LESSON-1 THE LAST LESSON

SUMMARY

Franz started for school very late that morning. He was afraid of being scolded
because M. Hamel was to question them on participles, and he did not know
the first word about them. He thought of running away and spending the day
out of doors. The warm bright day, the chirping birds, and the Prussian
soldiers drilling in the open field back of the sawmill were tempting. But he
resisted the temptation and hurried off to school. There was a crowd in front
of the bulletin-board near the town-hall. Wachter, the blacksmith asked Franz
not to go so fast. He assured the boy that he would get to his school in plenty
of time. Usually there was a great bustle when the school began but that day
everything was as quiet as Sunday morning.

Through the window Franz saw his classmates, already in their places and M.
Hamel walking up and down with his terrible iron ruler under his arm. Franz
opened the door and went in. He blushed and was frightened. M. Hamel very
kindly asked him to go to his place. Franz noticed that their teacher had put
on his beautiful green coat, his frilled shirt, and the little black silk cap, all
embroidered. He wore these only on inspection and prize days. The village
people were sitting quietly on the usually empty back benches. Everybody
looked sad; and Hauser had brought an old primer. M. Hamel said that it was
the last lesson he would give them. Henceforth, only German was to be taught
in the schools of Alsace and Lorraine. The new master would come the next
day. This was their last lesson of French. He wanted them to be very attentive.

Franz felt sorry that he had not learnt his lessons properly. The idea that M.
Hamel was going away made the narrator forget all about his ruler and how
cranky he was. Now Franz understood why M. Hamel had put on his fine
Sunday clothes and why the old men of the village were sitting there. They
had come to thank the master for his forty years’ faithful service and to show
their respect for the country that was theirs no more. M. Hamel asked Franz
to recite, but he stood there silent. The teacher did not scold him. He
confessed that his parents and he (the teacher) were at fault. Then he talked
of the French language-the most beautiful language in the world—the
clearest, the most logical. He asked them to guard it among them and never
forget it. Their language was the key to their prison.

Then they had lesson in grammar and writing. The pigeons cooed very low on
the roof. Franz thought if they would make even the pigeons sing in German.
All the while M. Hamel was sitting motionless in his chair and gazing at one
thing or the other. His sister was packing their trunks in the room above as
they had to leave the country next day. After writing, they had a lesson in
history, and then the babies chanted their ba, be, bi, bo, bu. Even old Hauser
was crying. All at once the church-clock struck twelve and then the midday
prayers. At the same moment the trumpets of the Prussians, returning from
drill, sounded under the windows. M. Hamel stood up. He wanted to speak
but something choked him. Then he took a piece of chalk and wrote on the
blackboard as large as he could “Vive La France!” After this he stopped and
leaned his head against the wall. Without a word, he made a gesture with his
hand to indicate that the school was dismissed and they might go.

SHORT ANSWER TYPE QUESTIONS

Q1. Why do you think was little Franz afraid of being scolded?

Ans:Franz was afraid of being scolded that day especially because M. Hamel,
the teacher, had said that he would question them on participles. Franz
frankly admits that he was totally ignorant about the topic. His exact words
are: “I did not know the first word about them.” Secondly, he had started for
school very late that morning.

Q2. “It was all much more tempting than the rule for participles.” What
did Franz find ‘much more tempting’? How did he finally react?

Ans:Franz found that it was a very warm and bright day. The birds were
chirping at the edge of woods. The Prussian soldiers were drilling in the open
field at the back of sawmill. He could gladly spend life out of doors. However,
he had the strength to resist the temptation. Finally, he hurried off to school.

Q3. “What can be the matter now?” says Franz. Why, do you think, did
he make this comment?

Ans:There was a bulletin-board near the town-hall. When Franz passed by it,
he noticed a crowd there. He did not stop to look at it. He wondered what
could be the matter then. For the last two yeairs they had received all the bad
news from the bulletin-board—the lost battle, conscription and the orders of
the commanding officer.

Q4. Who was Wachter? What did he ask Franz and why? How did Franz
react?
Ans:Wachter was a blacksmith. He was reading the latest bulletin. He asked
Franz not to go so fast to his school. He added that the little boy would get to
his school in plenty of time. Wachter had read the latest bulletin about
teaching of German. Franz thought that the blacksmith was making a fun of
him. So, he ran to the school and reached there breathless.

Q5. What was the usual scene when Franz’s school began in the morning?

Ans:Usually, when the school began, there was a great bustle. The noise could
be heard out in the school. Students opened and closed their desks. They
repeated the lessons together very loudly. They kept their hands over their
ears to understand better. The teacher would go on rapping the table with his
great iron ruler.
Q6. How had Franz hoped to get to his desk? What had he to do and
why?
Ans:Franz had hoped to get to his desk unseen during the commotion. But
that day it was very quiet. So, Franz had to open the door and go in before
everybody. He blushed as he was late. He was frightened that the teacher
might rebuke him, but M. Hamel spoke kindly to him that day.

Q7. What three things in school surprised Franz most that day?

Ans:First, M. Hamel, the teacher had put on his fine Sunday clothes—his
beautiful green coat, frilled shirt and the little black silk cap, all embroidered.
Second, the whole school seemed quite strange and solemn. Thirdly, the
village people were sitting quietly like school children on the back benches
that usually remained empty.

Q8. Why had the villagers come to school that day? How did they look?

Ans: The villagers had come there to thank M. Hamel for his forty years of
faithful service. They also wanted to show their respect to the country that
was theirs no more. They were sorry that they had not gone to school more.
They were sitting quietly and looked sad.

Q9. “What a thunderclap these words were to me!” Which were the
words that shocked and surprised the narrator?

Ans:M. Hamel, the teacher, told the children in a solemn and gentle tone that
it was their last French lesson. Henceforth, only German would be taught in
the schools of Alsace and Lorraine. The new master would come the next day.
As that was their last French lesson, he wanted them to be very attentive. The
teacher’s kind gesture and use of soft words shocked and surprised the
narrator.

Q10. How did Franz react to the declaration: ‘This is your last French
lesson’?
Ans:The words appeared startling and unexpected like a thunderclap. He now
understood why there was a crowd at the bulletin board, why the village
people had come to school, why the teacher was dressed in his Sunday best
and why there was sadness and silence in the school.

Q11. What tempted Franz to stay away from school? [Delhi 2014]

Ans:Franz was not prepared Tor the test on participles. The Prussian soldiers
were drilling in the open field at the back of sawmill. The birds were chirping
at the edge of woods. These things tempted him. So he hurried off to school.
Q12. Who did M. Hamel blame for neglect of learning on the part of
boys like Franz?

Ans:He thought it typical with the people of Alsace. They would put off
learning till tomorrow. Parents are not quite anxious to have their children
learn. They put them to work on a farm or at the mills in order to have a little
more money. The teacher got his flowers watered or gave them a holiday. He
too neglected their lessons.

Q13. What did M. Hamel tell them about French language? What did he
ask them to do and why?

Ans:M. Hamel told them that French was the most beautiful language in the
world. It was the clearest and the most logical language. He asked them to
guard it among them and never _ forget it. He gave a reason also. When a
people were enslaved, as long as they held fast to their language, they had the
key to their prison.

Q14. Why were the elders of the village sitting in the classroom?

Ans:M. Hamel was taking the class of last French lesson. That is why elders
of the village were sitting in the classroom to attend it. It was done not only
to pay respect to M.Hamel but to pay respect to his own language.

Q15. How did Franz and other hoys enjoy their lesson in writing?

Ans:That day M. Hamel had new copies for them. The words “France, Alsace,
France, Alsace” were written on them in a beautiful round hand. The boys set
to work quietly. The only sound was the scratching of the pens over the paper.
Nobody paid any attention to the beetles who flew in.

Q16. How did M. Hamel feel and behave during the last lesson?

Ans: M. Hamel was solemn and gentle. He sat motionless in his chair during
the writing lesson. He gazed at one thing or the other. Perhaps he wanted to
fix in his mind how everything looked in that little school room. Surely, it
must have broken his heart to leave it all after forty years.

Q17. “He had the courage to hear every lesson to the very last.” What
led Franz to make this remark?

Ans: Franz noticed that M. Hamel was feeling sad on having to leave the place
sifter 40 years and not being allowed to teach French any longer. Yet, he kept
control on his emotions. He performed his duties faithfully. He heard every
lesson to the last. The school was dismissed only at mid-day prayer time.
Q18. What happened when the lesson in history was over?

Ans: After the lesson in history was over, the babies chanted their ba, be, bi,
bo, bu. Old Hauser, who was sitting at the back of the room, had put on his
spectacles. He was holding his primer in both hands. He was spelling the
letters with the babies.

Q19. “Ah, how well I remember it, that last lesson!” says the narrator.
Which scene does he remember more vividly than the others?

Ans:The narrator remembers the scene of old Hauser spelling the letters from
the primer with the babies. He too was crying. His voice trembled with
emotion. It was so funny to hear him that all of them wanted to laugh and cry
at the same time.

Q20. How did M. Hamel behave as the last lesson came to an end?

Ans: M. Hamel stood up in his chair. He looked very pale and tall. He wanted
to say some parting words, but something choked him. Then he wrote “Vive
La France!” on the blackboard with a piece of chalk. Then he stopped. He
leaned his head against the wall. Without a word, he made a gesture to the
students with his hand to permit them to go as the school was over.

LONG ANSWER TYPE QUESTIONS

Q1. Why was Franz scared that day 1 What did he see on his way to
school and how did he get to his desk?

Ans: Franz was not good at learning. He would rather take the day off and
waste time in searching birds’ eggs or going sliding on the Saar. Franz was
scared that day because M. Hamel had said that he would question them on
participles. Franz did not know anything about participles.
He found that the day was warm and bright. The birds were chirping at the
edge of the woods. The Prussian soldiers were drilling in the open fields. There
was a crowd in front of the bulletin-board near the town-hall.
Franz found the school room unusually quiet. So, he had no option but to
open the door and go in before everybody. He blushed and was frightened of
the teacher. M. Hamel spoke very kindly to him and asked him to go to his
place quickly. Franz jumped over the bench and sat down at his desk.

Q2. What order had been received from Berlin that day? What effect did
it have on the life at school?
Ans:An order had been received from Berlin that only German would be
taught in the schools of Alsace and Lorraine. This order had far-reaching
effects on the life at school. M. Hamel, who had been teaching French at the
village school for the last forty years would deliver his last lesson that day.
It was in honour of the last lesson that M. Hamel, the teacher had put on his
best clothes. Old men of the village were sitting quietly at the back of the
classroom. They were sad as well as sorry for they had not gone to school
more. They had come to thank the master for his forty years of faithful service
and to show respect for the country that was theirs no more.
The teacher addressed the students in a solemn and gentle tone. He asked
them to be attentive and explained everything quite patiently. He appealed to
them to preserve French among them. During slavery it would act as key to
the prison. He felt so overwhelmed by emotion that he could not bid farewell
properly.

Q3. What do you think is the theme of the story ‘The Last Lesson’?
What is the reason behind its universal appeal?

Ans:The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the
proud conquerors and the pain that is inflicted on the people of a territory by
them by taking away the right to study or speak their own language and thus
make them aliens in their own land of birth. The story has a sub-theme also.
It highlights the attitudes of the students and teachers to learning and
teaching.
Though the story is located in a particular village of Alsace district of France
which had passed into Prussian hands, it has a universal appeal. It highlights
the efforts of the victors to crush their victims—the vanquished people in all
possible manner—materially, spiritually, mentally and emotionally. Taking
away mother tongue from the people is the harshest punishment. The proper
equation between student and teacher, his focused attention, helpful and
encouraging attitude and kind treatment can encourage students to learn
better.

Q4. Comment on the appropriateness of the title ‘The Last Lesson’.

Ans: The story has an appropriate and suggestive title. It is the centre of
attention throughout and the whole story revolves around it. The beginning
of the story serves as preparation for it. The unusual quietness at school,
presence of village elders and the teacher in his Sunday best dress—all point
out to the unusual and unique occasion—the last lesson in French in a
French village school in a district conquered by the Prussians. While
delivering the last lesson, the teacher wants to transmit all his knowledge in
one go. He explains everything with patience and the students as well as old
villagers listen attentively.For the narrator it is an unforgettable experience.
“Ah, how well I remember it, that last lesson,” says he. Old Hauser is crying
and his voice trembled with emotion. As the teacher is unable to express His
emotions because of choked throat, he ends the lesson by writing Wive La
France’ on the blackboard. He makes a gesture with his hand to indicate that
the school is dismissed and students can go home.
Q5. What impression do you form of M. Hamel on the basis of your
study of the story ‘The Last Lesson’?

Ans:M. Hamel is an experienced teacher who has been teaching in that village
school for forty years. He imparts primary education in all subjects. He is a
hard task master and students like Franz, who are not good learners, are in
great dread of being scolded by him. The latest order of the Prussian
conquerors upsets him. He has to leave the place for ever and feels heart
broken. He feels sad but exercises self-control. He has the courage to hear
every lesson to the last. His performance during the last lesson is exemplary.
He is kind even to a late comer like Franz. He uses a solemn and gentle tone
while addressing the students. He has a logical mind and can analyse
problems and deduce the reasons responsible for it. The problem for Alsace
is that he (the district) puts off learning till tomorrow.
He knows the emotional hold of a language over its users. He is a good
communicator and explains everything patiently. Partings are painful and
being human, M. Hamel too is no exception. He fails to say goodbye as his
throat is choked. On the whole, he is a patriotic gentleman.

HOT QUESTIONS

Q1. War causes destruction and spreads hatred. People feel insecure.
Discuss the disadvan¬tages of war keeping in mind Franco-Prussian war

Ans: War is a great threat to mankind. Fear, anxiety, tension and hatred are
some of the offsprings of war. No individual is in favour of this brutal act.
Innocent people lose their life because of the vested interests of some of the
corrupt politicians. Moreover, war is not the solution to any problem. It only
increases the hiatus between two nations. The desire to overpower the other
disseminates hatred and the feelings of enmity. The aftermaths of Hiroshima
and Nagasaki are evident before us. It should also be remembered that each
nation is trying its level best to become a nuclear power. A nuclear bomb has
the power to devastate nations. Thousands of people will lose their lives. There
will not be any survivor. If someone is left alive, he/she will be crippled. There
is no doubt that war has put the human existence at stake. We have heard
seers say that one should shed one’s ego. The nations should also feel equally
important. No nation is self-sufficient. Peace enhances creativity and
productivity. The concept of a global village should be followed by all
countries. Thus, war does not benefit any individual. It must not be
encouraged.

Q2. It is often said that each language is unique in itself. No language is

superior or inferior. People need to understand that a language is one
of the means of communication. Discuss this statement in the light of
the following lines:
“My children, this is the last lesson I shall give you. The order has
come from Berlin to teach only German in schools of Alsace and
Lorraine. The new master comes tomorrow. This is your last French
lesson…”

Ans: Language is always considered a medium of communication. Man is a

gregarious animal. He has to interact with the fellow human beings.
Therefore, a set of complex symbols is designed to serve this purpose. We
must ruminate over the past before discussing the status of a language. There
are innumerable man made problems. At the dawn of civilisation there was
no discrimination on the basis of caste, colour, creed, language and
nationality. But in this century these problems exist. Nature does not
segregate nations. Scientific advancement, material prosperity, lofty
aspirations, materialistic attitude, a desire to rule the world and vested
interests are some of the causes of human sufferings. The concepts of all
languages are similar. They have nouns, pronouns, adjectives, adverbs,
prepositions and conjunctions. As no religion is insignificant in the same way
no language is inferior. The characteristics and nature of all languages are
similar. The only difference is in symbols and pronunciation. The purpose and
objective of all languages are synonymous. There is a dire need to understand
that there should be only one religion i.e. humanity and there should be only
one language i.e. the language of love. A language must not become the cause
of rift among masses. It should bring people together instead of spreading
hatred. One should not despise others because of their language. It is against
human dignity and grace.

Q3. The people of Alsace and Lorraine were forced to study German.
They were not allowed to study French. It implies that students of the
area were taught only one language. They did not follow the concept of
three languages at school. Write an article on the topic Advantages of
Three Language System at school.

Ans: Advantages of Three Language System

India is a democratic state. It is replete with people who have diverse

backgrounds, and culture. Their customs and traditions vary. Their
languages are also different. The language of a South Indian is entirely
different from that of the North Indians. People have their regional languages
and dialects too. In such circumstances it becomes a herculean task to decide
which language should be taught at schools. So, India opted for three
language system at schools. It is a boon to the residents of a particular area.
They do not feel that their language is insignificant and ignored. They are
given ample opportunities to opt for the languages they intend to speak or
learn. Pupils get fundamental knowledge of three languages and can
appreciate the literature of all these three languages. Such students never
face failure due to language barriers. They bring laurels to their parents and
nations as well. They explore new avenues and horizons with an astonishing
ease. Three language system must be adopted by all nations so as to acquaint
the children with various language patterns. The people of Alsace and
Lorraine could be taught both languages i.e. German and French. Linguistic
discrimination mars the future of humanity.
Q4. Teachers can act as trailblazers in the lives of pupils. They can affect
eternity. But the advancement of technology has changed the role of a
teacher. Write an article on the para¬digm shift in educational
technology and the role of teachers.

