemen, politicians, bureaucrats and moneylendersresigned to fate
unaware of child labour actstifled initiation and hopelose eyesight before becoming adults
Q2 How is the line few airplanes fly over Firozabad symbolically significant?
The author finds a spark of motivation in Mukesh who is quite determined about realizing his dream of
becoming a motor mechanic
He is ready to walk to a garage far from his home
The author asks if he ever dreams of flying a plane- the question embarrasses him and Mukesh replies in the
negative
He is satisfied with the more tangible and attainable dream related to the fast moving cars that he saw on the
streets each day
Airplanes symbolize something distant, just like a far-fetched dream people of Firozabad were not exposed to
grand dreams like that.
Q3 The life of bangle makers of Firozabad was full of obstacles which forced them to lead a life of poverty and
deprivation. Discuss with reference to Lost Spring
Value Points:
Bangle makers born in poverty, live in poverty, die in poverty.
For generations people have been engaged in this trade.
Work in inhuman conditions.
Although they work hard but the profit is meagre.
Their hovels have crumbling walls, wobbly doors and no windows.
They are overcrowded with humans and animals.
Social customs, traditions, stigma of caste and people in authority combine so that
they remain poor and uneducated
Money lenders, middlemen, politicians and policemen are all against them.
Unable to organize themselves into a co-operative due to lack of a leader.
They have lost the ability to dream.
They can only talk but not act to improve their lot
Q4 The bangle-makers of Ferozabad make beautiful bangles and make everyone happy but they live and die in
squalor. Elaborate
Value points
utter poverty generation after generation
believe they are destined to work in bangle factories
-make beautiful bangles but live in dark
bright furnaces to do welding
-they lose their eyesight
-victims of vicious circle of middlemen
law enforcing authorities prey upon them
bleak future
Q5 Give a brief account of the life and activities of the people like Saheb-e-Alam settled in Seemapuri.
Value points:
poor rag pickers / unschooled / barefoot / sometimes taking up odd jobs like
working at tea stalls
garbage to them is gold, it is their daily bread
migrants (squatters) from Bangladesh, came to Delhi in 1973
their fields and homes swept away in storms
live in structures of mud with roofs of tin and tarpaulin, devoid of sewage,
drainage or running water
have lived for more than 30 years without identity, without permits but with ration cards
no intention of going back to their own country
wherever they find food, they pitch their tents
Q6 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?
Yes duly supported by examples from text
both caught in the vicious cycle of poverty, apathy, affected by the greed ofothers, injustice
lost childhood spring of life
Mukeshs story bangle making industry
caught in the web of middlemen, politicians, policemen, the keepers of law, bureaucrats
lose all spirit and ability to dream
Saheb-a-Alams story
rag picker, scrounging for gold, walking bare foot, got job, not happy because
no freedom, lost childhood
any other relevant point
Q7. Explain the significance of title Lost Spring.
Ans: In this lesson, the author Anees Jung examines and analyses the grinding poverty and tradition that condemn
children to a life of exploitation.
Saheb as a ragpicker whose parents have left behind a life of abject poverty in Bangladesh. His family, like the many
other families of rag pickers lives in Seemapuri. They live in miserable condition. The writer is pained to see Saheb,
whose name means the ruler of the Earth, lose the spark of childhood. She then proceeds to tell about Mukesh who
does want to be his own master. Hailing from Firozabad, the centre of Indias bangle making and glass blowing
industry, he has always worked in the glass making factory. His family does not know that it is illegal for children to
work in such close to furnaces with such high temperatures. They are exposed to various health hazards like losing
their eyesight as they work in dark and dingy cells. The family of bangle maker of Firozabad are so burdened that they
have lost their ability to dream. The writers observation is that these poor hopeless people are but pawn in the games
that are played by Sahukars, middlemen, the policemen, the bureaucrats and the politicians.
The title is meaningful as they lost their spring (childhood). The writer has beautifully essayed the story of stolen
childhood with a view to sensitizing us to the plight of these poor unfortunate children.
Q8 Seemapuri , a place on periphery of Delhi yet miles away from it metaphorically.
Comment
Q9 Bring out the significance of Mukeshs dream of becoming a motor mechanic.
Q10 There is a vast gulf that separates dreams from reality Discuss with special reference to Mukesh and Sahib.
Q11 Bring out irony and pathos in the story of Anees Jung.
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The Rattrap
The Rattrap
By Selma Lagerlof
Characters
1.
2.
3.
4.
5.
6.
A tramp with rattraps.

A crofter
Master Smith in the Ramsjo Iron Mill in Sweden
Helpers in the Mill blacksmiths
Iron mill owner
Edla Willmansson daughter of the Iron Mill owner.
