CLASS X ENGLISH LITERATURE

POETRY

1. SHALL I COMPARE THEE TO A SUMMER’S DAY

2. THREE YEARS SHE GREW IN SUN AND SHOWER
3. THE CHARGE OF THE LIGHT BRIGADE
4. SONG OF THE FLOWER
5. PRELUDES
6. THE FROG AND THE NIGHTINGALE
7. A DAY

PROSE

1. THE LAST LESSON

2. MACBETH
3. THE CHILD’S RETURN
4. THE IMP AND THE PEASANT’S BREAD
5. ON SAYING ‘PLEASE’
6. THE DIAMOND NECKLACE
7. THE BISHOP’S CANDLESTICKS
POETRY

1. SHALL I COMAPRE THEE TO A SUMMER’S DAY

1. In the opening line “Shall I compare thee to a summer’s day?”, what does the speaker
propose doing?
Answer: In the opening line, the speaker proposes comparing the beloved to a summer’s
day.
2. What comparisons are drawn between the beloved and summer?
Answer: The speaker says the beloved is more lovely and temperate than a summer’s day.
He also describes summer as being shaken by rough winds, and having too brief of a
duration.
3. Identify and explain the metaphor “Sometime too hot the eye of heaven shines”.
Answer: “The eye of heaven” is a metaphor for the sun. The speaker is saying the sun often
shines with an intensity that is too hot.
4. According to the poem, what causes summer’s beauty to fade.
Answer: The poem suggests summer’s beauty fades because its duration is too short. Also,
the sun’s heat and the dimming of its “gold complexion” by clouds causes summer’s beauty
to decline.
5. What is meant by “And summer’s lease hath all too short a date.”
Answer: This line means that summer’s duration, or “lease,” is too brief. It’s over too
quickly.
6. Explain the meaning of the line “By chance, or nature’s changing course untrimmed.”
Answer: This line means that beauty fades by chance happenings, or because of the natural
course of changing seasons that can’t be altered.
7. How does the poem claim the beloved’s beauty will endure, unlike summer?
Answer: The poem claims the beloved’s beauty will remain perfect and never fade, unlike
summer. It will be “eternal” and he will never “lose possession” of his beauty.
8. Identify two examples of alliteration used in the poem. What effect do they have?
Answer: “Shake the darling buds of May” and “death brag” contain alliteration. This gives a
musical quality to the verse.
9. Explain the meaning of the line “Nor shall death brag thou wand’rest in his shade.”
Answer: This line means death will not be able to boast that the beloved wanders in death’s
shade or under his influence. He will not fade through death.
10. What does the speaker claim will immortalize the beloved’s beauty?
Answer: The speaker says his poem will immortalize the beloved’s beauty as long as humans
live. The poem will live on and keep the beloved’s memory alive.
11. Identify and analyze the use of personification in the poem.
Answer: Summer and death are personified. Summer is given the human actions of shaking,
shining, and having its complexion dimmed. Death is able to “brag” that the beloved is
under his shade. This enlivens the imagery.
12. Explain the meaning of the couplet “So long as men can breathe or eyes can see, So long
lives this, and this gives life to thee.”
Answer: As long as humankind survives, the poem will also endure, keeping alive the
memory and beauty of the beloved. The poem is giving life to the beloved.
13. What is the overall theme explored in this poem?
Answer: The overall theme is the immortalizing power of verse. The speaker is claiming his
poem will allow the beauty of the beloved to endure forever.
14. Discuss the tone of the speaker in this Shakespearean sonnet.
Answer: The tone is romantic and admiring. The speaker is clearly enamored with the
beloved, and aims to praise his beauty. There is also confidence in the speaker’s tone
regarding the immortality of his verse.
15. In your view, what makes this sonnet so memorable and enduring?
Answer: The simple but beautiful imagery, accessible language, skillful use of poetic
techniques like alliteration and personification, and universal theme of preserving beauty
through art all contribute to making this sonnet so enduringly memorable. The praise of the
beloved is also sincere and touching.
16. What does the speaker claim is one difference between the beloved and summer in the
lines.
Answer: The speaker claims the beloved is more lovely and mild in temperament than
summer.
17. What causes summer’s “gold complexion” to be “dimmed” according to the poem?
Answer: Clouds that come in summer cause the sun’s golden complexion to be dimmed at
times.
18. Explain what the speaker means by “But thy eternal summer shall not fade”.
Answer: This means the beloved’s beauty will remain perfect and will never fade or decline,
unlike the fleeting beauty of summer.
19. What does the speaker mean by “eternal lines”?
Answer: By “eternal lines” the speaker is referring to the verses of this immortal poem,
which will preserve the beloved’s memory forever.