It goes without saying that teachers shape the destiny of children. They mould
them according to their inbred potential and considerable talent.
Dronacharya taught his pupils together. But he could not make everyone so
skilled in using the bow and arrow as Aijuna. He identified his latent talent
and tapped the same potential. In modem education system teachers don’t
have much time to study the child. Children stay in the school campus for six
hours a day and study various subjects from teachers. At times it happens
that the subject teachers do not remember the names of students. They use
PITs, projectors and computers to make their lectures interesting. They lack
any kind of emotional attachment with the pupils. It has happened because
of the innovative educational tools and aids. Teachers are given softwares to
teach students. The teaching community has made students information
seekers. The role of a teacher has undergone a sea change. A teacher has
become a facilitator. He has no right to scold and punish the child. The dictum
‘spare the rod, spoil the child’ has become obsolete and outdated. A teacher
has to understand the psychology of a child in a period of thirty minutes. The
role of a teacher is a mystery in today’s era.

III.Questions and Answers Extract Based

1. Usually, when school began, there was a great bustle, which could be
heard out in the street, the opening and closing of desks, lessons
repeated in unison, very loud, with our hands over our ears to
understand better, and the teacher’s great ruler rapping on the table.
But now it was all so still! I had counted on the commotion to get to
my desk without being seen; but, of course, that day everything had
to be as quiet as Sunday morning.
Questions :
1. What was the great bustle when school began usually?
2. What do you understand by ‘Counted on the commotion?
3. What was the scene of the classroom that day?
4. Name the chapter and the writer.
Answers:

1. When school began usually, there was a great bustle, which could
be heard out in the street, the opening and closing of desks, lessons
repeated in unison, very loud and teacher’s great ruler rapping on
the table.
2. Counted on the commotion’ means getting an advantage of
hubbub, various heavy noises : disturbances spread out there.
3. That day, there was no noise in the classroom, everything had
to be as quiet as Sunday morning.
4. The chapter is ‘The Last Lesson’ written by ‘Alphonse Daudet’.
 2. My last French lesson! Why, I hardly knew how to write! I should never
learn anymore! I must stop there, then! Oh, how sorry I was for not
learning my lessons, for seeking birds’ eggs, or going sliding on the
Saar! My books, that had seemed such a nuisance while ago, so heavy
to carry, my grammar and my history of the saints, were old friends
now that I couldn’t give up. And M. Hamel, too; the idea that he was
going away, that I should never see him again, made me forget all about
his ruler and how cranky he was.

Questions :

1. How did Franz come to know that it was his last French lesson?
2. What did Franz usually do in place of learning his lessons?
3. Whom did Franz not give up then?
4. What feelings were appeared in Franz’s heart about M. Hamel?
Answers:

1. M. Hamel himself announced, “My Children, this is the last lesson I

shall give you. The order has come from Berlin to teach only German
in the schools of Alsace and Lorraine.” In this way, Franz came to
know that it was his last French lesson.
2. Franz usually went for seeking birds’ eggs or going sliding on the
Saar! Thus, he used to waste his time in place of learning his
lessons.
3. Franz couldn’t give up then his books, his grammar and his history
of the saints. These were his old friends then after the
announcement.
4. Franz became very sad thinking that he should never see him
again, he was going away. This made him forget all about his
ruler and how cranky he was.

3. Then, from one thing to another,’ M. Hamel went on to talk of the

French language, saying that it was the most beautiful language in the
world the clearest, the most logical; that we must guard it among us
and never forget it, because when a people are enslaved, as long as
they hold fast to their language it is as if they had the key to their
prison. Then he opened a grammar and read us our lesson. I was
amazed to see how well I understood it. All he said seemed so easy, so
easy!

Questions:

1. What did M. Hamel say about the French language?

2. What advise did M. Hamel give about the language?
3. ‘Key to their prison’, explain the phrase.
4. Why Franz was amazed to see how well he understood it?
Answers:
 1. M. Hamel told about the French language that it was the most
beautiful language in the world—the clearest, the most logical; that
we must guard it among us and never forget it.
2. M. Hamel advised to guard the language among us and never forget
it, because when a people are enslaved, as long as they hold fast to
their language it is as if they had the key to their prison.
3. ‘Key to their prison’ means ‘an escape from the slavery/boundation’.
This was referred by M. Hamel to the villagers.
4. Franz was amazed to see how well he understood it because before
that day, he was unable to understand anything regarding studies,
actually he was careless then.

4.All at once the church clock struck twelve. Then the Angelus. At the same
moment the trumpets of the Prussians, returning from drill, sounded under
our windows. M. Hamel stood up, very pale, in his chair. I never saw him
look so tall. “My friends”, said he, “I—I—” But something choked him. He
could not go on.

Questions :

1. What is an ‘Angelus’?
2. What did Franz listen under their windows?
3. ‘I never saw him look so tall’. What does this mean?
4. Why M. Hamel couldn’t speak? What choked him?
Answers:

1. An ‘Angelus’ is a Catholic denotion/prayers memorializing the

incarnation. (Prayer for the honour of the God).
2. Franz noticed the trumpets of the Prussians, returning from the
drill, sounded under their windows.
3. ‘I never saw him look so tall’ means that Franz never saw M.
Hamel so tired, depressed and disappointed. He (M. Hamel) was
looking very pale and apathetic and lifeless.
4. M. Hamel couldn’t speak due to extensive sorrow and the wheeze
(cough) choked his throat.
 LESSON-2: LOST SPRING
Summary of Lost Spring

The Lost Spring summary describes the terrible condition of poor children.
These children are those who didn’t get to enjoy childhood because of the
prevailing socio-economic condition in this world. This is something that one
can see all over the world. These children don’t have the opportunity for
schooling. Moreover, there is a lot of pressure on these children to enter into
labour early in life. These unfortunate children are forced into labour. This
certainly denies them education as well as the opportunity to have
enjoyment. The author Anees Jung raises voice to eliminate child labour.
Jung does so by raising awareness regarding child education and strict law
enforcement against child labour. The call is to put an end to the exploitation
of children. This way the children will be able to enjoy the days of the spring
and have fun.

The first part tells the author’s impressions regarding the life of poor rag
pickers. The rag pickers have come from Dhaka. Furthermore, the settlement
of the rag pickers is in the area of Seemapuri. Destruction has come in their
fields and homes due to the storms. They had come to the big city in the hope
of finding living there. However, the reality was, in fact, painful for them and
they had to face many hardships. They are certainly poor and lack various
resources.

The writer watches Saheb every morning as he scrounges for “gold” in the
neighbourhood. The means of survival for these rag pickers is the
garbage. Furthermore, for the children, it is a wondrous thing. The children
are able to find a coin or two from it. These people have ambitions and desires.
The problem is that they do not know the way to make them possible. There
are quite a few things that they are unable to reach. Later Saheb joins a tea
stall where there is a possibility for him to earn 800 Rupees and all the meals.
However, this job has deprived him of his freedom. As such their condition is
pretty hopeless and full of misery.

The second part explores the life of Mukesh. Mukesh is a boy who belongs to
the family of Bangle-makers. Firozabad is famous for its amazing glass-
blowing industry. There is an engagement of nearly 20,000 children in this
particular business. Furthermore, no one over there understands or respects
the law that forbids child labour. Moreover, the living condition, as well as
the working environment, are both horrendous.

These children live in dreary cells. Also, they work close to hot furnaces. This
is certainly very dangerous as it makes these children blind when they enter
adulthood. Furthermore, these children have to deal with the pressure of debt.
Moreover, they are unable to think of a solution to solve this problem. There
is no way for these children to come out of this trap.
The policemen, bureaucrats, middlemen, and politicians will all hinder their
way of progress. The women in the household consider it to be their destiny
or fate. As a result of such thinking, they just follow the established tradition.
There is something different about Mukesh. He is not like the rest of the folk
there. This is because Mukesh has big dreams. He has a desire to become a
motor mechanic in future. The garage is far away from where he lives but he
has the determination to walk.

Lost Spring summary gives us an analysis of the impoverished condition faced

by many children that condemn them to a life of pain, oppression, and lack
of education.

SHORT ANSWER TYPE QUESTIONS

Q1. Who was Saheb? What was he doing and why?

Ans. Saheb was a young boy of school-going age. He was looking for gold in
the garbage dumps of the big city. He had left his home in Dhaka, Bangladesh
and came to the big city in search of living. He has nothing else to do but pick
rags.

Q2. “But promises like mine abound in every corner of his bleak
world.” What promise does the author recall? In what context was it
made? Was it fulfilled?

Ans. The author asked Saheb about going to school. Saheb explained that
there was no school in his neighbourhood. He promised to go to school when
they built one. Half joking, the author asked whether he would come in case
she started one. Saheb smiled broadly and agreed to come. After a few days,
he ran up to the author and asked if the school was ready. The author felt
embarrassed. She had made a promise that was not meant.

Q3. What is the meaning of Saheb’s full name? Does he know it? How
does he conduct himself?

Ans. His full name is “Saheb-e-Alam”. It means the lord of the universe. He
does not know it. If he knew it, he would hardly believe it. He roams the streets
barefoot with other rag-pickers. This army of barefoot boys appears in the
morning and disappears at noon.

Q4. How does the author focus on the ‘perpetual state of poverty’ of
the children not wearing footwear?

Ans. The author notices that most of the young children engaged in rag
picking are not wearing footwear. Some of them do not have chappals. Others
want to wear shoes. Some say it is tradition to stay barefoot. To the author it
seems lack of money. Poverty forces them to walk without footwear.
Q5. Explain: “For children, garbage has a meaning different from what
it means to their parents.”

Ans. Small children scrounge heaps of garbage. They expect to get some coin,
note or valuable thing in it. Sometimes they find a rupee or even a ten rupee
note. This gives the hope of finding more. They search it excitedly. For
children, garbage is wrapped in wonder. For the elders it is a means of
survival. Thus, garbage has two different meanings.

Q6. Where does the author find Saheb one winter morning? What
explanation does Saheb offer?

Ans. The author finds Saheb standing by the fenced gate of a neighbourhood
club. He is watching two young men, dressed in white, playing tennis. Saheb
says that he likes the game, but he is content to watch it standing behind the
fence. He goes inside when no one is around. He uses the swing there.

Q7. What job did Saheb take up? Was he happy? [All India 2014]

Ans. Saheb took up the job at a tea-stall. But he was not happy with it. He
was no longer his own master. His face had lost the carefree look. Although
he earned Rs.800, he was not satisfied.

Q8. How has “a dream come true” for Saheb but what is “out of his
reach?”

Ans. Saheb is wearing discarded tennis shoes. One of them has a hole. Saheb
does not bother about the hole. For one who has walked barefoot, even shoes
with a hole is a dream come true. But tennis, the game he is watching so
intently, is out of his reach.

Q9. How does Saheb’s life change when he starts working at the tea-
stall?

Ans. Saheb now has a regular income. He is paid 800 rupees and all his
meals. Thus, food is no problem. But his face has lost the carefree look. The
steel canister in his hand now seems a burden. He is no longer his own
master. He may have to work for longer hours. The helplessness of doing
things at his own will makes him sad.

Q10. Who is Mukesh? What is his dream? Why does it look like “a
mirage amidst the dust?”

Ans. Mukesh is the son of a poor bangle-maker of Firozabad, where every

other family is engaged in making bangles. His poor father has failed to
renovate his house or send his two sons to school. Mukesh insists on being
his own master. His dream is to be a motor mechanic. He wants to drive a
car. Given the conditions of existence, his dream looks like a mirage amidst
the dust.

Q11.What do you learn about Firozabad from this chapter?

Ans. Firozabad is famous for its glass bangles. It is the centre of India’s glass-
blowing industry.Families have spent generations working around furnaces,
welding glass, making bangles for all the women in the land. Every other
family in Firozabad is engaged in making bangles.

Q12. “Born in the caste of bangle-makers they have seen nothing but
bangles.” Where do they ‘see’ bangles?

Ans. Children like Mukesh are bpm in the caste of bangle-makers. They know
no other work. They see bangles in the house, in the yard, in every other
house, every other yard, every street in Firozabad. The spirals of bangles lie
in mounds in unkempt yards. They are piled on four wheeled hand carts.

Q13. What contrast do you notice between the colours of the bangles
and the atmosphere of the place where these bangles are made?

Ans. The bangles are of every colour born out of the seven colours of the
rainbow. These are sunny gold, paddy green, royal blue, pink and purple.
Boys and girls work in dark hutments, next to the flickering flames of oil
lamps around furnaces, blowing glass, welding and soldering it to make
bangles.

Q14. What are most of the bangle-makers ignorant of? What would
happen if law were enforced strictly?

Ans. Most of the bangle-makers are ignorant of the fact that employing
children in bangle making is illegal. This is a hazardous industry. Many
children become blind before reaching their adulthood. If the law were
enforced strictly, 20,000 children would be released from working hard
throughout the day at hot furnaces with high temperatures. *

Q15. Where is Mukesh’s house located? What is he proud of?

Ans. Mukesh’s house is built in a slum-area. The lanes stink with garbage.
The homes there are hovels with crumbling walls, wobbly doors and no
windows. These are crowded with families of humans and animals. Most of
these houses are shacks or huts. Mukesh is proud that his house is being
rebuilt. His eyes shine as he volunteers to take the author to his home,
Q16. What impression do you form about Mukesh ‘s family on having a
glimpse of their ‘house?’

Ans. Mukesh’s house is a half built shack with a wobbly door. One part of it
is thatched with dead grass. There is a firewood stove. Spinach leaves are
sizzling in a large vessel. More chopped vegetables lie on aluminium platters.
The eyes of the frail young woman are filled with smoke, but she smiles. The
scene depicts their grinding poverty but contentment with their lot.

Q17. Give a thumb-nail sketch of the “frail young woman” in the chapter
‘Lost Spring’.

Ans. The young woman is the wife of Mukesh’s elder brother. Her eyes are
filled with the smoke of firewood. Though not much older in years, she
commands respect as the daughter- in-law of the house. She adheres to
customs and traditions. She veils her face before male elders. She gently
withdraws behind the broken wall to do so.

Q18. How would you regard Mukesh’s father’s life and achievement?

Ans. Mukesh’s father was bom in the caste of bangle-makers. His father went
blind with the dust from polishing the glass of bangles. He is an old and poor
bangle-maker. He has worked hard for long years, first as a tailor and then
as a bangle-maker. He has failed to renovate a house or send his two sons to
school.

Q19. “Savita is a symbol of innocence and efficiency.” Comment.

Ans. Savita is a young girl. She has put on drab pink dress. She is soldering
pieces of glass. Her hands move mechanically like the tongs of a machine. She
is innocent as she is ignorant about the sanctity of the bangles she helps to
make.

Q20. What do bangles symbolise? When, according to the author, will

Savita know “the sanctity of the bangles she helps make?” How is the
Indian bride dressed?

Ans. Bangles symbolise auspiciousness in marriage for an Indian woman.

Savita will come to know “the sanctity” of the bangles when she becomes a
bride. The head of a bride is draped with a red veil. Her hands are dyed with
red henna. Red bangles are rolled on to her wrists.

Q21. “She still has bangles on her wrist but no light in her eyes.” What
exactly does the author want to convey through this?
Ans. ‘She’ is an elderly woman who became a bride long ago. Since her
husband, an old man with a flowing beard is still alive, she still has bangles
on her wrist. She has, however, not enjoyed even one full meal in her entire
lifetime. So, there is no light in her eyes. This is just a comment on the abject
poverty and helplessness of the bangle-makers.

Q22. “The young men echo the lament of their elders.” What do you
think is the common complaint? How has it affected their lives?

Ans. The bangle-makers of Firozabad are quite poor. They do not have enough
money to do anything except carry on the business of making bangles. Some
even do not have enough to pacify their hunger. Building a house for the
family is an achievement for them. Years of mind-numbing toil have killed all
initiative and the ability to dream.

Q23. Why do the bangle-makers not organise themselves into

cooperative?

Ans. Most of the young bangle-makers have fallen into the traps of the
middlemen. They are also afraid of the police. They know that the police will
haul them up, beat them and drag to jail for doing something illegal. There is
no leader among them to help them see things differently. Their fathers are
equally tired. They can do nothing except carrying on their inherited business.

Q24. Which two distinct worlds does the author notice among the
bangle-making industry ?

Ans. The families of the bangle-makers belong to one of these worlds. These
workers are caught in the web of poverty. They are also burdened by the
stigma of the caste in which they are born. They know no other work. The
other world is the vicious circle of the moneylenders, the middlemen, the
policemen, the keepers of the law, the bureaucrats and the politicians.

Q25. How is Mukesh different from the other bangle makers of

Firozabad? [Delhi 2014]

Ans. Mukesh is quite different from other bangle makers of Firozabad because
he has the courage to take initiative and break from the traditional family
occupation. He has strong will power also. He insists on being his own master
by becoming a motor mechanic.

Q26. What do you think is the plight of the children born in the
families of bangle-makers?
Ans. The vicious circle of the middlemen and their allies have entrapped the
poor bangle- makers in their nets. The stronghold is suffocating. They have
imposed a heavy burden on little children. They can’t put it down. Before they
are able to think, they accept the baggage as naturally as their fathers.

Q27. What do you think is the theme of ‘Lost Spring, Stories of Stolen
Childhood’?

Ans. The theme of the chapter is the grinding poverty and the traditions which
condemn poor children to a life of exploitation. The two stories taken together
depict the plight of street children forced into labour early in life and denied
the opportunity of schooling. The callousness of the society and the political
class only adds to the sufferings of these poor people.

LONG ANSWER TYPE QUESTIONS

Q1.What are the dreams of the poor like ‘Saheb-e-Alam’ and Mukesh?
Could these be realised? What is the reality of the situation?