Justification of Title
The Rattrap is an appropriate title as it is the story of a rattrap peddler. The author has used the metaphor of a
Rattrap to highlight the human predicament. Just as a rat is fooled by bait and gets trapped, most human beings also
fall into the trap of material benefits. The story revolves around the incident of a man getting trapped due to his greed.
Hence, the title is an apt one.
THEME
The human beings are prone to fall into the trap of materialbenefits. It is thehuman tendency to redeem oneself from
dishonest ways. Hence, the whole world is called a big rattrap which tempts the people towards its
materialisticbenefits,and brings about their doom and never ending predicament.
It also highlights the themes like human loneliness, status and treatment meted out to have-nots and callous attitude of
society and government towards such people.
One of the themes is that man is inherently good by nature. The society and environment make them bad. Human
goodness and kindness can bring about the change in their attitude.
CRITICAL ANALYSIS
The Rat Trap written by Selma Lagerlof is a short story about an old disheartened beggar and thief who is taken in
and shown generosity by a young woman, her kindness changes his bitter attitude about life. The peddler is a man who
has fallen upon misfortune and now resorts to sellingrattraps, begging, and thievery. He is very pessimistic about the
world around him and sees the world as merely a rat trap. He believes that society tempts us with riches and fine
things, and when we accept, we are caught in the trap and are left with nothing.
The warmth of compassion extends its rays around the world, engraving mankind with its characteristic. Selma
Legerlof supports the theory of compassion in her modern day short story The Rat Trap which depicts
thepowerfuland positive impacts of such care. In the story, cynicism grips the protagonist rat trap peddler until the old
man and the blacksmiths daughter infect the protagonist with their altruism. Thus, the peddlers inner soul experiences
a rapid transformation form an ugly duckling to a dazzlingswan.
Legerlofsfirst scene of compassion is from the old mans hospitality. Despite the fact that he did not know the
peddler, the old man still opened his arms and acted charitableby providing food and shelter. This action is not typical
in the todays world; a majority of us would turn a blind eye. However, although the old man showed a sign of
compassion, it was not appreciatedthe protagonist stole from the old man. As the peddler ponders on the road of
guilt, he soon receives a second action of care from a little girl.
Compassion is illustrated when the blacksmiths daughter takes pity on the protagonist. Although she knew the fact that
he was not Captain von Stahle, whom he claimed to be, the girl said, I think he ought to stay with us today. I dont
want him to go. The girls compassionate words cracked the foundation of the protagonists cynical world.
Throughout the story, the protagonist only believed in the dismal side of human nature, survival of the fittest, and
viewed the world as a battlefield. His whole belief system was shattered when he received the girls pity and an
opportunity to enjoy his first true Christmas.
LagerlofsThe Rat Trap strongly validates the concept that compassion revolves around humankind. She provides
evidence when the old man and the blacksmiths daughter show compassion towards the protagonist. As a result, the
girl acted as the North Star, guiding the protagonist out of the trap of cynicism.
Another lesson the mendicant learns throughout the course of the story is to be considerate of others. At the end of the
novel, he makes amends with the old man by returning his money and writing Edla a thank you note. He understands
what he did to the man was wrong and that was not returning the kindness and trust given to him. He apologized for
lying to the girl and her father and leaves her a present, a rat trap and the stolen money(thirtycronerbills)of the old
man to be returned.
Main points
The Rattrap is a story that underlines thebelief that essential goodness in human beings can be aroused through
sympathy, understanding and love.
Once a man went around selling small rattraps but he took to begging and thievery to keep his body and soul
together.
One day he was struck with the idea the whole world is a big rattrap and it offers riches as bait.
People let themselves be tempted to touch the bait then it closes in on them bringing an end to everything.
One dark evening the rattrap peddler sought shelter in an old crofters roadside cottage.
The old man gave him food, tobacco they enjoyed the card game too.
Next morning the peddler stole away his thirty kroners.
The rattrap peddler escaped into a big confusing forest and got lost.
While resting on the ground he recollected his idea that the world is a rattrap and thought his end was near.
Hearing a thumping sound he reached Ramsjo ironworks for a night shelter.
The owner came on his nightly rounds and noticed the ragged wretch near the furnace.
He took him as an old acquaintance Nils Olof.
He invited him to stay with them for Christmas but the stranger declined the offer.
His daughter Edla Willmansson persuaded to go home with him.
She requested him to stay for Christmas Eve only.
On his way to the Manor House the peddler thought that he had thrown himself into the lions den.
The next day in broad day light the iron master realized the stranger was not captain and threatened to call the
sheriff.
Edla pleaded for him and asked him to stay back.
Christmas Eve at Ramsjo was as usual and the stranger slept and slept.
She made him understand that if he wanted rest and peace he would be welcome next Christmas also. This had a
miraculous effect on him.
Next morning they went for early church service leaving behind the guest who was asleep.
They learnt at church that a rattrap peddler had robbed an old crofter.