Analytical/descriptive/long questions and answers

1. How does Shakespeare portray summer in the poem? Discuss the imagery and
descriptions used.
Answer: Shakespeare uses vivid imagery that highlights the imperfections of summer to
portray it in a negative light. He describes “rough winds” that violently “shake” the “darling
buds of May,” conjuring a scene of turbulence and destruction marring nature’s beauty. The
metaphor of the sun as the blistering “eye of heaven” that shines “too hot” depicts summer
heat at its most oppressive extreme. Clouds are shown dimming the radiant sun’s “gold
complexion,” introducing elements of mutability and imperfection. Overall, summer is
portrayed as a season of instability, given to extremes of weather that ravage the landscape
and diminish its loveliness.
2. How does Shakespeare establish that the beloved is different from and superior to
summer in the poem?
Answer: Shakespeare uses several techniques to differentiate the beloved from summer and
prove his superiority. He directly compares the beloved as “more lovely and more
temperate” than summer. While summer’s beauty fades as its “lease hath all too short a
date”, the beloved’s youth will be “eternal.” Summer is portrayed as imperfect, marred by
“rough winds”, dimming clouds and excess heat, whereas the beloved’s radiance is flawless.
The beloved is also shown to be immortal, unaffected by the mortal forces of “nature’s
changing course” and even “death” which diminish all things seasonal. Additionally, summer
is depicted as mutable, its “gold complexion” altered from bright to dim, while the beloved’s
beauty remains constant and unassailable.
3. Analyze how the poet develops the comparison between the beloved and summer. What
does this reveal about the speaker’s attitude?
Answer: The poet contrasts summer as imperfect and fleeting to the beloved’s enduring
perfection. Saying the beloved is “more lovely and more temperate” than summer reveals
the speaker’s deeply adoring attitude. The beloved is exalted as superior to the natural
world at its height. The comparison also suggests summer’s beauty, though bountiful,
cannot rival that of the transcendent beloved. The speaker’s reverent tone indicates he
worships the beloved beyond the seasonal beauty of nature. His attitudes revealed are
those of wonder, praise, and devotion.
4. Discuss the metaphor used for the sun in line 5 (“Sometime too hot the eye of heaven
shines”). What meaning does this metaphorical imagery add?
Answer: By describing the sun as the “eye of heaven,” Shakespeare casts it as the
omniscient eye of a god gazing down upon the earth. This mythologizes the sun, lending
cosmic significance to its powers. It also emphasizes the scorching heat of summer sun at its
most unrelenting, with the eye shining down too “hot.” This vivid metaphor adds layers of
meaning – the sun is not just a celestial body but a divine overseer whose blistering gaze
bears down, almost punitively, on the landscape. The personification hints at supernatural
forces governing summer’s extremes.
5. Discuss the use and effect of personification in the poem. How does giving human traits
to summer and death shape the meaning?
Answer: Personifying summer and death adds drama, vivacity, and emotional weight to
these abstractconcepts. Summer being able to “shake” flowers implies an aggressive, willful
entity of power. Death “bragging” conjures up an arrogant, boastful character. These
devices make summer’s flaws and death’s threats more vivid, lively, and sinister.
Personification allows Shakespeare to dramatize the dangers summer and mortality pose to
beauty and life within a conceit of characters with opposing motivations.
6. Discuss the meaning of the final couplet (lines 13-14). How does this encapsulate the
theme and message of the poem?
Answer: The closing couplet asserts the beloved’s beauty and memory will be preserved
eternally through the “eternal lines” of the poet’s writing. It neatly summarizes the theme
that art can triumph over mortal decay. The speaker promises his verse will allow the
beloved to live forever, just as the poem itself has survived centuries. The couplet provides
an uplifting, concise resolution to the tension between impermanence and immortality
explored throughout the sonnet.
7. Analyze how the speaker’s tone and mood toward the beloved are conveyed through
word choice and poetic techniques.
Answer: The speaker’s adoring, reverent tone emerges through laudatory descriptors like
“lovely,” vivid admiring imagery, and use of comparison to elevate the beloved. His awe-
struck mood is conveyed through sublime metaphors like “eye of heaven” and grand claims
of eternal life. Rapturous words, religious metaphors, and the promise of defying mortal
limits reveal a worshipful, exalted state of mind.