Ans. Poor rag-pickers like Saheb spend the early years of their lives looking
for gold in garbage dumps. The parents of these street children have no fixed
income. They wage war against poverty and hunger. They have no dreams
except finding the means of survival. Garbage to them is gold. It is the source
of their daily bread and provides a roof over their heads. He ends up as a
servant at a tea-stall and loses his freedom.
Mukesh, the son of a poor bangle-maker of Firozabad, has a dream of
becoming a motor mechanic. He wants to learn to drive a car. He thinks of
joining a garage to fulfil his dream. He knows that the garage is far away, yet
he has decided to walk. He realises the reality and is willing to overcome the
obstacles. His daring to rise and decision to get free from the trap laid by
vicious moneylenders and middle men arouse a sense of hope. Deprived of
education, proper food and upbringing, these children are forced into labour
early in life.

Q2. Firozabad presents a strange paradox. Contrast the beauty of the

glass bangles of Firozabad with the misery of the people who produce
them.
Ans. Firozabad, the centre of India’s glass-blowing industry, is famous for its
bangles. Spirals of bangles of various colours can be seen lying in mounds in
yards or piled on four wheeled push carts. These bangles have shining bright
colours: sunny gold, paddy green, royal blue, pink, purple-in fact, every colour
born out of the seven colours of the rainbow. The bangle makers lead a
miserable life. They know no other work than bangle making. They have
neither courage nor money to start another trade or job. They have spent
generations in the clutches of middle men and moneylenders. Extreme
poverty forces them to remain hungry and yet work all day. The elderly
woman, who works with Savita, has not enjoyed even one full meal in her
entire lifetime. Her husband has made a house for the family to live in. He
has achieved what many have failed in their lifetime. Mukesh’s father has
failed to renovate a house or send his two sons to school. Young boys are as
tired as their fathers. Their work at hot furnaces makes them blind
prematurely.

Q3.(i) “Survival in Seemapuri means rag-picking.”

(ii) “Garbage to them is gold.”
(iii) “For the children it (garbage) is wrapped in wonder, for the elders
it is a means of survival.”
In the light of the above remarks write an account of the life and
activities of the ragpickers settled in Seemapuri (Delhi).

Ans. Seemapuri is a place on the periphery of Delhi, yet miles away from it
metaphorically. Squatters who came from Bangladesh way back in 1971 live
here. Saheb’s family is one of them. Seemapuri was then a wilderness. It still
is, but it is no longer empty. Nearly 10,000 rag pickers live there in structures
of mud, with roofs of tin and tarpaulin. These shanties are devoid of sewage,
drainage or running water. These people have lived there for more than thirty
years without an identity or permit. They have got ration cards that enable
them to buy grains and get their names on voters’ lists. For them food is more
important for survival than an identity. The women put on tattered saris. They
left their fields as they gave them no grain. They pitch their tents wherever
they find food. Rag picking is the sole means of their survival.
It has acquired the proportions of a fine art for them. Garbage to them is gold.
It provides them their daily bread and a roof over the heads. Most of the
barefoot rag pickers roam the streets early in the morning and finish their
activities by noon. They seem to carry the plastic bag lightly over their
shoulders. They are clothed in discoloured shirts and shorts and denied the
opportunity of schooling.

Q4. “The cry of not having money to do anything except carry on the
business of making bangles, not even enough to eat, rings in every
home. The young men echo the lament of their elders. Little has moved
with time, it seems, in Firozabad.” Comment on the hardships of the
bangle makers of Firozabad with special emphasis on the forces that
conspire against them and obstruct their progress.

Ans. The bangle-makers of Firozabad are born in poverty, live in poverty and
die in poverty. For generations these people have been engaged in this trade—
working around hot furnaces with high temperature, welding and soldering
glass to make bangles. In spite of hard labour throughout the day, the return
is meagre. Some of them have to sleep with empty, aching stomachs. Others
do not have enough to eat. Whatever they do get is not delicious or nourishing.
The stinking lanes of their shanty town are choked with garbage. Their hovels
have crumbling walls, wobbly doors and no windows. These are overcrowded
with humans and animals.Poverty and hunger, social customs and traditions,
stigma of caste and the intrigues of powerful lobby that thrives on their labour
combine to keep them poor, uneducated and hungry. The moneylenders, the
middlemen, the policemen, the keepers of law, the bureaucrats and the
politicians—all are ranged against them. Children are engaged in illegal and
hazardous work. Years of mind-numbing toil have killed all initiative and
ability to dream. They are unable to organise themselves into cooperative due
to lack of a leader and fear of ill-treatment at the hands of the police. They
seem to carry the burden that they can’t put down. They can talk but not act
to improve their lot.

Q5. Compare and contrast the two families of bangle-sellers portrayed

in ‘Lost Spring.’ Comment on the roles of individuals in highlighting
the issues raised by the author.

Ans. One of the families is that of Mukesh’s. It comprises three males and two
females: Mukesh, his brother, their father, their grandmother and the wife of
Mukesh’s elder brother. The grandmother had watched her own husband go
blind with the dust from polishing the glass of bangles. Mukesh’s father is a
poor old bangle maker, who has failed to renovate a house and send his two
sons to school. Mukesh and his brother make bangles. The wife of Mukesh’s
brother is a traditional daughter-in-law who follows the customs and cooks
food for the family. The grandmother believes in destiny and caste. Only
Mukesh shows some sparks of fighting the system and declares that he wants
to be a motor mechanic.Savita, the elderly woman and her old, bearded
husband form the other family. Young and innocent Savita works
mechanically. The elderly woman highlights the plight of bangle makers who
fail to enjoy even one full meal during the entire lifetime. The old man has an
achievement to his credit. He has made a house for the family to live in. He
has a roof over his head.The lifestyle, problems and economic conditions of
the two families are similar. There is only a difference of degree but not of kind
in their existence and response to life’s problems.

VALUE-BASED QUESTIONS
Q1.Hunger knows no friend but its feeder. The downtrodden lead a
miserable life. Elucidate the dictum keeping in mind the following
lines:
“survival in Seemapuri means ragpicking. Through the years, it has
acquired the proportions of a fine art. Garbage to them is gold. It is
their daily bread a roof over their heads, “

It is a well-known saying that poverty is the root cause of all evils. Corruption,
loot, begging and incidents of theft are the offspring of abject poverty. The
destitute lead a pitiable and miserable life. They do not get sufficient food.
Lack of funds constrain them to take recourse to illegal activities. Slum
dwellers always feel themselves dejected. They recognise only those beings
who help them and feed them. Political leaders take undue advantages of their
poverty. They are misused to win elections. Humanity, mankind, honesty,
trust and love become significant when an individual succeeds in satisfying
his hunger. Hungry people need only food. There is a dearth of people who are
capable of converting obstacles into opportunities. These poor people are
exploited ruthlessly by industrialists, politicians and other middlemen. They
scrounge for gold in the garbage dumps to earn their livelihood. The hiatus
between the rich and the poor seems difficult to be bridged. It is increasing
day by day. The poor are becoming poorer and the rich richer. There is no
human being who would like to work for their welfare. Their plight is pitiable
and horrible. The residential areas of these people are packed with filth. They
become habitual of foul smell. Poverty is a vicious circle. It never comes to an
end. The unemployed youth are heading towards destruction. They do not
remember anything except the help they receive from the opportunistic people
who feed them to materialise their vested interests.

Q3. Dedication, determination and devotion are the factors responsible

for phenomenal success. Substantiate the above quoted statement in
the light of the following lines:
“I want to be a motor mechanic,’ he repeats. He will go to a garage and
learn. But the garage is a long way from his home. 7 will walk’, he
insists.”

Hard work is the key to success. Dogged determination and strong will power
are the essential ingredients of success. Industrious people never feel
disheartened. They bum the mid night oil and strive hard to achieve the
desired goals. It is said that between two stools one falls on the ground. Thus,
one has to dedicate one’s life to a specific field. The long term goals and aims
of life must be set thoughtfully and not whimsically. The capricious nature of
a fellow does not allow him to reach the heights. Devotion always brings good
results and rewards. The essence of devotion is trust or faith. If one has trust
in performing the actions, one is able in winning the battle of life. Trust gives
strength and strength gives birth to determination which leads to dedication.
Devoted and dedicated people never become a part of a problem. They remain
a part of the solution. They do not do different things but they do things
differently. Their devotion to the field encourages them to have in depth
knowledge. Those who dare to climb the hill conquer Mount Everest.
Dedication has no substitute. It is the only way to great accomplishments.

Q5. Child abuse is a very serious problem in our country. Children are
forced by circumstances to work in various factories. Write an article,
on the topic ‘Child Abuse’. Take ideas from the following lines:
“None of them knows that it is illegal for children like him to work in
the glass furnaces 1 with high temperatures, in dingy cells without air
and light; that the law, if enforced, could get him and all those 20,000
children out of the hot furnaces where they slog their daylight /hours,
often losing the brightness of their
eyes.”

Child abuse is a grave problem in India. Many children work for dhabas,
factories and tea stall owners. These are those unfortunate children of this
country who don’t get even. Meals three times a day. It is a blemish on our
nation. It is the duty of the governments to make arrangements of education
for these children. Child labour is common in the fields of agriculture,
domestic service, sex industry, carpet and textile industries, quarrying,
bangle making and brick making. These children are forced to work in horrible
conditions. There are no set working hours for these children. They are given
low wages.In some cases poverty of the household and low level of parental
education are responsible , for child labour. Employing children in factories
implies that the nation’s future is in dark. These children never feel happy.
They become devoid of human emotions. They adopt illegal ways to earn their
bread and butter when they become able-bodied. It gives rise to .violence and
corruption. Child labour should be stopped and the governments should
educate these children free of cost. At least elementary education should be
given to all children.

IV.Questions and Answers Extract Based

1. “It takes longer to build a school,” I say, embarrassed at having made a

promise that was not meant. But prom¬ises like mine abound in every
comer of his bleak world. After months of knowing him, I ask him his
name. “Saheb- e-Alam”, he announces. He does not know what it
means. If he knew its meaning lord of the universe he would have a
hard time believing it. Unaware of what his name represents, he roams
streets with his friends, an army of barefoot boys who appear like the
morning birds and disappear at noon. Over the months, I have come to
recognise each of them.

Questions :
(a) Why was the narrator embarrassed ?
(b) What was the meaning of the name of Saheb ?
(c) Why with his friends, Saheb roams the streets ?
(d) Name the chapter and the writer.
Answers :
(a) The narrator was embarrassed because she couldn’t fulfil her promise to
start a school.
(b) Saheb’s name meant ‘Lord of the universe’.
(c) With his friends, Saheb roams the streets for ragpicking to scrounge for
silver coin or some wonderful unex¬pected things.
(d) ‘Lost Spring’ is the chapter written by ‘Anees Jung

2. Food is more important for survival than an identity. “If at the end of
the day we can feed our families and go to bed without an aching
stomach, we would rather live here than in the fields that gave us no
grain,” say a group of women in tattered saris when I ask them why
they left their beautiful land of green fields and rivers. Wherever they
find food, they pitch their tents that become transit homes.

Questions :
(a) ‘Food is more important for survival than an identity’. Explain.
(b) Who said, “If at the end gave us no grain”?
(c) What did the writer ask to a group of women ?
(d) What are ‘transit homes’ ?
Answers:
(a) Food is more important for survival than an identity as for living a life, a
person needs food continuously. Identity or any other thing is secondary,
more important is food.
(b) A group of women in tattered saris said the aforesaid statement when the
narrator asked them about their migration from Dhaka.
(c) The writer asked to group of women why they left their beautiful land of
green fields and rivers.
(d) ‘Transit Homes’ are the homes which are not permanently constructed or
settled, they are movable and mostly made with light materials as cloth,
bamboos or dried grass.

3. This morning, Saheb is on his way to the milk booth. In his hand is a
steel canister. “I now work in a tea stall down the road,” he says,
pointing in the distance. “I am paid 800 rupees and all my meals”. Does
he like the job? I ask, His face, I see, has lost the carefree look. The steel
canister seems heavier than the plastic bag he would carry so lightly
over his shoulder. The bag was his. The canister belongs to the man
owns the tea shop. Saheb is no longer his own master!

Questions :
(a) What is paid to Saheb at tea stall ?
(b) Does Saheb like the job ?
(c) Why steel canister seemed heavier than the plastic ’ bag?
(d) ‘Saheb is no longer his own master !’ Explain.
Answers :
(a) At tea stall, Saheb is paid 800 rupees and ail his meals.
(b) No, Saheb does not like the job. He is a servant now.
(c) Steel canister seemed heavier than the plastic bag because the bag was
his whereas the steel canister belonged to the man owned the tea shop.
(d) Saheb is no longer his own master means that now Saheb is working as
a servant at tea stall, he has to obey the orders given by the owner of the tea
shop. He is a slave now.

4. Mukesh’s family is among them. None of them know that it is illigal for
children like him to work in the glass furpaces with high temperatures,
in dingy cells without air and light; that the law, if enforced, could get
him and all those 20,000 children out of the hot furnaces where they
slog their daylight hours, often loosing the brightness of their eyes.

Questions :
(a) What is illegal for children according to the writer ?
(b) Where do those children work ?
(c) What do you understand by ‘they slog their daylight hours’ ?
(d) What is the big loss they face working there?
Answers:
(a) According to the writer, it is illegal for children to work in the glass
furnaces with high temperature, in dingy cells without air and light.
(b) Those children work in the glass furnaces with high temperature, in
dingy cells without air and light.
(c) ‘They slog their daylight hours’ means that the children, during the day
time, work very hard sitting there and waste their precious time which
should be occupied in studies and various creative activities.
(d) The big loss they (Children) face working there is the loosing of
brightness of their eyes.

5. “It is his Karam, his destiny”, says Mukesh’s grand-mother, who has
watched her own husband go blind with the dust from polishing the
glass of bangles. “Can a god- given lineage over be broken?” She implies
born in the caste of bangle makers, they have seen nothing but bangles
in the house, in the yard, in every other house, in every other yard,
every street in Firozabad.

Questions :
(a) “It is his Karam, his destiny.” Explain.
(b) What does it mean : “Can a god-given lineage ever be broken ?”
(c) What happened to Mukesh’s grandfather ?
(d) What is the scene of Firozabad as per the above given description ?
Answers :
(a) “It is his Karam, his destiny” means that to work in bangle industries is
their fate since birth and they have accepted it as natural.
(b) “Can a god-given lineage ever be broken” means that the grandmother in
the form of the question declares that the descendency which they have got
from their ancestors can never be changed.
(c) Mukesh’s grandfather had gone blind with the dust from polishing the
glass of bangles.
(d) In Firozabad in every house, in every yard, in every other house, in every
other yard, in even every street—only the bangles and glass prpducts are
found and s6en everywhere.

6. “Why not organise yourselves into a cooperative ?” I ask a group of

young men who have fallen into the vicious circle of middlemen who
trapped their fathers and forefathers. “Even if we get organised, we are
the ones who will be hauled up by the police, beaten and dragged to jail
for doing something illegal.” They say. There is no leader among them,
no one who could help them see things differently.

Questions :
(a) What do you understand by a cooperative ?
(b) What is the vicious circle of middlemen ?
(c) Why do they not get organised ?
(d) Why are they unable to see things differently ?
Answers :
(a) A cooperative is an independent association of persons united willingly to
work combindly for the same goal.
(b) The vicious circle of middlemen is a never ending domain of middlemen
like sahukars, the policemen, the keepers of law, the bureaucrats and the
politicians. The sphere made by them can never be broken nor be crossed.
(c) They do not get organised bemuse if they got organised, they were the
ones who would be hauled up by the police, beaten and dragged to jail for
doing something illegal.
(d) They are unable to see things differently because there is no leader
among them, who could help them see things differently for their benefi

7. To do anything else would mean to dare. And daring is not part of his
growing up. When I sense a flash of it in Mukesh I am cheered. “I want to be
a motor mechanic”, he repeats: He will go to a garage and learn. But the
garage is a long way from his home. “I will walk”, he insists, “Do you also
dream of flying a plane ?” He is suddenly silent. “No,” he says staring at the
ground.

Questions:
(a) Why word ‘dare’ is used here for bangle makers ?
(b) Why did the writer cheer ?
(c) What does Mukesh want to be ?
(d) Why did the writer ask, “Do you also dream of flying a plane ?”
Answers:
(a) Bangle makers are very fearful from the middlemen. To do or think
anything else except bangle making is a sign of revolt which was found only
in Mukesh.
(b) The waiter cheered finding a flash of daring in Mukesh when he says, “I
want to be a motor mechanic”.
(c) Mukesh wants to be a motor mechanic for which he is ready to take any
pain as the garage is a long way from his home.
(d) The writer asked, “Do you also dream of flying a plane” because she
wanted to check Mukesh’s dedication and real desire.
 POEM-1 : MY MOTHER AT SIXTY SIX
Summary of My Mother at Sixty-six

My mother at sixty-six is a poem whose author is Kamala Das. The writer is

famous for capturing the complications of relationships between human
beings. This poem is one of the best examples of bonding in humans.
Especially the bond between a mother and a daughter. This poem defines the
fear of the author of losing her mother. My mother at sixty-six summary will
elaborate on the feelings of the author and will also define the meaning of the
poem.

Ageing is an inescapable phase of every human’s life. A person enters their

childhood, experiences adolescence when they are energetic and have so
many dreams. Finally, every person approaches their old age and then they
die. Relationships between people become much stronger in every phase of
life. No one can’t bear the separation from their loved ones just because of
ageing.

Firstly, when the author going to the Cochin airport with her mother she looks
at her carefully and presents before us her image. As she looks at her mother’s
soft and whitish face, she gets stuck with the fear of losing her mother. Her
mother with a sleepy face and open mouth is comparable to a corpse. Here,
the author shows love and affection in a relationship between a mother and a
daughter.