Edla becomes very upset.
They reach home immediately and learn that the peddler had already left but had not taken anything at all with
him. Instead, he had left a small packet for the young girl as a Christmas present.
She opens the packet and finds a rattrap, three wrinkled ten-Krona notes and also a letter with a request to return
the Kroners to the crofter.
1From where did the peddlergetthe idea of this world being arattrap?
While plodding along the road, left to his own meditations,the peddler was struck by the idea that this world around
him with its lands and cities is a bigrattrap.It had never existed for any other purpose than to set baits for its people.
2Why was he amused by this idea?
The peddlers life was sad and monotonous. Since the world had never been kind to him, he was full of bitterness and
malice against it. He peddler experienced unwonted joy at everyone elses discomfort, pain at being ensnared by the
devilish ways of the world. It gave him sadistic delight to see others caught in the snare and still othersciclingaround
the bait.
3Did the peddler expect the kind of hospitality that he received from thecrofter?
The peddler was accustomed to being greeted by sour faces or betterstill berefused help of any kind if he approached
someone. Thecrofter,on the contrary was happy to get someone to talk to in his loneliness. Thecrofterserved him
with porridge for supper and tobacco. He also played a game of cards with him.
4Why was thecrofterso talkative and friendly with the peddler?
Thecrofterwas an old man without a wife or child. He was happy to get someone to talk to in his loneliness. He
valued the presence of the peddler so much that he shared his confidences generously with him. It was probably a way
for thecrofterto infuse a sense of joy in his otherwise dreary life
5Why did he show the thirty kronor notes to the peddler?
Thecroftertoldthe peddler that he had earned a reasonable sum of money from his extraordinary cow that gave him
so much milk for creameryeverydayand had earned thirty kronor last month. The peddler seemed incredulous to
acknowledge this piece of information.
So, in order to assure his guest of the truth, he showed thirty kronor to him.
6Did the peddler respect the confidence reposed in him by thecrofter?
crofterofferedhospitability
sharedhis secrets, showed him the money
nextmorning peddler smashed window panes
gotthe pouch, stole the notes
hungthe leather pouchatits place
smartlywalked away with the money
7What made the peddler think that he had indeed fallen into arattrap?
When the peddler realized that he had been walking around in circles in the forest, he recalled his thoughts about the
world and therattrap. He felt that now his own time had come and the forest was like an impenetrable prison, arattrap.
Since he had taken the bait, the thirty kronor, he was caught and escape may not be possible.
8Why did theironmasterspeak kindly to the peddler and invite him home?
Theironmastermistook the peddler for his old acquaintance,the regimental comrade, Captain von Stahle. He was
shocked to see that his old comrade had fallen on bad days. So,he invited him to his own house to give him company
at Christmas and to make his futuresecure.
9Why did the peddler decline the invitation?
The peddler declined the invitation as he was afraid of being detected as a thief. He felt that by accepting the invitation
to go to theironmastershouse, he was voluntarily walking intolions den.He only wished to sleep in the forge and
sneak away as inconspicuously as possible.
10What made the peddler accept Edlas invitation?
Edlas kindness, persuasive nature, friendly and compassionate manner allowed thepeddlerto have confidence in her.
Her assurance that he would be just as free to leave as he came left him with no option but to accept the invitation.
11What doubts did Edla have about the peddler?
When Edla approached him and lifted his hat the man jumped up abruptly and seemed to be quite frightened. She
noticed that the man was afraid as if he had either stolen something or escapedfrmjail. Next morning she went on to
express her reservations about the man and told her father that he did not seem educated at all.
12When did theironmasterrealize his mistake?
When the stranger had been bathed, shaved and had his hair cut by the valet, he appeared truly clean and well
dressed.Theironmasterlooked at him with puckered brow, and it was easy for him to understand that when he had
seen the strange fellow in the uncertain reflection from the furnace he might have made a mistake.
13What did the peddler say in hisdefencewhen it was clear that he was not the person theironmasterhad thought that
he was?
The peddler insisted that it had not been hisfault forhe never pretended to be anything but a poor trader, and begged
to be allowed to stay in the forge. He offered to put on his rags and go away.
14Whydid Edla still entertainthe peddler even after she knew the truth about him?
Edla did not think it proper to chase away a human being whom they had invited to their house and had promised him
Christmas cheer.She also felt pity for the peddler, who she felt had no place to rest without the fear of being chased
away. She wanted him to have a day of peace and rest with them. She wanted thepeddlerto enjoy the Christmas
festivities with them.Hence shestill entertained the peddler even after knowing the truth about him.
15Why was Edla happy to see the gift left by the peddler?
16Why did the peddler sign himself as Captain Von Stahle?
The peddler signed the letter as Captain Von Stahle to vindicate his stand and prove that it was Edlas kindness and
compassion which enabled him to behave in a manner worthy of her trust. Signing his name as Captain Von Stahle
was an acceptance of the exalted stature of the captain that the peddler had been placed at.