C. Answer each of the following questions briefly:

a. Describe the beauty of a summer’s day.

Answer: A summer’s day is described as less temperate and subject to rough winds, unlike
the poet’s friend who is more lovely and temperate.
b. ‘Thou art more lovely and more temperate.’ Explain.
Answer: This statement means that the poet’s friend, compared to a summer’s day, is more
beautiful and has a more moderate, pleasant temperament.
c. ‘And often is his gold complexion dimmed.’ What does the poet mean by it
Answer: By this, the poet means that the sun’s (referred to as “his”) golden brightness is
often obscured or diminished.
d. Why does the poet say ‘every fair from fair sometimes decline’?
Answer: The poet says this to express that all beautiful things (every fair) occasionally lose
their beauty (decline) due to natural changes or accidents.
e. ‘Nor shall death brag thou wanderest in his shade.’ Why cannot death brag?
Answer: Death cannot brag about claiming the poet’s friend because the friend’s beauty will
live on eternally through the poem, beyond the reach of death.
f. ‘So long lives this and this gives life to thee.’ Explain.
Answer: This means that as long as the poem exists (so long lives this), it will continue to
give life to the poet’s friend, keeping his beauty and memory alive.

Discuss

a. Why Shakespeare wrote this poem. Is it his desire to immortalize the fame of his friend?
Answer: Shakespeare wrote Sonnet 18 as a profound expression of love and admiration for
his friend. The central theme of the poem is the enduring nature of the friend’s beauty,
which Shakespeare contrasts with the fleeting and imperfect beauty of a summer’s day. By
immortalizing his friend’s beauty in poetry, Shakespeare expresses his desire to defy the
natural decay and change that time brings. This desire to immortalize his friend indicates a
deep affection and respect, showcasing the power of his art to confer eternal life on the
subject of his verse.
b. Do you think Shakespeare has succeeded in his purpose?
Answer: Shakespeare has indeed succeeded in his purpose. The very fact that Sonnet 18 is
still widely read and celebrated hundreds of years after its creation is a testament to its
enduring appeal and the immortality it confers upon the subject. The poem has transcended
time and continues to be a symbol of beauty and eternal love. By skilfully using the sonnet
form, Shakespeare not only preserves the beauty of his friend but also demonstrates the
timeless nature of his own poetic talent. The final couplet, in particular, emphasizes the
lasting impact of the poem: as long as people can breathe and see, this poem will live, and
so too will the beauty of Shakespeare’s friend. This enduring legacy fulfils Shakespeare’s
intent to immortalize his friend through his verse.
2. THREE YEARS SHE GREW IN SUN AND SHOWER

Textual questions and answers Comprehension

(A) Answer the following questions in a sentence each:

(i) How is Nature personified in the poem?

Answer: In the poem, Nature is personified as a nurturing and guiding figure, taking the role
of ‘the Guide’, ‘the Nurse’, and ‘the Guardian’ of the child, Lucy.
(ii) Write how Nature treats Lucy.
Answer: Nature treats Lucy with care and guidance, intending to shape her into a lady of its
own, teaching her through the various elements and experiences of the natural world.
(iii) In what way does Lucy enjoy the nights?
Answer: Lucy enjoys the nights by finding dear companionship in the stars of midnight and
learning from the silent beauty and murmuring sounds of the natural world.
(iv) ‘The work was done’ – what is ‘the work’ referred to?
Answer: ‘The work’ refers to Nature’s task of educating and shaping Lucy, a process through
which Nature imparts its lessons and beauty to her, ultimately culminating in her physical
and emotional development.