The poet is hurt and sad and shifts her attention outside the car for driving
out the undesirable feelings. She changes her bad mood. The scene from the
window of the car is of rising life and energy. The fast sprinting green and
huge trees alongside the cheerfully playing kids represent life, youth, and
vitality. The poet here is remembering about her own childhood. In her
childhood, her mother was young and beautiful. Whereas now her mother is
surrounded by the fear of losing her life and that made her insecure and sad.

She reaches the airport to take her flight. It shows departure and parting
which makes her sad. As she said goodbye to her mother, the image of the old
mother in the dusk of years strikes her. Here again, a simile is comparable
with her mother with a late-night moon of the winters. The light of the moon
is an obstacle by the fog and haze as she appears older now.

The poet is now feeling the pain of getting separated because of leaving her
mother. Her childhood fear of losing her loving mother now became so
terrifying. Now her mother could die of old age anytime unexpectedly. She is
so sad that she starts crying slowly without control but keeping a brave heart
she hides her tears and starts smiling. Thus, she offers her farewell to her old
mother and keeps her hope of seeing her mother alive again. She says “see
you soon, Amma”. She hides her tears and sorrow as she does not want to
make a painful and emotional environment. Moreover, she doesn’t want her
mother to cry and shows her that she is enjoying her life. She expects her
mother to be happy and enjoy her life just like her.

To conclude, my mother at sixty six summary revolves around the beautiful

relationship between the poet and her mother. The summary shows the theme
of the advancing age of the mother of the author and the fear of separation.
This apparently short poem touches upon the theme of a beautiful bond
between the mother and the daughter. It shows how beautiful a relationship
a mother and a daughter can have.

SHORT ANSWER TYPE QUESTIONS

Q1. Where was the poet going and who was with her?

Ans: The poet was driving from her parent’s home to the Cochin airport. The
poet’s mother had comfe to see her off. She was sitting beside her. She was
dozing with her mouth open. The words ‘driving’ and ‘doze’ provide a contrast
between images of dynamic activity and static passivity respectively.

Q2. What was the poet’s childhood fear? [All India 2014]

Ans: The child is always in fear of being separated from his parents. In the
same way, the poet’s fear as a child was that of losing her mother or her
company.

Q3. What does the poet’s mother look like? What kind of images has
the poet used to signify her ageing decay?

Ans: The poet’s mother is sixty-six years old. She is sitting beside the poet
and dozing with her mouth open. This is a sign of old age. Usually old people
keep their mouth open to overcome breathing problems. Her face looked pale
and faded like ash. Actually, she is an image of death as her ‘ashen’ face looks
like that of a corpse.

Q4. What does the poet realise with pain? Why does the poet ‘put that
thought away’ and look outside?

Ans: The lifeless and faded face of the poet’s mother pains her heart. She
looks lifeless like a corpse. She provides an image of passivity, decay and
death. The old lady seems to be lost in her thoughts. The poet needs a
distraction, a change. She puts that thought away and looks outside. There
she gets a picture of life, happiness and activity.

Q5. Describe the world inside the car and compare it to the activities
taking place outside?
Ans: The pale and faded face of the poet’s mother looks lifeless like a corpse.
Her dozing with mouth wide open suggests passivity, decay and death.
Outside the car, the poet watches young trees speeding past them. They seem
to be running fast or sprinting. Happy children are moving out of their homes
cheerfully. They present an image of life, dynamism and activity.

Q6. Why does the poet look outside? What does she see happening
outside?

Ans: The thought of the ageing mother at sixty-six and her pale and ashen
face looking like a corpse becomes too heavy for the poet to bear. She needs
a distraction, a diversion and therefore she looks outside. She watches young
trees. These trees speed past them and appear to be sprinting. Then she sees
happy children moving out of their houses and making merry.

Q7. How has the poet contrasted the scene inside the car with the
activities going on outside?

Ans: The poet has used beautiful images to highlight the stark contrast
between the scene inside the car and the activities going on outside. The
‘ashen’ face of the poet’s mother is pale and lifeless. It looks like that of a
corpse. She is dozing and lost to herself. The image of the ‘dozing’ mother is
contrasted with the ‘spilling’ of children. The ‘ashen’ and ‘corpse¬like’ face is
contrasted with the young trees sprinting outside.

Q8. What does the poet do after the security check-up? What does she
notice?

Ans: They have to pass through a security check-up at the airport. After it,
the poet stands a few yards away. Before saying parting words to her mother,
she looks at her mother again. Her face looks pale and colourless like the late
winter’s moon. She presents a picture of ageing and decay.

Q9. Why is the poet’s mother compared to the late winter’s moon?

Ans: The poet’s mother has been compared to the late winter’s moon to bring
out the similarity of ageing and decay. The late winter moon looks hazy and
obscure. It lacks shine and strength. The poet’s mother has an ‘ashen’ face
resembling a corpse. She has lost her shine and strength of youth. The
comparison reinforces the impact.

Q10. What is the poet’s familiar ache and why does it return?

Ans: The poet is pained at the ageing and decaying of her mother. The fear is
that with ageing comes decay and death. The sight of her old mother’s ‘ashen’
and corpse-like face arouses “that old familiar ache” in her heart. Her
childhood fear returns. She is also pained and frightened by the idea that she
may have to face all these things herself.

Q11. How does Kamala Das try to put away the thoughts of her ageing
mother?[All India 2014]

Ans: Kamala Das was in much trouble after seeing the lifeless and faded face
of her mother. The old lady seemed to be lost in her own thoughts. The poetess
turned away her attention from her mother and looked outside. The outside
world was full of life and activity. The young trees seemed to be running fast.
The children looked happy while moving out of their homes.

Q12. Why does the poet smile and what does she say while bidding
good bye to her mother ?
OR
With fear and ache inside her heart and words of assurance on lips and
smile on the face, the poet presents two opposite and contrasting
experiences. Why does the poet put on a smile?

Ans: The ‘wan’, ‘pale’, face of the poet’s mother at sixty-six brings an image of
decay and death. It brings that old familiar fear of separation back. She fears
the ultimate fate of human beings. But she has to put on a brave face. She
regains self-control. She composes herself and tries to look normal. She utters
the words of assurance that they will meet again soon. She tries to hide her
ache and fear by smiling continuously.

Q13. What poetic devices have been used by Kamala Das in ‘My Mother
at Sixty-six’?

Ans: The poem ‘My Mother at Sixty-six’ is rich in imagery. Kamala Das uses
the devices of comparison and contrast. The use of simile is very effective. The
face of the poet’s old mother is described as ‘ashen’. This ashen face is ‘like
that of a corpse’. The poet uses another simile. The “wan, pale’ face of the
mother is compared to ‘a late winter’s moon’.The poem excels in contrasts.
The old ‘dozing’ lady inside is contrasted with the young trees “sprinting” and
merry children “spilling” out of their homes.

Q14. What is the kind of pain and ache that the poet feels?

Ans: When the poet sees the pale and corpse-like face of her mother, her old
familiar pain or the ache returns. Perhaps she has entertained this fear since
her childhood. Ageing is a natural process. Time and ageing spare none. Time
and ageing have not spared the poet’s mother and may not spare her as well.
With this ageing, separation and death become inevitable.

Q15. Why are the young trees described as ‘sprinting’?

Ans: The poet is driving to the Cochin airport. When she looks outside, the
young trees seem to be walking past them. With the speed of the car they
seem to be running fast or sprinting. The poet presents a contrast—her
‘dozing’ old mother and the ‘sprinting’ young trees.

Q16. Why has the poet brought in the image of the merry children
‘spilling out of their homes’ ?

Ans: The poet has brought in the image of merry children ‘spilling out of their
homes’ to present a contrast. The merry children coming out of their homes
in large numbers present an image of happiness and spontaneous overflow of
life. This image is in stark contrast to the ‘dozing’ old mother, whose ‘ashen’
face looks lifeless and pale like a corpse. She is an image of ageing, decay and
passivity. The contrast of the two images enhances the poetic effect.

Q17. What do the parting words of the poet and her smile signify?
Ans: The poet’s parting words of assurance and her smiles provide a stark
contrast to the old familiar ache or fear of the childhood. Her words and smiles
are a deliberate attempt to hide her real feelings. The parting words: “See you
soon, Amma” give an assurance to the old lady whose ‘ashen face’ looks like
a corpse. Similarly, her continuous smiles are an attempt to overcome the
ache and fear inside her heart.

Long Answer Type Questions:

Q1. Aging is a natural process; have you ever thought about what our
elderly parents expect from us ?

Ans. Aging is a natural process. A person becomes weaker as he ages, he

needs support both mentally and physically. So, it is our duty to give our
elderly parents the love, emotional support and respect they deserve. Our
parents usually give us the best time of their lives to bring us up. Therefore,
it is our moral duty to respond in kind as they age.
Loneliness is common in the elderly, and they require companionship. The
pessimistic attitude they develop towards life can be avoided only if we lavish
them with love, importance, and empathy. They expect their children to sit
quietly and talk to them about what is going on in their lives, and to consider
their advice when making important decisions. Their depleted vitality can
thus be easily restored. This joy will inspire them to live life to the fullest.
Thus, ensuring that we give them the best time of their lives just as they once
did for us when we were younger.

Q2. Write a brief summary of the poem, ‘My Mother at Sixty Six’ by
Kamala Das.
Ans. The poem begins with Kamala Das, the poet, is on her way to the airport
in Cochin, accompanied by her elderly mother. She suddenly realizes her
mother has grown old. Her face is ashen, as if she were a corpse. This thought
disturbs her because it reminds her of her mother’s impending death. As a
daughter, the thought of losing her mother disturbs her, and in order to
distract herself, she begins looking out the window at the trees that appear to
be sprinting as she drives a car. She also notices small children rushing out
of their homes to play outside. This brings back memories of her youth and
beauty. Her mother, on the other hand, is getting older. She has grown old
and is nearing the end of her life. This gives her a sense of insecurity. In
contrast to the young children and green trees, the mother has aged and
become as pale as the winter moon.

As she waves goodbye to her mother at the airport, the poet experiences the
same pain and fear she did as a child, but she masks her feelings with a smile
that assures her mother that she will return soon. So, even when the poet is
terrified of old age, her smile gives her mother hope of survival.

Q3. Imagine you are the poet’s friend. Write a dialogue exchange between
yourself and the poet where the latter confides in you about her fears
and asks for your advice. What would your advice be to face her fears, to
ignore them or something else? (CBSE QB, 2021)

Poet: Hi, how are you doing?

Friend: I am good, but you are not your usual self. What happened? You
seem lost somewhere else
Poet: I met my mother over the weekend. She is just sixty-six but was
looking older than her age.
Friend: Oh, they all look like that. My father is only fifty-nine but he already
looks like seventy. Poet: Not only that, but her health was also looking
deteriorated. I had to shift over here due to professional work. It was a pain
leaving her alone at home. I have not spent enough time with her lately.
There is so much I want to discuss with her, but don’t have time
Friend: Don’t worry, she will be well. We all seem afraid of the impending
truth. But, come on, face your fears boldly. Take a week’s off and spend time
with her. At least, you will not regret later in life.
Poet: But, my boss will not allow me to take off. You know the work pressure
we have right now at the office
Friend: Don’t worry, I will take care of that. I will work overtime for a couple
of days and cover up for you.
Poet: Thanks dear, you are truly a friend indeed. I will talk to boos in the
morning. Thanks and good night
Friend: So, cheer up now! All will be well. Good night.

Q4. Analyze the concept of losing our dear ones on account of old age
in the context of the poem.
Ans.The poem ‘My Mother at Sixty-Six’ captures the natural complexities of
the human mind, as well as the universal fear of losing our parents. Aging is
an unavoidable part of human life that we must accept regardless of the pain
it causes in our hearts. The poet discusses her mother, who is getting older
and has a pale and weak face. Her mother, who is sixty-six years old, is
depicted as an elderly woman in need of rest. The poet recalls how, even as a
child, she was terrified of losing her mother. Her fear has evolved over time
into a fear of losing her mother to death. Her attention is diverted by her
mother’s failing health, but she smiles, expressing her desire to see her soon.

Q5. In the last line of the poem, ‘My Mother at Sixty-six’, the word
‘smile’ is repeated three times. What is its significance?

Ans.Even after attempting to distract her from the fact that her mother was
aging, the poet couldn’t help but notice her mother’s fading face. She is afraid
that this is the last time she will see her mother. However, the poet chose to
conceal her fear from her mother. The poet uses the word “smile” three times
in the final line to emphasize that, while she is afraid of losing her mother and
is distressed by their separation, she does not let it show on her face. She
smiles to persuade herself and her mother that they will meet soon.

Q6. What are the main ideas combined in the poem ‘My Mother at
Sixty- six’

Ans. In this poem, the poet details what her mother looks like at the age of
66. She also shares her pain at seeing her deteriorate so much. It was her
last Friday morning at home when she looked up at her mother as she drove
to the airport. The poet was not only injured but also shocked to see her
sleeping with her mouth open. She became all the more worried as she
looked pale, shriveled and withered like a corpse. To distract himself from
this pain and suffering, she looked outside and saw young trees and
children. She understood in them life, vigor and vitality. Then to airport
security. A similar old age was reflected in her pale body. She compared her
to a late winter month and realized that it was due to old age. The poet
smiled at her to see her again and left. The poem was an example of the pain
caused by old age and separation.

Q7. In the poem “My Mother at Sixty-six,” how does the poet convey
the nuance of human relationships?

Ans. In the poem ‘My Mother at Sixty-six,’ the poet Kamala Das depicts a close
relationship between a mother and a daughter with such sensitivity that the
reader is moved by similar emotions. The poem is written in one continuous
sentence and depicts a single thread of thought interspersed with real-world
sights and sounds that connect to the main idea of old age and death. The
poet is about to leave the airport with her elderly mother. Her heart is gripped
by the agony of losing her mother to death, but she suppresses it. The fear in
her heart is hidden by a smile on her face, and she leaves knowing she will
see her mother again.

Q8. Read the following and answer the question that follows.

“but all I said was, see you soon, Amma,

all I did was smile and smile and smile…………….”

It is always painful to depart from our loved ones. Our hearts bleed but lips
smile. Nothing is more difficult than to wear an artificial smile,
notwithstanding the tragic fact that there may not be another meeting with
the loved person. Death is the ultimate goal of life.

After reading the above lines and the poem ‘My Mother at Sixty-Six’, do you
feel that death should be accepted silently and there is no use crying over
something inevitable? Or do you feel that sentiments don’t understand the
nature of death and sadness can’t cease? Justify your answer.

Ans. According to me, Death should be accepted silently because it is

unavoidable and our minds are aware of this. However, our hearts are
unaware of something that is unavoidable. It understands emotional
language. It understands how to laugh and cry. We all care about those close
to us. Love is a beautiful emotion and the foundation of life. We are
heartbroken when someone we care about dies. Our mind understands that
death is the ultimate goal of life, but our sadness is natural. Similarly, the
author is aware that this is most likely her last meeting with her mother. She
is depressed, and her smile is an attempt to hide it. She can’t stop loving her
mother, and she can’t stop mourning her mother’s departure and impending
death.

Q9. Bring out the poetic devices used in the poem.

Ans. The poem “My Mother at Sixty Six” is structured into a one-sentence
frame with commas. This shows one chain of thought that runs through. In
her poem, My Mother’s Sixty-six, Kamla Das employs imagery to convey her
main point: aging is natural, and we all have to go through it at some point
in our lives. We should not be concerned about aging because it is a natural
process. The poet employs imagery to convey the concepts of death and youth.
“Trees sprinting, happy kids spilling.” This is explained by the poet by
comparing her mother’s old age to trees and young children. Similes like
“ashen as a corpse’s face,” “as a late winter’s moon.” are used. The poet
compares her mother’s old age to a corpse and the moon in winter. They are
symbols of hopelessness and darkness. It refers to the symptoms of death
caused by old age. The body and ashes have arrived at the cremation facility.
The poem reflects the poet’s fear of losing her mother, which no one wants.
She uses words and phrases like “doze, open-mouthed,” “wan, pale as a late
winter’s moon,” and “wan, pale as a late winter’s moon” to describe these as
signs of aging.

Young trees and children are personified by the poet. The young trees grow
quickly because children are active and represent youth, whereas their
mother’s face is pale, ashy, and corpse-like. Her youth is fleeting, and she will
soon be old like her mother. In My Mother at Sixty-six, the metaphor “children
spilling” is used. A child’s action represents youth, while her mother
represents old age. Youth and children are similar in that they are both active
and not in the state of dormancy like her mother.

Q10. Imagine the mother gets to know of the poet’s persona’s fears.
Write a letter, as the mother, telling the daughter why she must not dwell
on these fears. (CBSE QB,2021)

You may begin this way:

Pallipuram
Cochin, Kerala
22 August ‘60
My dear Kamala,

I am writing to you because when you left me at the airport, I felt something
wasn’t right. Judging by how little you spoke that day ……………………….
………………………………………(continue)…………………………………

With love Amma

Ans.

Pallipuram
Cochin, Kerala
22 August ‘60
My Dear Kamala,

I’m writing to you because something didn’t feel right when you dropped me
off at the airport, judging by how little you said that day. I understand you
were attempting to conceal your fears. You are afraid that you will lose me
and that I will die soon. You can put your worries to rest, my child, because I
am in the prime of my health. I am actively performing my daily chores and
am not becoming tired; I am looking forward to meeting you soon. If everything
goes as planned, I’ll be shitting near you in about a month.
Having said that, my child, you must recognise that death is the ultimate
truth of life. The one who is bom must perish. We will all face this fate sooner
or later. As your guide and mentor, I would advise you to face this truth boldly,
as it will be realized in my case as well. Remember, when that day comes, I
want you to cherish the happy times we shared and move on with your life,
not mourn. I look forward to seeing you soon.