17How does the peddler interpret the acts of kindness and hospitality shown by thecrofter, theironmasterand
his daughter?
Answer:Legerlofs first scene of compassion is from the old mans hospitality. Despite the fact that he did not know
the peddler, the old man still opened his arms and actedcharitableby providing food and shelter. Showing scant regard
to thecroftersgenerosity and violating the trust the old man reposed in him, he stole thirtykronorsfrom his house.
Feeling no compunction about robbing him of his hard earned money, the peddler thought he had acted very smartly.
. As the peddler ponders on the road of guilt, he soon receives a second action of care from theironmastershospitality
which also did not touch the peddlers heart. When the iron master mistook him as an old acquaintance he did not
clear his doubt in hope of getting a couple of kronor notes. When he is invited by theironmasterto his house to
celebrate Christmas, he feels a sense of entrapment and thus,declines the invitation. On realizing his real identity
when theironmastershows him the door, the ungrateful vagabond gives him a piece of his mind saying that he too
might be ensnared in therattrapof this world.
However Edlas warmth, friendliness and hospitality touched him. When the girl treated him like a Captain, he
spontaneously behaved like a real Captain. He left arattrapas a Christmas gift for Edla and enclosed a letter of thanks
and confession in it. Leaving behind the stolen money to be restored to the owner, he redeemed himself from his
dishonest ways and emerged an altogether transformed person.
18What are the instances in the story that show that the character of theironmasteris different from that of
his daughter in many ways?
Answer: Theironmastermisunderstood the peddler for an old acquaintance,whereas his daughter could make out that
the man was afraid, which was suggestive ofhimhaving stolen something. Though the father and the daughter express
compassion for the vagabond both do so for different reasons.Theironmasterwas sure to help the vagabond get over
his tramp manners because he had mistaken the latter for his old comrade. Thedaughter howeverwishes to feed him
and welcome himinspiteof knowing that he was not Captain Von Stahle. The father acts impulsively and casually and
invites him without confirming the strangers identity. On realizing his mistake he recklessly wants to hand him over to
the sheriff. Only when he is threatened to be ensnared by therattrapof this world that he thinks otherwise. Edla on the
other hand shows a strong sense of observation. She rightly judges him to be a tramp without any education. She
persuades her father to let him stay because they had promised him Christmas cheer. When the blacksmiths daughter
infects the protagonist with her true altruism the peddlers inner soul experiences a rapid transformation form an ugly
duckling to a dazzlingswan.
19The story has many instances of unexpected reactionsfromthe characters to othersbehaviour. Pick out
instances of these surprises.
Answer: The story has many instances of unexpected reactions from the characters to others.
Used to being greeted by sour faces thecrofterseems taken aback at the peddlers request for accommodation for the
night. Then the peddlers act of stealing does not match the readers expectations. The breach of trust comes as a bit of
a shock.Then theironmasterssudden invitation to the tramp comes as the next surprise. The peddlers vehement
refusal to accompany him and later on accepting the invitation at Edlas insistence all generate surprise. Edlas
readiness to entertain the peddler even after knowing his reality was quite unexpected.
The most unexpected of gestures is when the peddler leaves for Edla a Christmas gift, a letter of thanks and the stolen
money to be returned to the oldcrofter. His transformation is that which completes the chain of unexpected reactions.
20The story The Rattrap focuses on human loneliness and the need to bond with others. Comment.
The Rattrap tells us the story of a lonely peddler who has nothing and no one to call his own. He wanders from
place to place mistreated and mistrusted by the world.
.Then we come across the oldcrofterwho leads a solitary life and hungers for company. He accords a warm reception
to the peddler as he views him as someone to talk to and pass a few lonely hours with. It is his need to bond that makes
him trust the peddler and show him his money.
Similarly, theironmastershows his eagerness for the peddlers company mistaking him for an oldaquaintance. His
wife is no more, his sons are abroad.and he has no one but his eldest daughter at home. He offers his hospitality to
thepeddlerwanting some suitable company to ward off his loneliness. Even his daughter, a shy and modest girl,
persuades thepeddlerto stay with them on Christmas Eve as she has no one to look after and make comfortable except
her father. She looks forward to some company to make the occasion more festive. Finally the peddler is also enticed
by the kindness of theironmastersdaughter and the proposition of peace, rest, good food and excellent company for a
change.
The theme of loneliness and the need to bond is projected strongly in all the characters in the story.
21The story is both entertaining and philosophical. Discuss
The narrative enthralls the reader toning down its philosophicaldidacticism. The fast paced third person narrative
together withgraphic descriptionof characters, elements ofhumour, drama and irony make it an interesting read(Give
examples). The element of surprise with regard to the flow of events holds our interest. This is true of being accepted
as a guest by thecrofter, breaking his trust, getting lost in the forest, being invited by theironmasterand subsequent
refusal together with Edlas insistence and peddlers final submission.The final acts of transformation and redemption
make the narrative quite gripping and entertaining.