(B) Answer each of the following questions briefly:

(i) What does the poet tell us about Lucy’s education by Nature?
Answer: The poet describes Lucy’s education by Nature as a comprehensive and nurturing
process where Nature itself imparts wisdom, beauty, and character to Lucy, influencing her
development and personality.
(ii) The poet compares Lucy to a fawn. How is the comparison apt?
Answer: The comparison of Lucy to a fawn is apt because it highlights her playful, joyful, and
spirited nature, akin to a fawn that frolics freely and energetically in the natural world.
(iii) Explain the expressions “overseeing power,” “breathing balm,” and “murmuring sound.”
Answer: “Overseeing power” refers to Nature’s omnipresent and guiding influence on Lucy,
“breathing balm” symbolizes the soothing and healing aspects of nature, and “murmuring
sound” denotes the subtle and gentle voices of nature that contribute to Lucy’s
understanding and growth.
(iv) Describe the physical development of Lucy by different objects of Nature.
Answer: Lucy’s physical development is influenced by various objects of Nature, such as the
floating clouds, willow trees, and stars of midnight, which contribute to her grace, form, and
beauty, symbolizing the harmonious and nurturing relationship between her and the natural
world.
(v) “This child I to myself will take; She shall be mine and I will make A Lady of my own.”
Who spoke these words and why? How did the speaker plan to achieve the purpose?
Answer: These words are spoken by Nature, personified as a nurturing and guiding force.
Nature expresses its intention to take Lucy under its care to shape and educate her into a
lady of its own creation. The speaker, Nature, plans to achieve this by immersing Lucy in the
various elements and experiences of the natural world, thereby imparting wisdom, beauty,
and character.

Think and Write

(a) The poet uses few antithetical pair of words in the poem to evoke the opposite forces of
Nature. For example – ‘Sun and shower’. Find out such pair of words in the poem.
Answer: In the poem, the poet uses several antithetical pairs of words to highlight the
contrasting forces of nature. These include “sun and shower,” “rock and plain,” “earth and
heaven,” and “glade and bower.” Each pair contrasts different elements of nature,
emphasizing the diverse and dynamic aspects of the natural world.
(b) Read the poem once more and note down the ideas and feelings you have about Lucy.
What might she look like? What is her personality? Discuss in your group to write an
answer.
Answer: Based on the poem, Lucy can be envisioned as a young girl who embodies the
beauty and purity of nature. She might have a graceful and natural appearance, reflecting
the influence of the natural elements that have nurtured her. Her personality seems to be
joyful, spirited, and in harmony with nature, similar to a playful fawn. She likely possesses a
calm and serene demeanor, influenced by the “breathing balm” and “murmuring sound” of
nature.
(c) Make a list of all the rhyming words with their stanza numbers. For example: Stanza 1:-
shower – flower, down – own.
Answer: The rhyming words in the poem, along with their respective stanza numbers, are as
follows: Stanza 1: shower – flower, down – own. Stanza 2: plain – restrain, balm – calm.
Stanza 3: bend – lend, storm – form. Stanza 4: dear – ear, round – sound. Stanza 5: height –
delight, swell – dell
Stanza 6: done – run, scene – been.
3. THE CHARGE OF THE LIGHT BRIGADE

B. Answer the following questions in a sentence each:

I. “someone had blundered.” What does the line mean?

Answer: It means that a mistake had been made, likely by those in command, resulting in a
disastrous situation for the Light Brigade.
II. “Charge for the guns!” He said. Identify the ‘he’ here.
Answer: ‘He’ refers to the commander who gave the order to the Light Brigade to charge
towards the enemy guns.
III. ‘Theirs not to reply’ Why were the soldiers not to reply?
Answer: The soldiers were not to reply because their duty was to obey orders without
questioning them, as part of their military discipline.
IV. What did the soldiers of the Light Brigade do with their sabres?
Answer: The soldiers of the Light Brigade used their sabres to attack the Russian gunners
during the charge.
V. ‘Not the six hundred.’ Why did not all the six hundred ride back?
Answer: Not all of the six hundred rode back because many were killed or wounded in the
charge.