With love Amma

Extract based questions:

1. I saw my mother,
beside me,
doze, open mouthed, her face
ashen like that
of a corpse and realized with
pain
that she was as old as she
looked but soon
put that thought away, ….

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

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

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

2. looked out at young

trees sprinting, the merry children spilling
out of their homes, but after the airport’s
security check, standing a few yards
away, I looked again at her, wan,
pale
as a late winter’s moon and felt that
old
familiar ache, …………..

1. How can the trees sprint?

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

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

3.“and felt that old

familiar ache, my childhood’s fear, hut all I said was, see you soon, Amma
all I did was smile and smile and smile_ _“

1. Name the poem.

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

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

Keeping Quiet summary discusses peace, humanity, and brotherhood. This

poem is by the author Pablo Neruda. The poem is explosive as well as quiet
at the same time. Neruda speaks of a world of wisdom in a calm fashion.
Neruda believes that staunch activism is not the best way to get into the heart
and minds of the masses. Consequently, the author speaks with much
serenity. Furthermore, this serenity creates an aftermath of thought ripples
in the minds of the reader. The poet wants the readers to take time out of
their busy lives for retrospection and introspection. The poem is symbolic of
stopping all activities and understanding the purpose of the world. Keeping
Quiet appeals to the heart of the readers in contrast to the intellect. Through
this poem, Neruda aims to get his readers thinking and pondering as opposed
to intellectual stimulation.
This poem emphasizes the importance of self-introspection and silence.
Furthermore, these two can transform the life of an individual. Moreover, they
can also transform the face of the earth. The poet says that self-introspection
and silence do not take much time to look within. Any individual can do it
and examine oneself. This is easy and takes only as long as it will take
someone to count to twelve. During this time of introspection (self-
examination), it is important for the individual to keep quiet. The individual
must say nothing at all. Without silence and keeping quiet, self-introspection
will not work. Silently introspecting will give the individual a strange feeling
of unity and togetherness with all others.
In the beginning, it will certainly feel a little strange. However, eventually, it
has the power to bring us all together. This silence will be free from the
annoying sounds of engines. Furthermore, this silence will also be free from
the people rushing to get their work done. The author feels contentment while
imagining the change that will take place in those moments. The men who
have to deal with the pain while collecting salt will get a little relief. Even the
people who desire war and destruction will put on clean clothes and an
opportunity to walk among their brothers. They will get to experience a life
that is free of enmity and hatred. There will be a halt to their destructive and
dangerous activities. Peace and tranquillity will prevail everywhere once such
harmful activities come to a stop, even if it is for a short time.
The poet clarifies that his wish should not mean “total inactivity”. The poet
only desires to interrupt the violent, cruel, and sad activities taking place all
over the world for a few moments and let individuals introspect their actions.
In fact, there is a connection to what he says with life rather than death.
Activity is the very essence of life whereas inactivity is symbolic of death.
However, for a new, improved, and useful activity, a little stillness is quite
important.
The poet makes use of the image of the earth to explain how life exists in
things that seem dormant. In winter, the earth becomes very silent and it
seems to be dead. The Earth becomes lively again in spring. Furthermore, in
spring, the addition of fresh new beauties and colours takes place. In a similar
fashion, man can resume his activities in a better manner after a little silence
and quietness.
Keeping Quiet summary tells us about the big impact of silence and self-
introspection in making this world a better place.

SHORT ANSWER TYPE QUESTIONS

Q1. Why does Pablo Neruda urge us to keep still?

Ans: Stillness is essential for calm reflection and quiet introspection. We hear
the voice of conscience in moments of silence. The poet is convinced that most
of human ills and miseries are caused by man’s hurry and rush to do things.
The poet wishes that we may withdraw ourselves from our undesirable actions
and keep still for a moment.

Q2. Why shouldn’t we “speak in any language” and “not move our arms
so much”?

Ans: People of the world speak in different languages. They indulge in

unnecessary debates and disputes. Most of these arguments lead to
destructive wars. The poet urges people to stop speaking in any language.
They must speak through their hearts. So far men have moved their arms
only to harm others. Therefore, the poet wants that they should not move
their arms so much. Let these arms rest for once. Let a feeling of mutual
understanding , be created among human beings.

Q3. Pablo Neruda says:“we would all be together in a sudden

strangeness.”
When can we experience such a moment? Why will that be an exotic
moment?
Ans: Non-stop activity, unnecessary rush and noise have made our lives
unpleasant and full of misery, pain and troubles. We must stop rushing,
hurrying, worrying and running. Even the noise of engines and machines
must stop for once. Then all of us will enjoy the sudden strangeness of that
moment. It will be a unique moment. In that exotic or fascinating moment
we shall feel totally relaxed, physically as well as mentally.

Q4. What does the poet ask the fisherman and the man collecting salt
to dot What docs In-exactly want to convey by this?

Ans: Pablo Neruda is against any kind of violence. He addresses the fishermen
and asks them not to harm whales living in the cold seas of the polar regions.
He is also against any kind of self torturing. The man who is gathering salt
has hint his hands. He asks this man to look after himself and take care of
his injured hands.

Q5. What are the different kinds of war mentioned towards war?
Ans: The poet is against wars of all kinds. He wants a total stoppage of war.
Green wars against the environment, wars with poisonous gases and wars
with fire must be terminated (stopped) at once.

Q6. What alternative does Pablo Neruda suggest instead of indulging in

wars?
Ans: Instead of indulging in wars, the people must come out in their best
dresses with then- brothers. They should go out for a walk under the shady
trees and enjoy themselves doing nothing. This would bring the feeling of
togetherness among them.

Q7. How does the poet distinguish ‘stillness’ from ‘total inactivity’?
Why does Neruda saw I want no truck with death?

Ans: Pablo Neruda is in favour of stillness or silence. We remain still and quiet
for sometime. On the other hand, total inactivity is a permanent suspension
of work. It is just like death. ‘Stillness’ should not be Confused with ‘total
inactivity’. Life goes on as usual. There can’t be anything like total inactivity.
The poet refuses to associate with death or deal with it.

Q8. Why does the poet fee! that we should not be so single-minded’?

Ans: People are generally single-minded. They want to focus on only one
thing. They want to keep their lives going. They are ever busy in their pursuit.
The poet wishes that they would not be so much absorbed with always
remaining on the move. They must have some respite or rest. They too need
peace or silence.

Q9.Why do men become sad? How can this sadness be overcome?

Ans: Men fail to understand themselves. They are always threatening

themselves with death. When they realise their failure to understand
themselves they become sad or helpless. Fear of death also makes them sad.
Only a huge silence’ can interrupt this sadness. Such silence will do them
good.

Q10. How might a huge silence interrupt the sadness of men?

Ans: Men never understand themselves. Nor are they ever sure of their
actions. They face another tragedy. Due to their own actions, they are
threatening themselves with death. This realisation makes them helpless and
sad. Only a huge (long) silence might interrupt this sadness and do them some
good.

Q11. Under the apparent stillness there is life. Justify this statement
giving an example from the poem ‘Keeping Quiet’.
Ans: Neruda does not equate stillness with total inactivity. He believes that
under this apparent stillness there is life. We can learn it from the earth.
When everything seems dead, the earth still remains alive. The earth is never
dead. The life on the earth goes on as usual under the apparent stillness.

Q12. Justify the title ‘Keeping Quiet’.

Ans: The title of the poem is quite appropriate and logical. It suggests the
necessity of quiet introspection. The people of the world are overactive and
always on the move. Their activities have caused untold troubles and
sufferings. Keeping quiet will do them a lot of good. It will save them from
many harmful and violent activities. Moreover, it will help in reflecting over
the fate of man and help in creating a feeling of mutual understanding among
human beings.

Q13. Which is the exotic moment that the poet refers to in ‘Keeping
Quiet’:[Delhi 201]

Ans: The poet talks about the exotic moment when everyone keeps quiet.
There will be no rush for a second. The machines must stop for a moment.
That moment will be fascinating for all of us. All of us shall enjoy the sudden
strangeness of the moment together.

Long Answer Type Questions:

Q1. In a world that is constantly running after ‘more’ chasing the next
new thing, would it be fair to think of Neruda’s call as merely a fanciful
idea?

Ans: Yes, Neruda’s call is good, but it is more fanciful in character. However,
if we are able to remain silent, it will have two effects on life in and around
the sea.

1. The fisherman will avoid killing whales, or any other animal for our own
benefit for a while by remaining silent.
2. Additionally, salt gatherers will have time to heal their injured hands,
tend to them and not overwork and simply rest for a while.
3. Moreover, man will not harm nature during this period of silence, and
both humans and nature will have time to attend to and heal their
wounds.

As a result, everyone will have more time to reflect on themselves, nature or

the past and the decisions taken by them.
Q2. The world has become a global village, and people across
boundaries, nationalities and communities are now connected to one
another. With the advancement of technology, and the advent of social
media, do you think that the task of keeping quiet, as envisaged by
Neruda, has become easier or more complicated? Justify your stance.
(CBSE QB, 2021)
Ans:World has become a global village due to transport and communication.
People from all over the world are linked together by means of transportation
and communication. People use communication technology to stay mentally
connected to each other even when they are not physically connected. They
use various modes of transportation such as buses, cars, airplanes, and
ships to travel from one location to another for business or to visit loved
ones. In today’s world, social media platforms such as Twitter, Facebook,
WhatsApp, Snapchat, and others have grown into massive platforms that
connect people all over the world.

Due to this advancement in technology and the advent of social media, the
task of keeping quiet both may and may not be achievable depending on the
way people perceive it. People understanding the need of introspection and
reflecting on their actions, thoughts, etc. can through the use of social media
support and promote the idea of “keeping quiet”. However, on the contrary,
social media, technology and the world itself, for some people can prevent
them from “keeping quiet” thus making it a fanciful idea and more
complicated to achieve in nature. Therefore, people’s perception towards the
idea and understanding of introspection and “keeping quiet” would be an
important factor in determining if the task would be complicated or easy to
achieve.

Q3. Analyze the importance of the dramatic count to twelve in

‘Keeping Quiet.’

Ans: The poem begins with the poet’s request that a count to twelve be
followed by a moment of silence. The poet associates silence with the desire
for a moment of togetherness. The poet’s request to count to twelve is repeated
in the first and last stanzas, creating a personal space of silence in the poem.
The poet seeks this moment of silence to reflect and meditate, to share a sense
of camaraderie and oneness.

The poet wishes that the fishermen would not kill the whales at this precise
moment, and that the men gathering salt would rest their injured hands. The
threat of global annihilation would be eliminated. The poet wishes that at this
moment we would have time for self assessment and introspection. The
number ‘twelve’ is dramatically significant in representing our clock time, a
real-life moment.

Q4. How is the poet’s appeal for keeping quiet different from absolute
sluggishness ?

Answer: In his plea for silence, the poet emphasizes the importance of self-
introspection in a man’s life. As we face the sadness of death, he encourages
us to seek a moment to understand ourselves and analyze our actions. The
poet’s request for a moment of silence or stillness should not be
misinterpreted as a request for inactivity or complete sluggishness.

He seeks a moment of silence in which people are not preoccupied with work
and can reflect on their actions. This moment of silence will aid them in
overcoming their difficulties and flaws. The poet even believes that the Earth
will enlighten men in this process, because silence is only a moment captured
where there is activity under apparent stillness.

Q5. Analyze the poetic devices that the poet adopts in the poem.

Ans: The poet has used repetition in the lines ‘let’s not speak’ and ‘let’s stop
for one second’ to create a poetic effect of emphasis on his readers. Even the
phrases ‘count to twelve’ and ‘count up to twelve’ are symbolic, as the poet
requests silence a second time. The word ‘twelve’ represents a unit of time
that represents our clock time in real life, capturing a moment from our
current time. The phrases ‘hurt hands’ and ‘clean clothes’ are examples of
alliteration. The word ‘brothers’ in the poem implies brotherhood, and
synecdoche is used by using a concrete object rather than an abstract
concept. The poet also uses metaphor in ‘put on clean clothes,’ as he wants
the warmongers to shed their blood-soiled clothes (i.e., stop fighting) and put
on new clothes (meaning, follow brotherhood).

Q6. Elucidate and bring out what Pablo Neruda wants to convey
through the following :

(i) Life is what it is about.

(ii) As when everything seems dead and later proves to be alive.

Ans: (i) Through “ Life is what it is about”, the poet encourages everyone to
observe silence and stand still for a while. He wishes to use this time for quiet
introspection and to foster greater human understanding. He does not imply
death’s stillness and silence. After all, life must go on and that normal and
necessary activities cannot be put on hold.

(ii) Through “As when everything seems dead and later proves to be alive”, the
poet tries explaining to people that seasons change on a regular basis in
nature. When it snows in the winter, the earth appears to be dead, with no
greenery, no flowering, and no movement of birds and beasts. However, this
situation is deceptive. After about a month, the earth demonstrates that it is
better prepared for new life. The poet thus, has related this to the change in
nature over the course of the year or our lives.

Q7. Bring out the underlying message and appeal of Pablo Neruda’s
poem ‘Keeping Quiet’. Why does he call upon all the people to keep
quiet ?
Ans: Keeping Quiet is a poem with a historical significance. The poet calls on
all people around the world to observe a brief moment of silence, to suspend
all activities, to stand still, and to quietly reflect on what they are doing to kill
themselves. The poet discusses the need to halt all war-related activities and
attack animals for our personal gains. The poet believes that it will be an odd
experience for the people to be free of tension and mad rush.” They will have
time to get to know their neighbors and their families’ needs. However, the
poet is not advocating for total inactivity. After all, life must go on in a quiet
manner. Even when everything in nature appears to be dead, the seeds of life
remain alive in the earth.

Q8. Explain the theme of the poem “Keeping Quiet” by Pablo Neruda.

Ans: Silence and stillness is the central theme of the poem “Keeping Quiet”
by Pablo Neruda. Adopting silence and stillness in our lives, even if only for a
short time, is essential, according to the poet, because it allows us to reflect
on ourselves and the world. This will put us on a meaningful path in life, first
on an individual level and then on a societal level. When we begin working
towards self-actualization, our focus shifts from the outside to the inside. As
a result, individuals and nations will live in peace and harmony. However, for
this to happen, the poet’s recommended silence and stillness must not be
mistaken for complete inactivity. The poem also has a secondary theme, i.e.,
Introspection. We can only achieve the perfect Utopian world described in the
poem through introspection and reflection.

Q9. It could be said that the poem ‘Keeping Quiet’ presents the poet’s
philosophy for a different kind of world. If you were asked to highlight
elements of Neruda’s vision that resonate in your specific social,
political and cultural context, which three main ideas would you
engage with? Use relevant textual details to support your
analysis. (CBSE QB, 2021)

Ans: Pablo Neruda imagines a beautiful world in which silence and stillness
become a regular part of one’s life, understanding of oneself reduces
environmental conflict and war. Neruda’s vision can be adopted into a social,
political and cultural context in the following ways:-

1. The first is that Neruda’s suggestion of remaining silent can be applied

in a social context. Under any circumstances, all professionals would
be taught to be still, silent, and calm.
2. Second, Neruda’s suggestion of stillness can be suggested to political
parties who can incorporate them into their political doctrine.
3. Third, on a cultural level, stillness and silence can be adopted through
a grassroots movement beginning with public Stillness Clubs (where
people go to stay still and be silent), which can then be replicated in
businesses and neighborhoods.
4. Ideally, stillness and silence should be taught at home and from
childhood itself and from there, it should spread all over the world.
Q10. The last two years of school tend to be about planning for life after
school. This can be motivating, overwhelming or encouraging for some,
and stressful for others.

Write a diary entry recording your thoughts on the following:

• Neruda’s ideas in ‘Keeping Quiet’ as a guide in this situation.

• Thinking differently about your decisions with reference to
Neruda’s ‘Keeping Quiet’.(CBSE QB, 2021)

Ans:

23rd of July, 20XX

Dear Diary,

There are numerous things I want to do and accomplish in my life after

finishing school. I have many goals, the two most significant are to be content
and successful.

I want to be happy because if I am not happy in life, no amount of money or

fame will matter. For me, success is simply doing something I’ve always
wanted to do. That in and of itself is quite an accomplishment. First and
foremost, I intend to attend college and law school. I’m not sure what will
happen after this or even if this will happen because I can’t really plan out my
life. There are numerous obstacles that could prevent me from achieving my
objectives.
Obtaining admission to a good college and law school are two of the
challenges. Becoming a lawyer necessitates extensive study, hard work, and
determination. But, life frequently takes unexpected turns. What I intend to
do now may not be what I intend to do in a few years. I intend to achieve my
goals. Keeping quiet will always help me to regain my composure, give me the
strength to reflect, and make the best decisions for myself and society.
(Your Signature)

EXTRACT BASED QUESTIONS:

1. Now we will count to twelve and we will all keep still.

Questions
(a)Name the poem and the poet of these lines.
(b)Why does the poet ask us to count to twelve?
(c)Why does the poet ask us to keep still?
(d) Find words from the passage which mean.
(ii) say number (iii) quiet and motionless.
Answers:
(a)The name of the poem is Keeping Quiet. The name of the poet is Pablo
Neruda.
(b)There are only twelve signs on the clock to measure hours. Therefore, the
poet asks us to count till the clock measures these horns.
(c)Too much activity and rush has only brought misfortunes to mankind.
Hence, it is better to be quiet and still.
(d) (i) count (ii) still

2. For once on the face of the Earth let’s not speak in any language, let’s
stop for one second,and not move our arms so much.
Questions
(a)Name the poem and the poet of these lines.
(b)‘Let’s not speak in any language’, says the poet. Why?
(c)What should we not do for a second?
(d) What do you understand by ‘the face of the Earth ?
Answers:
(a)The name of the poem is Keeping Quiet. The poet is Pablo Neruda.
(b)The people of the world have been indulging in wars and bloodsheds on
minor excuses. If they keep quiet, they may not indulge in reasoning,
disputes and quarrels. So, let them keep quiet and not speak in any
language. This will ensure peace and prosperity.
(c)We should cease all activities for a second. Man has used his arms only to
kill and destroy others. Therefore, let them not move their arms so much as
to harm others.
(d) The expression “the face of the Earth’ refers to the various countries on
the surface of the earth.