The author has used the metaphor of arattrapto highlight the human predicament.Just like the rats are trapped by
cheese andfood similarlymen are lured by land, food, shelter, clothing etc.theseare baits. Those who touch them are
trapped by material benefits. Therattrapbrings home the fact that human goodness is an intrinsic part ofonesnature. It
can be forever kept alive through love and understanding. No one is infallible and in ones weak
momentsissusceptible to falling to temptation. There could be some individuals with the strength of character to
break through therattrapand discover the essential human goodness.Thus the story comes across as both entertaining
and philosophical.
22.The readers sympathy is with the peddler right from the beginning of the story. Why this is so? Is the
sympathy justified?
The peddler wins the readers sympathy for his way of life and how the world treats him. The vagabond moves about
selling smallrattraps. As his business is not rewarding,he takes to begging and petty thievery to keep his body and
soul together.
His life is sad and monotonous. He plods along the road lost in his own meditation. HE CONSIDERS THE WHOLE
WORLD AS A BIG RATTRAP. The world has never been kind to him and it gives him unwonted joy to think ill of
it.Whenever he asks shelter for a night,he meets sour faces. He is an unwelcome,unwanted and undesirable figure.
The blacksmith at forge glance at him only casually and indifferently. The master smith nods a haughty consent
withouthonouringhim with a single word.
His sympathy is justified not only because he was a victim ofcircumstances butalso because he redeems himself in
the end. Edla Willmansons kind and compassionate behaviorarousesthe tramps goodness. He thanks her for her
sympathy and returns the stolen money.
23. What made the peddler finally change his ways?
The peddler had been living a despicable life of poverty, despair and frustration without ever coming across any soul
to understand, sympathize, love and guide him. Neither thecroftershospitality nor theironmastersinvitation to the
manor house made any impact on him. Infact herepaid thecrofterby stealing his earnings and theironmasterby
giving a piece of his mind when the latter talkedoftaking the matter to the sheriff.
However,the meeting with theironmastersdaughter was the turning point in his life. Thekindness,the concern and
the understanding that she showedhim touchedthe core of his heart and transformed his way of thinking.
Theironmastersdaughter understood that he needed security and succor and convinced her father to allow him to stay
on in their house to share the Christmas cheer. She restored his dignity and self worth. She treated him like a captain of
thearmy thoughshe was aware that he was a common tramp.
When the girl treated him like a Captain, he spontaneously behaved like a real Captain. He left arattrapas a Christmas
gift for Edla and enclosed a letter of thanks and confession in it. Leaving behind the stolen money to be restored to the
owner, he redeemed himself from his dishonest ways and emerged an altogether transformed person.
24.How does the metaphor of therattrapserve to highlight the human predicament?
The author Selma Lagerlof tells a universal theme through all her stories. Onecan notimagine how dull and sad a
vagabond might be walking slowly along the roads for his bread. The metaphor of therattrapstruck on one such
occasion. He was plodding along the road, duly lost in his own meditations. The whole world about him- the whole
world with its lands, seas, cities and villages was nothing but a bigrattrap. The world had never existed for any other
purpose than to set baits for people to trap them. The world offered riches, joys, food, shelter and clothing like a bait
offering cheese and pork in arattrapfor the rats. As soon as anyone is tempted and he totouchesthe bait, it closes on
him and then everything came to an end for him in life.
The peddler remembered his thoughts about the world and therattrapwhen he was lost in a huge,confusing
forest,with the stolen money in his pocket. He felt now his turn had come. He had let himselfbefooledbybait. Now
he had been caught and there was no escape. Once again the metaphor ofrattrapgets relevant in connection with the
peddlers encounter with theironmaster. Theironmasterinvited the peddler to his house. He refused to go there
thinking that going up there would mean throwing himself into the lions den.
Whenever a person finds himself at the crossroads of temptation and righteousness, the mirage of materialism fools
him and he gets entrapped in the worlds dangerous snare. This is wherehuman predicamentfollows suit.
The metaphor of arattrapreveals mans helplessness in pursuit of lifes ambitions. The world thus becomes a
hugerattrap. Though one cant see the bars and wires yet one gets firmly entrenched in the quagmire of situations and
circumstances. The pettiness and triviality of lifes situations pull an individual deeper into the abyss of loss with no
scope for deliverance.
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The Tiger King by Kalki

INTRODUCTION
Kalki takes his readers to the days of autocratic and eccentric kings. These kings lived under the thumb rule of
Britishers, hence they fear them. In order to make the story mysterious Kalki has added supernatural element in the
story. The haughty king disapproved the prophecy made by the astrologer about his death, but his death from the
wooden tiger(100th tiger) approved it.
The story The Tiger King is satire on the conceit of those in power. Most of the time the rulers are not interested in
serving the people or work for the welfare of the public; instead they spend their time foolish pursuits. Even the
coteries who surround these power centers are interested in taking advantage of the proximity for their own welfare.
This is a story about transience-of life, of power and reverberates the maxim: Too many slips between a cup and a
lip.
Justification of Title
The Tiger King is a very appropriate title for the story for several reasons. First of all, the king is crazy about tiger
hunting so much that he marries a princess whose fathers kingdom has a sizeable tiger population. He kills one
hundred tigers just to fulfill his vow. Secondly, the king with all his frenzy, anger and ruthlessness is as ferocious as a
tiger. Thirdly, he dies of a silver prick received from a wooden toy tiger. Finally, the prediction that a tiger would
cause the kings death also comes true. Since the story revolves round the king and the hundred tigers that he kills, it
could not be better titled than The Tiger King.
Irony and Satire in The Tiger King
The Tiger King is replete with irony that reveals the follies of autocratic and willful rulers who flout all laws and
bend them to suit their selfish interests. The dramatic irony in the story is sharp when the Tiger King alone is unaware
that his bullet had not killed the hundredth tiger. The other characters and the readers anticipate his doom as he
celebrates his triumph over his destiny. We realize how misplaced the Kings pride at killing the first tiger was. The
astrologers had prophesied, You may kill ninety nine tigers like this, but your death will be brought on by the
hundredth tiger. The King wanted to prove the astrologer wrong and to save his life. Ironically, to avert death he
actually invites it. The lofty titles used to introduce the Tiger King, suggesting an invincible ferocity are indeed ironic
for he is finally killed by a cheap, crudely made wooden toy tiger which became the tool of Natures revenge. He had
killed a hundred tigers in vain and must be punished for it.Irony is indeed sharp when the surgeons announce the
operation successful and declare the king dead.

Instances of Satire
Satire employs irony, sarcasm, ridicule, etc. in exposing and criticizing follies and vices in men. The story uses humour
to criticize self-seeking Kings who willfully exploit both nature and their subjects for sefish interests.
When the Maharaja of Pratibandhpuram was told that he would be killed by a tiger, he could never imagine the
twist in fate where a toy tiger could be fatal. Because of his conceit, he was unprepared for such surprises flung
by life at him.
The grandeur associated with a kings life proves a mockery. The news of the kings ailment invited not one, but
three surgeons. They got so tied up in technicalities that they declared the operation successful even though the
king died.
The story also satirizes the corrupting influence of power. Just because the Tiger King had power, he felt he
could browbeat his subjects and even defeat fate. He neglected his responsibility as a ruler. He neglected the
welfare of his subjects, his family, increased and reduced taxes at will and sacked his officers. They feared him
or else he would have learnt the truth.
When we see the king gloating over his bravery after killing the hundredthold, weak tiger, we notice that Kalki
is satirizing the notions of cowardice and bravery. There is no heroism in fighting an unequal battle. The Kings
cowardice was obvious when he justifies that one may kill even a cow in self defense.
Kalki is also criticizing the Kings men and subjects who pander to his whims out of fear or like the shopkeeper
manipulate and fool him.
Light humour in the Tiger King
The instance of the Stuka bomber
The kings offer of mouse hunt etc
The incoherent blabbering by the Dewan and the Chief Astrologer
The Dewan procuring an old tiger from peoples park and its stubborn refusal to get off the car and the
description of its waiting in humble supplication to be shot.
The shopkeeper quoting three hundred rupees for a cheap two annas and a quarter toy tiger
What is the authors indirect comment on subjecting innocent animals to the wilfulness of human beings?
Ans.Through this satirical story the author has rightly portrayed how human beings have subjected innocent animals
to untold torture and death, merely to fulfill their own whims and fancies. The maharajas indiscriminate killing of
tigers led to their extinction in some states, but the maharaja was oblivious to the grave consequences his action was
leading to. In order to prove an astrologer wrong the maharaja went on a killing spree proving his dominance over the
hapless animals.
How would you describe the behaviour of the Maharajas minions towards him? Do you find them truly sincere
towards him or are they driven by fear when they obey him? Do we find a similarity in todays political order?
Ans. Maharajas minions were subservient and sycophantic. Most of them were scared of Maharaja and tried to keep
him in good humour by obeying his orders. They did not dare to disobey him as his displeasure could mean loss of
their job or even loss of their lives.