3.It would be an exotic moment without rush, without engines, we would all
be together in a sudden strangeness.
Questions
(a)Name the poem and the poet of these lines.
(b)What will happen if there is no rush or running of engines?
(c)What sort of moment will it be?
(d)How would all of us feel at that moment?
Answers:
(a)The name of the poem is Keeping Quiet. The poet is Pablo Neruda.
(b)There will be peace all around if there is no rush or the sound of the
running of engines and machines.
(c)It will be a very enticing and beautiful moment.
(d) All of us will enjoy the unusualness and sudden strangeness of that
moment.

4. Fishermen in the cold sea would not harm whales and the man gathering
salt would look at his hurt hands.
Questions
(a)What do fishermen usually do in the cold sea?
(b)What does the poet ask fishermen not to do?
(c)What has happened to the man gathering salt?
(d)What should the man gathering salt do?
Answers:
(a)Fishermen usually catch fish, particularly whales, in the cold seas.
(b)The poet asks fishermen not to hurt or injure the whales in the seas.
(c)The man gathering salt has injured his hands.
(d)He must take care of his hurt hands.

5. Those who prepare green wars,

wars with gas, wars with fire,
victory with no survivors,
would put on clean clothes
and walk about with their brothers
in the shade, doing nothing.
Questions
(a)Name the poem and the poet of these lines.
(b)What sort of wars are mentioned in the above lines?
(c)What kind of victory will it be?
(d) How should the lovers of war behave?
Answers:
(а)The name of the poem is Keeping Quiet. The poet is Pablo Neruda.
(b)Green wars, wars with poisonous gases and wars with the fire are the
different kinds of wars.
(c) It will be a victory where no survivors will be left to celebrate it. Such a
victory will be meaningless.
(d) They should put on clean clothes and walk with their brothers under the
trees leisurely doing nothing.

6.What I want should not be confused

with total inactivity. i Life is what it is about;
I want no truck with death.
If we were not so single-minded
about keeping our lives moving,
and for once could do nothing,
perhaps a huge silence
might interrupt this sadness of never understanding ourselves and of
threatening ourselves with
death.
Questions
(a)What does the poet want? What should it not be confused with?
(b)Explain: 7 want no truck with death’.
(c)What do people pursue single-mindedly? Which is the better course
the poet suggests?
(d)When can a huge silence do us good?
Answers:
(а)The poet is advocating for silence or stillness. Stillness should not be
confused with total inactivity.
(b)Total inactivity brings death. The poet refuses to associate (or deal) with
death. Thus, he is not advocating for death.
(c)People pursue single-mindedly on keeping their lives moving. ..The poet
suggests that it would be better if they give themselves rest for sometime.
For once they may do nothing.
(d)A huge silence can do us a lot of good when we are disappointed at not
understanding ourselves or threatening ourselves with death.
7. Perhaps the Earth can teach us as when everything seems dead and later
proves to be alive.
Now I’ll count up to twelve
and you keep quiet and I will go.
Questions
(a)What can the Earth teach us?
(b)What remains alive when everything seems dead?
(c)Who is the poet? What does he want to do?
(d)What does the poet ask us to do?
Answers:
‘(a) The earth can teach us a lesson how to live on it.

(b)Only the earth remains alive when everything seems dead.

(c) The poet is Pablo Neruda. He wants to count upto twelve.
(d) He asks us to keep quiet while he is counting upto twelve.
 VISTAS

CHAPTER-1: THE THIRD LEVEL

Summary of the Third Level

Third Level Summary – It is a story about a 31-year-old man name, Charlie.

Besides, this is a psychological story that refers to the subway at the grand
central railway station which takes passengers to Galesburg. In addition, this
subway becomes the interconnection between the narrator’s harsh reality and
fantasy. Moreover, the third level was a way of escape for Charley. As life in
the modern world is full of uncertainties worries and stress, it takes Charley
to a different world that his friend also calls, “a walking dream wish
fulfilment.” Further, the story is about Charley’s tendency to escape from the
world. Most importantly, the third level starts because of Sam’s letter written
on 18th July 1984. This story shows the connection between time and space.

In New York, the Grand Central Station has two levels. Nonetheless, Charley
a 31-year-old city resident talks that there exists a third level. Also, he claims
that he has been there. To talk about this problem he visits a psychiatrist
friend. He calls it a “walking-dream wish fulfilment” and explains Charley’s
psychology by saying that “the modern world is full of fear, insecurity, war,
and worry…..” and everybody wants to escape to some “temporary refuge from
reality.” As for him, hobbies like stamp collection is an indicator of this escape.

At times the Grand Central Station seems like a maze to Charley. While taking
the subway earlier he had lost his way a couple of times. One time he entered
the lobby of the Roosevelt Hotel. While the other time he appeared at an office
building that was three blocks away. However, this time he loses his way and
something unique occurs. Charley visits the third level!

In the silent hallway, Charley keeps walking, turning left, and sloping
downward, until he touches an architecturally old station, which is totally
different from the two familiar levels. Moreover, this old small room with fewer
ticket counters and train gates, a wooden information booth, wavering open
flame gas lights and brass spittoons. All this remind him of the architecture
of the 1800s. Further, he sees people in outdated outfits. When he noticed the
date in the newspaper ‘The World’ he sees 11 June 1894. When he tries to
buy two tickets, he realizes that he needs old currency.He always wanted to
travel to Galesburg with his wife, Louisa. Back in his head, it is “a wonderful
town still, with big old frame houses, huge lawns, and tremendous trees….”
The place has pleasant and long summer dusks and where people have ample
of time. Hence, the next day during lunch, he exchanges three hundred
dollars for old currency amounting to some two hundred only. In addition, the
amount doesn’t bother him as he believes that everything there will be
cheaper. However, he could never again find the corridor that leads him to the
third level.

When her wife came to know about this she asks him to stop looking.
Unexpectedly, his friend Sam Weiner also disappear and his wife keeps on
looking for him for in the weekends. Moreover, Sam was the one whom
Charley shares his idea about Galesburg.

Charley inherited the hobby of stamp collection from his grandfather. And
someday while looking at the stamp collection, Charley finds a letter that was
earlier not there. Also, it has the postmark on a faded six-cent stamp with a
picture of President Garfield. Further, the envelop read as 18 July 1894 to
Charley’s grandfather in Galesburg and it addresses Charley.

In the letter, Sam tells Charley that he has reached Galesburg and he invites
Charley and Louisa there. After going to stamp and coin shop he gets to know
that Sam exchange eight hundred dollars for old currency bills to establish
his business in Galesburg. Besides, Sam was none other than Charley’s
psychiatrist!

Through the third level, the writer wants to escape from the modern world to
peaceful and quite old times.

SHORT ANSWER TYPE QUESTIONS:

Q1 What did Charley find at the Grand Central Station?

Ans. At the third level, Charley saw the people wearing old-fashioned dress,
an old locomotive, newspaper dated June 11, 1894, brass spittoons, flickering
gas same lights and many other things related to that era.

Q2 “I’ve taken the obvious step.” Explain.

Ans. Nobody believed in Charley’s statement about the existence of The Third
Level. His wife was alarmed and brought him to the psychiatrist. Charley
himself needed to meet the psychiatrist. It was an ‘obvious step’.

Q3 What was Charley’s vision about Galesburg town? (CBSE 2013)

Ans. Charley thought that Galesburg was still a wonderful town. In that
century in 1894, people used to sit in their lawns, having sufficient time to
talk to each other, smoking cigars and women waving palm leaf fans on very
long summer evenings. Overall, it was a peaceful and friendly place.
Q4 Why did Charley return from the third level?

Ans. With the wings of imagination Charley returned to collect enough money
to buy two tickets to Galesburg town for himself and his wife Louisa. The clerk
did not accept the currency which Charley had so he went back to get the old
currency.

Q5 When and how did Charley find the letter of Sam?

Ans. One night while fussing with his stamp collection, Charley found, among
his oldest first-day covers, the letter of Sam with a six cent stamp mailed to
his Granddad. It had been in his collection.

Q6 What did the ticket clerk say to Charley? (CBSE 2010)

Ans. The ticket-clerk scolded Charley that that was not the real currency
which he was having. Additionally, he warned Charley that if he was trying to
skin him, he would not go very far. He would be prisoned.

Q7 “But now we are both looking.” What does this refer to? Explain.

Ans. The above mentioned words were said by Charley as he and his wife
Louisa, both every weekend started to search for the third level because they
had the proof that Charley’s friend Sam had disappeared. So, both Charley
and Louisa were looking for the third level.

Q8 What does the third level refer to? (CBSE 2001, 2004)

Ans. The third level refers to the subway of the Grand Central Station in New
York. Though this Third level was not present there physically, Charley
claimed it to be present there.

Q9 Would Charley ever go back to the ticket counter on the third level
to buy tickets to Galesburg for himself and his wife?

Ans. No, Charley would never go back to the ticket-counter on the third level
to buy tickets to Galesburg for himself and his wife because he would never
find that third level again possibly.

Q10 Do you think that the third level was a medium of escape for
Charley? Why? (CBSE 2005, 2008)

Ans. Yes. The third level was a medium of escape for Charley because he
might be unhappy and fearful from worldly worries. He explained that he
meant the modern world is full of insecurity, fear, war, worry and all the rest
of it and he just wanted to escape from that. Perhaps Charley was not able to
handle the stress.

Q11 What do you infer from Sam’s letter to Charley?

OR
In his letter to Charley, Sam writes, ‘…then I got to believing you were
right.’ What could have made Sam begin to believe? (CBSE SAMPLE
QUESTION PAPER 2020-21)

Ans. Sam’s letter to Charley proves that Sam had found and reached the third
level. He had been staying there in Galesburg since the last two weeks
watching various activities and explaining to Charley. He invites both Charley
and his wife Louisa and motivates them to continue their search for the third
level. So, we can say that Sam was also a victim of worldly worries and sought
the escape, like Charley.

Q12 “The modern world is full of insecurity, fear, war, worry and stress.
What are the ways in which we attempt to overcome them?

Ans. No doubt, the modern world is full of insecurity, fear, war worry and
stress. To overcome them, people start to adopt their own ways. As some
people start to imagine and develop their own unreal world whereas some
people start to use alcoholic products and destroy their lives. These all ways
are just escapement and not the solution.

Q13 What would you describe as your “waking-dream wish fulfilment”?

Explain. (CBSE QUESTION BANK)

Ans. Charley quoted this statement. A waking dream wish fulfilment is what
we wish to happen or see. It’s not the reality. He told this to Sam, his
psychiatrist. While talking about the third level, Charley quoted this
statement. He is an Escapist. He couldn’t bear all the tensions happening
around him. He said this out of his imagination.

Q14 Why do you think Charley withdrew nearly all the money he had
from the bank to buy old-style currency? (CBSE QUESTION BANK)

Ans. Charley had got his three hundred dollars out of the bank and got them
changed into old-style currency so that he could go back to the third level and
buy the tickets to Galesburg.

Q15 How would you evaluate Sam’s character? Elucidate any two
qualities, and substantiate with evidence from the text. (CBSE
QUESTION BANK)
Ans. Sam is a fiercely devoted friend to Charlie. Sam considers emigrating to
the tranquil World of Galesburg in order to escape the pulls and stresses of
modern life. He writes a letter from The Third Level of Grand Central after
locating it, telling Charlie to keep looking for The Third Level.

Q16 ‘It’s easy to judge others and give advice, but much more difficult
to apply it to ourselves.’ Elaborate with reference to the character of
Sam in The Third Level. (CBSE SAMPLE QUESTION PAPER 2022-23)

Ans. Sam was being judgmental when he told Charley that he was dissatisfied
with life and was looking for an escape. The third level was just an
imagination, so Charley should accept reality and be satisfied with it.
However, Sam himself wanted an escape from the stress filled modern life and
went in search for the third level.

Long Answer Questions :

Q1 Do you think that the third level was a medium of escape
for Charley? Why? (CBSE 2005, 2008)

Ans. Actually, Grand Central Station did not have a third level.
Charley stated that while travelling back to his house, he just made
an imaginary trip to the third level in order to escape the unsettling
reality of this planet. He would frequently explore relocating to
Galesburg, which had already been established in 1894 and was
thought to be a peaceful community at the time.
He himself had aspirations of going there and pictured himself living
in that era. Whenever he got back to his regular life, he couldn’t stop
thinking about that realm. In this way, we can claim that the third
level was unquestionably a medium of escapement for Charley
because his friend Sam’s disappearance forced him to believe in it
and subsequently he and his wife Louisa both started to search the
third level. Even though it was just in his head, it made him feel
better.

Q2 Why did Charley again want to go to the third level?

OR
How did ‘The World’ help Charley to confirm his doubts regarding the
existence of a third level? (CBSE SAMPLE QUESTION PAPER 2019-20)

Ans. Since Galesburg had been in Charley’s thoughts since the beginning as
a peaceful place, he had found and noticed a significant difference once he
had visited the third level in his imaginations. However, when Charley arrived
at the ticket window, he discovered that he was unable to purchase tickets or
complete any transactions due to the lack of currency of those days. Once he
realised it, he went back to the actual world to get some old-fashioned money
from the exchange before going back to the third floor and Galesburg to settle
down.
He originally intended to get two tickets to Galesburg for himself and his wife
since he was certain that there, people lived carefree lives with plenty of time
for one another. With the money he had with him, he could easily subsist
there because everything was so inexpensive. Thus, even though the third
level didn’t actually exist—it was just in Charley’s head—he wanted to go back
there for his escape and satisfaction.

Q3 Philately helps keep the past alive. Discuss other ways in which this
is done. What do you think of the human tendency to constantly move
between the past, the present and the future?

Ans. Many people use stamp collecting, the study of postage stamps, postal
routes, postal history, etc. as a way to keep memories of the past fresh. Other
than this, there are many other ways to preserve our past, including
museums, historical structures & monuments, items used by people in the
past, photographs, and old literature; we travel into our past. This is termed
as philately.

Humans frequently have a tendency to wander back and forth between the
past, present, and future. Although we actually exist in the present, thanks
to God’s gift of memory, we can travel back in time and attempt to look into
the future. We find fulfilment, enjoy life, and manage to survive in the present
because our conscious and unconscious minds are in control of this shifting.

Q4 Do you see an intersection of time and space in the story?

Ans. Absolutely, the story shows how time and space intertwine. As an
escapist, Charley travels from the present to the past. It is practically
impossible for someone to have reached the final century in 1894, yet thanks
to his imagination, he was sent to the third level and ended up in Galesburg,
Illinois. That appears to be psychological, and Sam, his psychiatrist friend,
also slips to the third level and becomes a victim of the contemporary worldly
concerns. Science fiction author Jack Finney discusses the intersection of
time and space in a highly rational way and establishes its plausibility
through escapement.

Q5 Apparent illogicality sometimes turns out to be a futuristic

projection?Discuss.

Ans. Sometimes what seems to be nonsensical turns out to be a futuristic

vision, much like the majority of what we see around us. were once in
someone’s head and seemed impossible, but subsequently turned out to be
possible. It’s now achievable thanks to science. Such occurrences are
caused by our unconscious mind.
With the help of these factors combined, we are occasionally able to create or
learn incredible truths and things that were completely unknown to the world
until their physical manifestation. Hence, impossibility appears at first but
quickly enters the view due to correct projection, shocking the general
populace.

Q6 At the beginning of the story, Sam is sceptical of Charley’s

discovery of the third level. By the end of the story, the reader is told
that he found the third level and travelled back in time. How would
Sam diagnose himself? (CBSE QUESTION BANK)

Ans. Sam worked as a therapist. He was also Charley’s pal. Charley went to
Sam for advice when he had fantasies about the Third Floor at Grand
Central Station. Sam declared it to be only a short-term relief from his
anxiety. A waking-dream-wish-fulfillment, as he put it. Yet over time, he
found himself ensnared in this made-up universe. He spoke with numerous
psychic patients every day, who shared their problems and concerns with
him. Sam’s life has been burdened as a result. He also began looking for
sojourn. After hearing about the suffering of those with mental illnesses, he
yearned to leave the life that had become miserable.
Unconsciously, he also had the urge to escape the constraints of everyday
reality and roam freely in the realm of fantasy. He desired to picture himself
existing in a society free of suppressed anxieties and internal problems.
Although he first did not believe in the Third Level’s whim, he secretly
wished to believe in this fantasy. He was aware that Charley was wrong, yet
he still wanted Charley to be correct. As a result, he eventually began to
discover reality on a whim and became trapped.

EXTRACT BASED QUESTIONS:

A. The Presidents of the New York Central and the New York, New Haven and
Hartford railroads will swear on a stack of timetables that there are only two.
But I say there are three, because I’ve been on the third level of the Grand
Central Station. Yes, I’ve taken the obvious step: I talked to a psychiatrist
friend of mine, among others. I told him about the third level at Grand Central
Station, and he said it was a waking dream wish fulfilment.