The astrologer was afraid of predicting his death , till Maharaja told him to speak without fear. Dewan who should
have advised the king not to kill the tigers did not dare to go against his wishes and aided his marriage to a princess
whose fathers kingdom possessed a large number of tigers. Being afraid of losing his job, he presented an old tiger to
satisfy the whims of his Maharaja. Likewise , the hunters chose not to inform him of the survival of the 100th tiger and
instead killed it themselves fearing that they might lose their jobs. Even the shopkeeper, who sold the king a cheap
wooden toy tiger, quoted a higher price lest he should be punished under the rules of emergency.
So ,it is evident that the kings minions were driven by fear rather than any feelings of sincerity towards their ruler.
Todays political order is no different we know too well that many of the people in power are not there because of
their ability but because of their influence and power. Moreover, others pander to them for their own vested interests
rather than for the good of the country.
ADDITIONAL QUESTIONS SHORT ANSWER QUESTIONS
Q1Why do you think, the author goes into detailed identification of the Tiger King through a variety of titles ? Does
he really mean to humour him ?
Answer: Kalki, the author of the story , has no intention of praising the king. In fact, immediately after addressing him
with a variety of titles, he brings an anticlimax by telling his readers that his name is shortened to Tiger King .
Q2How did the tiger king acquire his name? (2009)
Ans. The Tiger King was Maharaja of Pratibandapuram. He came to be known as tiger king as at his birth it was
predicted by the royal astrologer that he would be killed by a tiger .And to disprove this prediction he started killing
the tigers indiscriminately and killed 99 tigers.. Moreover , he was ferocious like a tiger.
Q3.What do you understand by threat of a Stuka bomber?
Ans.Stuka Bomber was a German ground attack aircraft which was known for its high accuracy in hitting its target
and terrorizing sound it emitted.
Through the reference of Stuka Bomber , the author wants to convey that he intends to tell why Maharaja of
Pratibandapuram came to be known as Tiger King and nothing ,not even horrifying Stuka Bomber could compel him
to digress from the topic.
Q4What was the miracle that took place in the royal palace?
Ans.When the Maharaja was a 10 day old infant, he spoke and asked intelligent questions about his death. After
knowing that he would be killed by a tiger he uttered saying Let tigers beware.
Q5What predictions did the astrologers make at the birth of the tiger king?
Ans: The astrologers predicted that the newly born prince will grow up to become the hero of heroes, brave of the
bravest and a great warrior. He also predicted that the baby was born in the hour of the bull. The bull and tiger were
enemies. Therefore, he would die because of thetiger.
Q6What led Maharaja to set on tiger hunt?
Q7What justification did the tiger king give before he started out on tiger hunt?
( Believes in the saying You may kill a cow in self defence
Had no objection in killing tigers in self defence)
Q8What did the State astrologer say he would do if the hundredth tiger were also killed?
Ans.The State astrologer was so sure of his prediction that he announced that he would cut off his ceremonial tuft,
crop his hair short and become an insurance agent in case the king was able to kill the 100th tiger, too. He was sure
that the Maharajas death would be caused by the 100th tiger.
Q9. What did the high-ranking British officer wish to do? Was his wish fulfilled?
Ans.The high-ranking British officer wanted to kill a tiger. When he was denied the permission for hunting, he sent a
word to the king that he would be happy if he was allowed to get photographed with the dead body of a tiger killed by
the king. However, his wish remained unfulfilled.
Q10What did the British officers secretary tell the Maharaja? Why did the Maharaja refuse permission?
Q11How did the Maharaja manage to save his throne?
Ans.The Maharaja had annoyed the visiting senior British officer over the issue of tiger-hunting and stood in danger
of losing his kingdom itself. So, the Maharaja and the Dewan decided to placate and pacify the officer through bribe
by sending gifts of expensive diamond rings to the duraisani, the wife of the British officer. Thus he managed to save
his throne.
Q12How did the duraisani behave on receiving the gifts?
Ans. Some fifty samples of expensive diamond rings were sent to the duraisani and it was expected that she would
select one or two and return the rest. But the lady proved to be greedy as she retained all of them and merely sent a
letter of thanks.
Q13. What unforeseen hurdle brought the tiger hunt to a standstill?
Ans.Within ten years Maharajas tiger hunting had resulted in the killing of seventy tigers. However his tiger killing
mission came to a sudden standstill because the tiger population became extinct in the forest of Pratibandapuram.
Q14Why did the Maharaja suddenly decide to marry? Whom did he wish to marry?
Ans.The Maharaja suddenly decided to marry because firstly, he was of marriageable age and secondly, he wanted to
kill thirty more tigers in his father-in-laws state in order to complete the tally of hundred tigers .For this reason he
wished to marry a girl in the royal family of a state with a large tiger population.
Q15Why did Maharaja order the dewan to double the tax?

Ans.The Maharaja called the dewan and ordered him to immediately double the tax of the villagers who had informed
him of a tiger in the forest because despite his best efforts he was unable to locate the beast. This infuriated the
Maharaja.