1. Name the chapter.

A. The Last Lesson B. Should Wizard Hit Mommy C. On the Face of It D. The
Third Level
Ans. D. The Third Level

2. Name the author of this chapter.

A. Alphonse Daudet B. Jack Finale C. Jack Finney D. John Updike
Ans. C. Jack Finney

3. Who is ‘l’ in the above extract?

A. Charley B. Louisa C. Sam D. Coin Dealer
Ans. A. Charley
4. “There are only two” What is two in this statement?
A. Blocks B. Platforms C. Levels D. Towers
Ans.C. Levels

B. I’ve been in and out of Grand Central hundreds of times, but I’m always
bumping into new doorways and stairs and corridors. Once I got into a tunnel
about a mile long and came out in the lobby of the Roosevelt Hotel. Another
time I came up in an office building on Forty-Sixth Street, three blocks away.
Sometimes I think Grand Central is growing like a tree, pushing out new
corridors and staircases like roots. There’s probably a long tunnel that nobody
knows about feeling its way under the city right now, on its way to Times
Square, and maybe another to Central Park. And maybe – because for so
many people through the years Grand Central has been an exit, a way of
into…. escape maybe that’s how I got into the tunnel.

1. What does the word ‘Bumping’ mean?

A. Collide with force B. Collide with empathy

C. Collide without any support D. All of these

Ans. A. Collide with force

2. What does the narrator mean by ‘Grand Central has been an exit”?
A. People get lost in it
B. People want to escape through Grand Central station
C. People need excuses to go to Grand Central station
D. It is the best mode to reach the under-ground tunnel
Ans. B. People want to escape through Grand Central station

3. Which literary device has been used in ‘Grand Central Station

growing like a tree’
A. Alliteration B. Metaphor C. Simile D. Personification
Ans. C. Simile

4. Why does only Charley get lost at the third level?

A. Because he is practical B. Because he is an escapist
C. Because he loves to do adventurous things D. All of these
Ans. B. Because he is an escapist

C. For just a moment I thought I was back on the second level, but I saw the
room was smaller, there were fewer ticket windows and train gates, and the
information booth in the centre was wood and old looking. And the man in
the booth wore a green eyeshade and long black sleeve protectors. The lights
were dim and sort of flickering. Then I saw why; they were open-flame
gaslights.

1. What is an eyeshade?
A. Visor B. hat C. eye shadow D. None of these
Ans. A. Visor
2. What is ‘flickering’?
A. Move back and forth rapidly B. Shine unsteadily

C. Flash intermittently D. All of these

Ans. D. All of these

3. What is Charley talking about?

A .The first level B. The second level C. The third level D. None of these
Ans. C. The third level

4. Where did Charley want to go?

A. Illinois B. Galesburg C. New York D. Gabba
Ans. B. Galesburg

D. A woman walked in through the train gate; she wore a dress with leg. of
mutton sleeves and skirts to the top of her high-buttoned shoes. Behind her,
out on the tracks, I caught a glimpse of a locomotive, a very small Currier &
Ives locomotive with a funnel-shaped stack. And then I knew. To make sure,
I walked over to a newsboy and glanced at the stack of papers at his feet. It
was The World; and The World hasn’t been published for years. The lead story
said something about President Cleveland. I’ve found that front page since, in
the Public Library files, and it was printed June 11, 1894.

1. What is a locomotive?
A. Engine B. Loco C. Rail road D. All of these
Ans. D. All of these

2. What does the speaker mean by stack of papers?|

A. Pile of papers B. Pile of wastage C. Pile of stamp papers D. All of these
Ans. A. Pile of papers

3. What was ‘The World’?

A. Journal B. Magazine C. Newspaper D. Book
Ans. C. Newspaper

4. Where had Charley traveled to?

A. Present B. Past C. Future D. None of these
Ans. B. Past
 CHAPTER-2 : THE TIGER KING
Summary of the Tiger King

The Tiger King Summary – The story mocks the wilfulness and arrogance of
those in power. The writer of the story takes us to the days when king rule.
Also, they lived under the thumb rule of the British. In addition, the ruler was
uninterested in serving the people instead they spent their time on foolish
pursuits. They bent law to suit their interest. Besides, the Maharaja of
Pratibandapuram tries to disprove his fate that the chief astrologer predicted
that a tiger will kill him. So, he tries to belie the prediction and hunted down
99 tigers successfully. But the 100 tigers although not made of flesh and blood
take his life. As one of the silvers of woodcut his right hand and because of
infection, he dies.

This story refers to the Maharaja Sir Jilani Hung Bahadur of

Pratibandapuram. Astrologers predict his future when he was just 10 days
old. Astrologers say that a tiger will kill him. On this, surprisingly the 10-day
old prince said: “Let tigers beware!” The boy grows up just like any other royal
child raised. Such as by drinking the milk of white cow and looked after by
English nanny and watching English movies.

When he was 20, he was crowned king and came to know about the prediction
about his death. So, then onwards he started killing a tiger and put a ban on
the tiger hunt in his state. According to the astrologers he needs to be careful
with the 100th tiger even if he successfully kills 99 tigers.

One time a high ranking British officer visits his state and wants to go for a
tiger hunt. However, the maharaja declined his wish. And in order to secure
the state from the wrath of the British officer. The maharaja sent 50 diamond
rings to the officer’s wife whose worth was Rs 3 lakh.

Within ten years the maharaja successful slays 70 tigers. But after that, there
were no tigers left in Pratibandapuram. Hence, to complete his target of killing
a hundred tigers he marries a girl from the royal state that has more tigers so
that he can complete his target. Whenever he visits his in-laws, he makes sure
that he kills 5-6 tiger each time. In addition, in this way, he was able to kill
99 tigers but he was unable to find the 100th tiger. On not finding the 100th
tiger the maharaja became violent and threatened the Dewan. In order to save
himself from the fury of the king, the Dewan got an old tiger from the circus
and with great difficulty put him in the forest.

He told Maharaja about the tiger. So, maharaja went on a hunt and shot the
tiger and felt victorious and happy. But then again, he didn’t know that his
bullet miss and the tiger was alive and he only collapsed out of fear. No one
has the guts, to tell the truth to the king so they killed the tiger and brought
it in a grand procession.
Lastly, the maharaja was joyful and happy. So, on his son’s birthday, he buys
a wooden tiger as a gift for him. The tiger had rough edges and while playing
with it he gets a woodcut in his hand which later on advances into an
infection. And because of it, he dies. Therefore, fatefully the 100th tiger
although made of wood take its revenge and killed the king.

By means of the tiger king summary, the writer wants to say that no one can
change what’s written in destiny no matter what they do.

SHORT ANSWER TYPE QUESTIONS

Q1.Who is the hero of the story ‘The Tiger King’ ? How may he be
identified?

Ans. The Maharaja of Pratibandapuram is the hero of this story. He may be

identified as His Highness Jamedar-General, Khiledar-Major, Sata Vyaghra
Samhari, Maharajadhiraja Visva Bhuvana Samrat, Sir Jilani Jung Jung
Bahadur, M.A.D., A.C.T.C., or C.R.C.K. This name is often shortened to the
Tiger King.

Q2.What does the author consider imperative right at the start?

Ans. Author considers it imperative to disclose a matter of vital importance

about the Tiger King. He was a man of indomitable courage. Eveiyone who
reads of him will have a natural desire to meet him face-to-face. But there is
no chance of its fulfilment as the Tiger King is dead.

Q3. Which matter about the Tiger King is of extraordinary interest?

Ans. The manner of the death of the Tiger King is of extraordinary interest.
The most fantastic aspect of his demise was that as soon as he was bom,
astrologers had foretold that one day the Tiger King would actually have to
die.

Q4. What was the great miracle that took place? What was its result?

Ans. The astrologers said the child bom under that particular star would one
day have to meet its death. At that very moment a great miracle took place.
An astonishing phrase emerged from the lips of the ten-day-old Jilani Jung
Jung Bahadur, “O wise prophets!” Everyone stood motionless with
astonishment and stupidity.

Q5. What did the infant born just ten days ago tell the astrologers?
Ans. The infant said that all those who are bom will one day have to die. So
he did not need their predictions to know that. He further said that there
would be some sense in it if they could tell him the manner of his death.

Q6. Why did the Maharaja order the dewan to double the land tax?

Ans. Maharaja went out on an expedition to find the hundredth tiger. The
tiger could not be found. That is why in anger he ordered the dewan to double
the land tax.

Q7. How did the chief astrologer react to the infant prince’s
observation ?

Ans. The chief astrologer was surprised. He placed his finger on his nose in
wonder. It was incredible that the ten-day-old infant raised intelligent
questions. He said that the prince was bom in the hour of the Bull. The Bull
and the Tiger are enemies. Therefore, death comes from the Tiger.

Q8. How did the crown prince Jung Jung Bahadur grow up?

Ans. The infant had an uneventful childhood. He grew up just like other royal
princes of Indian states during the British rule. The prince grew taller and
stronger day by day. The boy drank the milk of an English cow. He was
brought up by an English nanny and tutored in English by an Englishman.
He saw nothing but English films.

Q9. How does the author satirise the upbringing and education of
crown princes of Indian states?

Ans. The author makes us laugh by pointing out the excessive love of the
Indian kings and queens for English education and English way of fife. They
seemed so enamoured of everything English that the crown princes drank the
milk of English cows, were brought up by English nannies and tutored in
English by Englishmen. They saw only English films. Thus, they were Indians
only in flesh and blood, but aped Englishmen in culture and manners.

Q10. Why did the Maharaja ban tiger hunting in the state? [Delhi 2014]

Ans. Maharaja banned the tiger hunting in the state. Because he wanted to
prove the predictions of state astrologer wrong that he would be killed by the
hundredth tiger. That is why he put a ban on the hunting of tigers on all the
tiger-rich forest of Pratibandapuram.

Q11. Why, do you think, did the Maharaja send for the Stateastrologer?
Ans. The Maharaja was excited beyond measure when he killed his first tiger.
He felt proud of his feat. He wanted to show the dead beast to the State
astrologer. So, he sent for him and wanted to know what he said then.

Q12. Sum up in your own words the interview between the Maharaja
and the State astrologer.

Ans. On the orders of the Maharaja, the State astrologer said that his majesty
might kill ninety- nine tigers in exactly the same manner. But he must be
careful with the hundredth tiger. The Maharaja observed that the hundredth
tiger might also be killed. What will happen then? The astrologer said that
then he would tear up all his books on astrology and set fire to them.
Moreover, he would cut off his tuft, crop his hair short and become an
insurance agent.

Q13.Point out the irony in the statement: “From that day onwards it
was celebration time for all the tigers inhabiting Pratibandapuram.”

Ans. The state banned tiger hunting by anyone except the Maharaja. An
official statement was issued. If anyone dared to harm a tiger even by flinging
a stone at him, all his wealth and property would be confiscated. The tigers
could rejoice that they would not be killed by the riff-raff. The irony is that
they were set to die at the hands of the Maharaja. The bullets of his gun
awaited them.

Q14.Hew did the Maharaja devote himself to realise his ambition? How
far did he succeed?

Ans. The Maharaja pursued his ambition with single minded devotion. He
vowed that he would attend to all other matters only after killing the hundred
tigers. He bravely faced many dangers to his life from tigers in achieving his
mission. Sometimes he had to fight a tiger with his bare hands. But each time
the Maharaja proved victorious by killing the beast.

Q15.Why, do you think, was the Maharaja in danger of losing his

throne?

Ans. The Maharaja had annoyed a high-ranking British officer by refusing

him permission to hunt tigers in Pratibandapuram. The Maharaja did not
relent even when the request was toned down that the durai himself did not
have to kill the tiger. The Maharaja could do the actual killing. The durai
wanted only a photograph of himself holding the gun and standing over the
tiger’s carcass. The Maharaja stood in danger of losing his throne because he
prevented a British officer from fulfilling his desire.
Q16.What traits of the Maharaja and the British officer are exposed and
satirised through the episode of refusal of permission for tiger hunt by
the British officer?
Ans. It reveals that the Maharaja was wilful, obstinate and adamant. He had
a false sense of honour. If he had permitted one British officers, others
would also turn up. He is quite unreasonable and shows lack of
understanding. Thus, he lacks practical approach. He would sacrifice
diamonds to preserve his throne.
The British officer seems publicity conscious. He is more interested in the
photographs with the dead-tiger than in the tiger-hunt. The costly gift of
diamonds mollifies his hurt ego.

Q17. Would it be proper to call the Maharaja ‘penny-wise, pound

foolish’? Give reasons for your answer.
Ans. The Maharaja insists on restricting tiger-killing in his state to himself.
He is unwilling to compromise in this regard. He would not let any other
person be even photographed with a dead tiger in his state. He has to send a
gift of fifty diamond rings to the British officer’s good lady to placate the
injured feelings of the man and to retain his kingdom. It illustrates that he
was penny-wise, pound foolish.

Q18. What sort of hunts did the Maharaja offer to organise for the high-
ranking British officer ? What trait of the persons in high position does
it reveal ?
Ans. The Maharaja offered to organise any other hunt in place of the tiger
hunt for the high- ranking British officer. He might go on a boar-hunt. A
mouse-hunt might be conducted. They were ready even for a’ mosquito-
hunt. This shows the vanity and love of idle pursuits and frivolous pastimes
by the persons in high position.

Q19.Comment on the ‘rings episode’ in the story ‘The Tiger King’.

Ans. The Maharaja of Pratibandapuram ordered a famous British company
of jewellers in Calcutta to send samples of expensive diamond rings of
different designs. Some fifty rings arrived. The Maharaja sent the whole lot
to the British officer’s good lady. He expected her to choose one or two rings
and send the rest back. But she simply sent a letter of thanks.
The episode reveals human weaknesses such as vanity, pride, greed,
cunningness, flattery and appeasement.

Q20……. an unforeseen hurdle brought his mission to a standstill”.

What was the mission and how did it stop? What do you find amusing
in the reasons justifying the ‘hurdle’?
Ans.The Maharaja’s mission was to shoot one hundred tigers. He had killed
seventy tigers within ten years. Then the tiger population became extinct in
the forests of Pratibandapuram. The possible reasons for the absence of
tigers are quite amusing and even ludicrous. Either the tigers practised
birth control or they committed suicide. They might have run away from the
state. Perhaps they desired to be shot by the British hands alone.
Q21.How did the dewan behave when the Maharaja summoned him and
brandished his gun?
Ans. The dewan shuddered at the sight of the gun. He cried out, “Your
Majesty! I am not a tiger!” The Maharaja enquired which idiot would call him
a tiger. The dewan then declared that he was not a gun. The Maharaja
became a bit polite. Addressing him as ‘Dewan Saheb’ he assured him that
he was neither tiger nor gun. He was summoned there for a different
purpose.

Q22. How did the dewan react to the Maharaja’s declaration. “I have
decided to get married”?
Ans. The reaction of the dewan is quite funny and amusing. He thinks that
the Maharaja wants to marry him. He says that he has already two wives.
The Maharaja clarifies that he does not want to marry him. He wants a tiger.
The dewan interrupts him saying that his ancestors were married to the
sword. He might marry the gun if he liked. He added that a Tiger King was
more than enough for that state. It did not need a Tiger Queen as well.

Q23. How did the Maharaja make his intentions clear to the dewan ?
What, do you think, is his first priority in marriage ?
Ans. The Maharaja said that he was not thinking of marrying either a tiger
or a gun. He wanted to marry a girl from the ranks of human beings. He
asked the dewan to collect statistics of tiger population in the different
native states. Then he should find out if there was a girl he could marry in
the royal family of the state with a large tiger population. Evidently, his first
priority is the tiger,

Q24.How did the Maharaja succeed in raising his tiger tally to ninety-
nine?
Ans. The Maharaja married a girl from a state which possessed a large
number of tigers. Each time he visited his father-in-law, he killed five or six
tigers. In this manner he raised the tally of tigers killed by him from seventy
to ninety-nine.

Q25.Why was the Maharaja so anxious to kill the hundredth tiger?

Ans. The Maharaja had killed ninety-nine tigers. If he could kill just one
more tiger, he would have no fear left. Then he could give up tiger hunting
altogether. He thought of the tiger during the day and dreamt of it at night.
Moreover, he had to be extremely careful with that last tiger. The late chifef
astrologer had already warned him.

Q26.“It seemed easier to find tiger’s milk than a live tiger” Why? What
does the contradiction imply?
Ans. As the Maharaja reached near the coveted figure of hundred, his
difficulties also multiplied. He had already killed ninety-nine tigers, but then
the tiger farms ran dry even in his father-in-law’s kingdom. It became
impossible to locate tigers anywhere. The hundredth tiger seemed difficult to
find. One can’t get tiger’s milk without finding the tigress. Yet it is thought
easier than finding a live tiger. The contradiction implies the difficulty in
locating a tiger.

Q27.Why was the Maharaja sunk in gloom? Was he able to overpower

it? How /How not?
Ans. Only one tiger remained to be killed by the Maharaja, but it seemed
impossible to locate a tiger. So, the Maharaja was sunk in gloom. Then he
got the happy news. In his own state sheep began to disappear frequently
from a hillside village. It was found out that this was not the work of Khader
Mian Saheb or Virasami Naicker. Both of them could swallow sheep whole.
It was then deduced that it was the work of a tiger. The villagers ran to
inform the Maharaja about the availability of a tiger.