Q16.Why did the Dewan decide to give up his own tiger to be killed by the Maharaja?
Answer : The dewan had hidden in his house an old tiger which had been brought from the Peoples Park in Madras .
He feared that if the Maharaja did not get a tiger to hunt, the result would be catastrophic and he would lose his job.
Q17What was Dewans tiger like? How did he take it into the forest?
weak, senile
Dewan arranged the tiger from The Peoples Park
at midnight dragged the tiger and shoved him into the car, went to the forest, hauled the beast out of the car, and
pushed him to the ground near Maharajas camp
Q18How the 100th tiger was finally found & killed?
Ans. The Dewan took the 100th tiger which he had brought from peoples park in Madras. The tiger wondered into
Maharajas presence. The king shot it but it was not killed; the hunters killed to escape from kings anger.
Q19Why was the Maharaja overcome with elation when he thought he had killed the hundredth tiger?
Answer : The Maharaja was overcome with elation on having killed the hundredth tiger because his vow had been
fulfilled. By killing the hundredth tiger, he thought the prophecy about his death had been disproved. On his command
, the dead body of the hundredth tiger was taken in grand a procession through the town and buried . A tomb was
erected over it.
Q20What did the Maharaja buy as a birthday gift for his son?
Ans.The Maharaja wished to give his son a very special gift on his birthday and he bought a wooden toy tiger as a
perfect birthday gift for his son.
Q21.Why does the author say the hundredth tiger took its final revenge?
1. How did the Tiger King meet his end? What is ironical about his death?
The wooden toy tiger the king had got as a birthday present for his son had been carved by an unskilled carpenter. It
had a rough surface with tiny slivers of wood standing up like quills all over it. One of those slivers pierced the
Maharajas right hand and although the king pulled it, his arm got infected. In four days, it developed into a
suppurating sore and spread all over the arm. The king died while being operated upon.
The kings death is ironical but not surprising for the reader who is, in fact, looking forward to it. Having killed the
100th tiger, the king is jubilant for he has fulfilled his vow and disproved the prediction of the royal astrologer. He is
now at ease for he thinks he cannot die of a tigers attack. No wonder, he orders the dead tiger to be taken in a
procession through the town and gets a tomb erected over it. All this while he does not know that the 100th victim was
not killed by him but by other hunters. That is indeed quite ironical. Death is lurking around him and the king is
unaware of it. Again, it is ironical that a king who has killed 99 tigers and is bold and fearless dies of a mere sliver
on the body of a wooden tiger. Thus, ironically death does come to him from a tiger.
Q2Theoperationissuccessful. Themaharajaisdead. comment on the irony of the situation.
The three famous surgeons were called from Madras to treat theMaharaja.
The whole incident is a satire on the life of rich and people in power.
Everything in their life should be grand be it a disease, purchases or treatment.
So when theMaharajagot hurt by a wooden splinter, specialist from Madras were called
The surgeons discussed and debated for some time and decided to operate
At the end of theoperationthey said theoperationwas successful but theMaharajawasdead.
As if the procedure was important to them but life had no meaning for them.
The job of doctors is to save people and not highlight the technicalities of the treatment.
But here it was just that, poorMaharajawas relegated to a nonentity whose life was not of much consequences
to them.
Q3. Discuss the title of the story The Tiger King.
Ans. The Tiger King is an appropriate title for the story for several reasons. First of all, the king
is very involved with tiger hunting so much so that he marries a princess whose fathers
kingdom has a sizable population. He kills hundred tigers just to fulfill his vows. Secondly,
the king with all his frenzy, anger and ruthlessness is as ferocious as a tiger. Thirdly, he
dies of a silver prick received from a wooden tiger toy. Finally the prediction that a tiger
would cause the kings death also comes true. Since the story revolves round the king
and the hundred tigers he kills, the title could not be more apt
QBring out satire in the chapter.
1. Satire on young princes and maharajas of native Indian states having long names and descriptive titles
2. satirizes the upbringing and education of crown princes of Indian States. Ridicules the attitude of Indian princes
who emulate Britishers
3. Criticizes Indian who considered Britishers as Gods and Goddesses (durai ,duraisani)
4. Satirises the conceit and whims of those in power
Q6*. The king was capricious, arbitrary and whimsical Do you agree? Give a reasoned answer
Q7.The story`Tiger King` reflects `the whims and fancies of people in power Elucidate
Q8.Describe the efforts made by the Tiger King to achieve his target of killing a hundred tigers? (2)
Q.9. What prediction was made by the astrologers about the Tiger King? How did it come true?
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2 thoughts on The Tiger King by Kalki
1.
mydhily
August 20, 2014 at 4:08 pm
nyc!!
Reply
2.
Gaurav Kabra
August 23, 2014 at 12:41 pm
fabilous stuff
Reply

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The Tiger King by Kalki

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