Q28.What aspects of the Maharaja’s nature and conduct does the wait
for the hundredth tiger reveal?
Ans. The wait for the hundredth tiger reveals the royal rage, obstinacy and
firm determination of the Maharaja. He refused to leave the forest until the
tiger was found. Many officers lost their jobs because of his anger. Even the
dewan was asked to resign his post. This shows that the Maharaja was
insensitive towards his employees.

Q29.How, do you think, did the dewan try to help the Maharaja achieve
his mission?
Ans. The aged dewan was very wise. He brought an old tiger from the
People’s Park in Madras. He kept it hidden in his house. Judging the
impatience of the Maharaja to shoot the tiger, he decided to release it near
the Maharaja’s camp. So, at midnight he dragged the tiger to the car with
the help of his aged wife and shoved it into the seat. He drove the car
himself straight to the forest and hauled the beast out of the car and pushed
it down to the ground near the Maharaja’s camp.

Q30.How does the tiger behave towards the dewan, the Maharaja and
the hunters? What does his behaviour show?
Ans. The tiger behaves like a pet animal with the dewan. The dewan and his
aged wife drag the tiger to the car and shove it into the seat. In the forest,
the tiger launches its satyagraha and refuses to get out of the car. The
Dewan tries hard to haul it out of the car and push it down to the ground.
It stands before the Maharaja as if in humble supplication. It falls down in a
crumpled heap as the Maharaja fires the gun. It faints from the shock of the
bullet whizzing past. It looks back at the hunters rolling its eyes in
bafflement. This shows that it is a very old and weak tiger.

Q31.“The bullet had missed it.” “This time he killed it without missing
his mark.” Whose bullet had missed the tiger? How was the beast killed
ultimately? Bring out the irony of the situation.
Ans. The Maharaja’s bullet missed the tiger though he had taken careful
aim at the beast. The shock of the sound of the bullet made it faint. One
hunter took aim from a distance of one foot and shot the tiger dead.
It is ridiculous that the Tiger King who had killed ninety-nine tigers should
miss his aim. It is funny that the hunter takes aim from a hand-shaking
distance. The whole situation is ironic.

Q32. How does the hundredth tiger take its final revenge upon the
Tiger King?
Ans. The Tiger King could not kill the hundredth tiger. It had merely fainted
from shock of the sound of the bullet. It is the wooden tiger from the
toyshop that becomes the cause of Maharaja’s death. One of the slivers on
its body pierces the Maharaja’s right hand. Infection flares up and the prick
develops into a suppurating sore. The Maharaja dies during the operation.

LONG ANSWER TYPE QUESTIONS

Q1. What do you learn about princes and kings of native Indian states
during the British rule from the story ‘The Tiger King’?

Ans. The story ‘The Tiger King’ presents a fair glimpse of the young princes
and the Maharajas ©f native Indian states. Their long names with descriptive
titles and decorative honours was more a rule than an exception. They
considered recognition from the British government and its officers a favour.
They aped the Britishers in upbringing, education, manners and behaviour.
The Maharajas were autocrats and their words were the law. They could be
benevolent as well as stubborn. Their minions as well as ministers feared and
respected them. Sometimes their whims proved quite costly to the state coffer.
The Maharaja of Pratibandapuram spends three lakh of rupees on gift of
diamond rings to retain his kingdom. Marriages with princesses of other
states are based on considerations other than love or virtues of the girl. In
short, the Princes and Maharajas are portrayed as whimsical, stubborn and
excitable persons proud of their virtues and valour.

Q2. What did the astrologers predict about the infant prince ? What
was the miracle that baffled them. ? What did the chief astrologer
enlighten the prince about and how ?

Ans. As soon as the prince was bom, astrologers predicted that one day the
Tiger King would certainly have to die. It was the influence of the star under
which he was bom. At that very moment a great miracle took place. An
astonishing phrase emerged from the lips of the ten-day-old Jilani Jung Jung
Bahadur, “O wise prophets!” Everyone stood motionless with astonishment
and stupidity. The infant said that all those who are bom will have to die one
day. So he did not need their predictions to know that. However, there would
be some sense in it if they could tell him the manner of that death.
The astrologers were baffled that a baby barely ten-day-old has not only
opened his lips in speech but had also raised intelligent questions. It was
quite incredible. The chief astrolo¬ger fixed his eyes upon the little prince. He
said that the prince was bom in the hour of the
Bull. The Bull and the Tiger are enemies. Therefore, death comes from the
Tiger.

Q3. How did the Maharaja try to disprove the prediction of the chief
astrologer? What did the state astrologer assert when the Maharaja
summoned him to show his first kill?

Ans. Since the astrologers had predicted death from Tiger, the Maharaja
decided to kill tigers to defend himself. Hence he started out on a tiger hunt
campaign. There were enough tigers in the forests of Pratibandapuram state.
The Maharaja was thrilled beyond mea¬sure when he killed his first tiger. He
sent for the state astrologer and showed him the dead beast.
The Maharaja asked the astrologer what he said then. The astrologer said that
his maj-esty might kill ninety-nine tigers in exactly the same manner, but he
must be very careful with the hundredth tiger. Maharaja wanted to know what
would happen if the hundredth ; tiger was also killed.
The state astrologer said that in that case he would tear up all his books on
astrology and ‘ set fire to them. Moreover, he would cut off his tuft, crop his
hair short and become an insurance agent.

Q4. What problems did the Maharaja face in pursuit of his mission ?
How did he resolve them ?

Ans. The Maharaja started his mission of killing one hundred tigers with
single-minded devo¬tion. He focused all his energy and attention to it. He
vowed that he would attend to all other matters only after killing one hundred
tigers. Initially, the king seemed well set to realise his ambition. Then dangers
and difficulties cropped up. There were times when the bullet missed its mark.
The tiger would leap upon him and he had to fight the wild beast with his bare
hands. Luckily, each time the Maharaja, who had indomitable courage, won.
Once he was in danger of losing his throne because he did not permit a high-
ranking British officer to hunt a tiger in the Pratibandapuram forest. The king
did not accede to his request for being photographed with a gun on the carcass
of a tiger killed by the Maharaja. The Maharaja had to part with a costly gift
to placate his injured feelings and save his kingdom.

Q5. How does the author satirise the hunting instincts of the persons
in authority ?
Ans. The story tells us that big game hunting was considered a royal sport.
The Maharaja of Pratibandapuram went to the extent of banning tiger-hunt
in his own kingdom by all others except himself.
Tiger-hunt became an obsession for him. He thought of tiger during the day
and dreamt of it at night. He postponed all affairs of the state and devoted
himself only to tiger-hunt. Thus, a pastime or sport became the only aim of
his life. He married for the sake of tiger. He chose a princess in whose
kingdom there were plenty of tigers. He could undertake any risks for tiger-
hunt.
The British officers had also developed a fondness for this royal sport.
Perhaps they considered it a status symbol. They were publicity conscious
and wanted to be photographed with a gun in hand and the carcass of a
tiger at feet. Various other hunts were also prevalent. These included boar-
hunt, mouse-hunt and mosquito-hunt. The descending order of risk and
resistance from the victims makes us laugh at the whims and craziness of
the hunters. Thus, the story exposes the fondness of persons in authority
for hunting wild animals.

Q6. How did the Maharaja devise a new avenue to fulfil his ambition to
kill one hundred tigers? How far did he succeed?
Ans. The Tiger King had resolved to kill one hundred tigers. During ten
years he killed seventy tigers in his kingdom. Then the tigers became extinct
in the forests of Pratibandapuram. The Maharaja devised a plan. He decided
to get married. He asked the dewan to collect statistics of tiger population in
different native states. Then he was assigned the job to find out if there was
any girl in the royal household that he could marry. The main criterion for
the selection of the princess was that her father’s kingdom should have a
large number of tiger population. The dewan complied with the orders of the
Maharaja. Then the Maharaja married a girl from a state which possessed a
large tiger population. Each time he visited his father-in-law, he killed five or
six tigers. In this way he was successful in killing niqety-nine tigers.

Q7. Give an account of the Maharaja’s impatience for the hundredth

tiger and the actual encounter. What, do you think, caused the death of
the Tiger King?
Ans. The Maharaja was keen to kill the hundredth tiger. If he did so, he
would have no fears left. It became impossible to locate tigers anywhere.
When the villagers informed him of the activities of a tiger near hillside, he
went to the forest and waited there. The tiger seemed to have deliberately
hid himself to defy the Maharaja’s will.
The wise, aged dewan got an old tiger brought from the People’s Park in
Madras. He released it at night in the forest near the Maharaja’s camp. In
the morning, the same tiger wandered into the Maharaja’s presence and
stood their meekly. The Maharaja took careful aim at the beast. The tiger fell
down. Actually the bullet had missed it, The old tiger had fainted with the
shock of the bullet passing near him.
The Tiger King died due to an infection from a tiny sliver of a wooden tiger.
The prick developed into a sore with pus. A surgical operation was
performed on his arm, but he died. The writer comments that the hundredth
tiger took its final revenge upon the Tiger King.

Q8. Comment on the ending of the story ‘The Tiger King’. Do you find
it convincing? Give reasons.

Ans. The ending of the story ‘The Tiger King’ seems tame, unconvincing and
rather contrived. It seems unnatural and unrealistic. It is beyond
comprehension how a king who has over powered ferocious tigers in single
combat with bare hands succumbs to a prick from the sliver of a wooden
tiger.It is amazing to find how the infection flares in the Maharaja’s right hand.
In four days, the prick develops into a suppurating sore and spreads all over
the arm. The three sur¬geons perform a successful operation but fail to save
the Maharaja. How is the operation successful then? It seems that the author
wants us to believe that the astrologer was right and the hundredth tiger took
its final revenge upon the Tiger King.This ending may satisfy superstitious
readers with orthodox beliefs, but for the enlight¬ened minds of the age of
computers and rockets it is a bitter pill to swallow.

Q9. Comment on the appropriateness of the title ‘The Tiger King’.

Ans. ‘The Tiger King’ is a quite appropriate and suggestive title. It focuses
attention on the hero of the story—The Maharaja of Pratibandapuram, who is
also nick named the Tiger King. The story spans from his birth to death and
covers all the landmarks connected with his passion—tiger-hunt. For him
human relations and the affairs of the state are second¬ary. He marries a
princess for the sake of a tiger. When he celebrates the third birthday of the
crown prince, he brings a wooden tiger for him as a gift. It is ironic that the
sliver of the wooden tiger causes his death. The overconfidence and false sense
of security of the Tiger King on having killed the hundredth tiger leads to his
doom. The story which begins with the prediction of death of the Tiger King
right at his birth, ends with his death from a tiger. Thus, the title is quite apt.

Q10.What devices does the author use to make the story ‘The Tiger
King’ humorous and interesting?

Ans. The author uses many literary devices to make this story humorous as
well as interest-ing. He introduces the elements of shock and surprise by
making the ten-day-old baby open his lips to talk and ask intelligent
questions. The predictions of the astrologers convey inevitability of death, but
the man of indomitable courage i.e., the Tiger King faces the agent of death
i.e., the tiger many times and comes out victorious every time.
The description of the education and upbringing of crown princes of Indian
states and their craze for ‘English’ provides lots of fun. The mention of various
hunts: tiger-hunt, boar-hunt, mouse-hunt, mosquito-hunt makes us laugh
at the pastimes of the people in authority at the cost of innocent animals. The
last two hunts seem funny and ridiculous.
The Maharaja’s thought of marrying a girl for the sake of tiger is also amusing.
The behaviour of the high-ranking British officer and that of the Maharaja
and his dewan at different points in the story provoke laughter and maintain
the reader’s interest in the narrative.

EXTRACT BASED QUESTIONS:

A. “The child will grow up to become the warrior of warriors, hero of heroes,
champion of champions. But… they bit their lips and swallow hard. When
compelled to continue, the astrologers came out with it. “This is a secret which
should not be revealed at all. And yet we are forced to speak out. The child
born under this star will one day have to meet its death.”

1. Name the chapter.

A Evans Tries an O Level B Memories of Childhood C The Tiger King D The
Third Level
Ans C The Tiger King

2. Who is the author of this chapter?

A Tishani Doshi B Kalki C Pearl S Buck D William Saroyan
Ans B Kalki

3. Who has been referred to as a child in this extract?

A Jilani Jung Jung Bahadur B Khiledar Major C The Tiger King D All of
these
Ans D All of these

4. What does the narrator mean by the phrase ‘They bit their lips’?
A They hesitated B They spoke confidently C They replied angrily D They
replied happily
Ans A They hesitated

B. Everyone stood transfixed in stupefaction. They looked wildly at each

other and blinked. “O wise prophets! It was I who spoke.” This time there
were no grounds for doubt. It was the infant born just ten days ago who had
enunciated the words so clearly. The chief astrologer took off his spectacles
and gazed intently at the baby. “All those who are born will one day have to
die. We don’t need your predictions to know that. There would be some
sense in it if you could tell us the manner of that death” the royal infant
uttered these words in his little squeaky voice.

1. Who is ‘I’ in the above lines?

A The Tiger King B Kalki C Astrologer D the Tiger King’s Wife
Ans A The Tiger King

2. Who spoke at the age of 10?

A The Tiger King B Dr. Sadao C Jack D Evans
Ans A The Tiger King

3. What did the royal infant want to know?

A The exact manner of his marriage B The exact manner of his death
C The exact manner of his sitting on his throne D The exact manner of his
life
Ans B The exact manner of his death

4. Find out the synonym of ‘Utter’ from the following:

A To speak B To Express C To Let out D All of these
Ans D All of these
C. Crown prince Jung Jung Bahadur grew taller and stronger day by day.
No other miracle marked his childhood days apart from the event already
described. The boy drank the milk of an English cow, was brought up by an
English nanny, tutored in English by an Englishman, saw nothing but
English films exactly as the crown princes of all the other Indian states did.
When he came of age at twenty, the State, which had been with the Court of
Wards until then, came into his hands.

1. How was the tiger king brought up?

A By royalty B In penury C Beggarly D None of these
Ans A By royalty

2. Who is a nanny?
A Nurse B Nursemaid C Custodian of a child D None of these
Ans C Custodian of a child

3. At what age was he handed in the throne?

A 10 Years B 15 Years C 20 Years D 25 Years
Ans C 20 Years

4. What is the court of wards?

A. A legal body created by East India Company B An illegal body created by
East India Company
C A neutral body created by East India Company D None of these
Ans A. A legal body created by East India Company

D. The British officer’s secretary sent word to the Maharaja through the dewan
that the Durai himself did not have to kill the tiger. The Maharaja could do
the actual killing. What was important to the durai was a photograph of
himself holding the gun and standing over the tiger’s carcass. But the
Maharaja would not agree even to this proposal. If he relented now, what
would he do if other British officers turned up for tiger hunts?

1. What does the British officer want to do?

A He wanted to kill a tiger B He wanted to kill the tiger king
C He wanted to click the tiger king’s picture with the dead tiger D None of
these
Ans A He wanted to kill a tiger

2. What is a carcass?
A Dead body of an animal B Dead body of a human C Dead body of a demon
D None of these
Ans A Dead body of an animal

3. Why did the Maharaja not want to relent?

A. For other Britishers could turn up for hunting tigers B For other
Britishers could turn up for hunting him
C For other Britishers could turn up for clicking his picture D All of these
Ans A For other Britishers could turn up for hunting tigers

4. What was the final decision made by the tiger king?

A. He refused Durai B He accepted his proposal
C He denied Durai being photographed with the tiger D Both A and C
Ans D Both A and C

E. The Maharaja and the dewan held deliberations over this issue. As a result,
a telegram was dispatched forthwith to a famous British company of jewellers
in Calcutta. Send samples of expensive diamond rings of different designs.
Some fifty rings arrived. The Maharaja sent the whole lot to the British officer’s
good lady. The king and the minister expected the Duraisani to choose one or
two rings and send the rest back. Within no time at all the Duraisani sent her
reply: “Thank you very much for your gifts.” In two days a bill for three lakh
of rupees came from the British jewellers. The Maharaja was happy that
though he had lost three lakh of rupees, he had managed to retain his
kingdom.

1. Who has been referred to as ‘Good Lady”?.

A Durai B Duraisani C British officer D The Tiger King
Ans B Duraisani

2. How much did the Maharaja have to pay for fifty rings?
A 3 lacs B 4 lacs C 5 lacs D 2 lacs
Ans A 3 lacs

3. How many rings had the Maharaja expected Duraisani to keep?

A One or two B two or three C three or four D four or five
Ans A One or two

4. Name the chapter.

A Evans Tries an O Levl B The Enemy C Going Places D The Tiger King
Ans D The Tiger King

F. The dewan followed his orders. He found the right girl from a state which
possessed a large number of tigers. Maharaja Jung Jung Bahadur killed five
or six tigers each time he visited his father-in-law. In this manner, ninety-
nine tiger skins adorned the walls of the reception hall in the
Pratibandapuram palace.

1. Why did the Maharaja get married?

A For begetting children B For encroaching the estate of his father-in-law
C For going to honeymoon D For killing rest of the tigers
Ans D For killing rest of the tigers

2. What was Maharaja’s preference for marrying a girl?

A She must be tall B She must have blond hair
C She must have tigers in her estate D She must have been poor
Ans C She must have tigers in her estate

3. Which literary device has been used in the last line?

A Transferred epithet B Oxymoron C Pun D Alliteration
Ans D Alliteration

4. What does the narrator mean by ‘Ninety-nine tiger skins adorned the
wall’?
A. The Maharaja had bought ninety nine tiger skins B The Maharaja had
killed ninety nine tigers
C The Maharaja had decorated his palace walls with ninety nine tiger skins
D None of these
Ans C The Maharaja had decorated his palace walls with ninety nine tiger
skins