C. Answer the following questions briefly:

I. What was the command given by the commander?

Answer: The command given by the commander was to charge towards the enemy guns.
II. Why is the valley described as ‘Valley of Death’?
Answer: The valley is described as ‘Valley of Death’ because it was the site of a deadly battle
where many soldiers lost their lives.
III. “Someone had blunder’d.” How did the soldiers react when they felt the commander had
blundered?
Answer: Despite realizing that their commander had made a blunder, the soldiers bravely
followed the orders without question.
IV. How were the Russian cannons positioned?
Answer: The Russian cannons were positioned surrounding the British soldiers, with
cannons to the right, left, and in front of them.
V. “Into the jaws of Death Into the mouth of Hell” Explain the Imagery.
Answer: This imagery vividly portrays the extreme danger and almost certain death the
soldiers were riding into, likening the battlefield to the jaws of Death and the mouth of Hell.
VI. How did the soldiers charge?
Answer: The soldiers charged boldly and bravely into the face of heavy artillery fire from the
Russian cannons.
VII. “All the world wonder’d” Why does the poet say so?
Answer: The poet says “All the world wonder’d” to express how the entire world was
amazed by the bravery and the reckless courage of the Light Brigade.
VIII. What was the impact of the Light Brigade’s charge on the enemy?
Answer: The impact of the Light Brigade’s charge on the enemy was significant as they
managed to break through the Russian lines, though it was at a great cost to themselves.
IX. They that had fought so well. What happened to these soldiers?
Answer: The soldiers who fought so well suffered heavy casualties, with many killed or
wounded.
X. “They that had fought so well Came thro’ the jaws of Death Back from the mouth of Hell”
Explain.
Answer: This line explains how the soldiers who survived the deadly charge managed to
return from the extremely perilous situation they had been in, likened to escaping from
death and hell itself.
XI. “When can their glory fade?” Why does the poet ask so?
Answer: The poet asks “When can their glory fade?” to suggest that the bravery and
sacrifice of the Light Brigade will be remembered forever, their glory never diminishing.
XII. “Honour the Light Brigade” Why does the poet ask the people to honour the Light
Brigade?
Answer: The poet asks people to honour the Light Brigade for their extraordinary bravery
and the sacrifices they made in the face of almost certain death.

Think and Write

The Manipuris too fought a battle against the British in 1891 at Khongjom. Although the
Manipuri Commander did not blunder in his command like the British commander there are
similarities in many other matters mainly in the two following points:
“The British were much better equipped.”
“Their numbers were much bigger.”
Still the Manipuris fought for their motherland.
Now write a paragraph emphasizing the above points and bringing out the courage and
patriotism of the Manipuris.
Answer: The 1891 battle at Khongjom, fought by the Manipuris against the British, stands as
a remarkable example of courage and patriotism, mirroring in some aspects the Battle of
Balaclava during the Crimean War. Despite the British forces being significantly better
equipped and having a larger number of soldiers, the Manipuris displayed unwavering
bravery and a deep-seated love for their homeland. Their decision to engage in battle under
these challenging conditions highlights a profound sense of duty and willingness to fight
against overwhelming odds. This act of valor serves not only as a testament to their fighting
spirit but also as a poignant reminder of the sacrifices made in the pursuit of freedom and
self-determination. The Manipuris, much like the soldiers of the Light Brigade,
demonstrated that true courage often comes from a place of deep conviction and loyalty to
one’s land and people, even in the face of almost certain defeat.
4. SONG OF THE FLOWER

B. Answer each of the following questions in a sentence:

I. What becomes of the star when it falls from the blue tent of sky?
Answer: It becomes a flower on the green carpet (the earth).
II. Who conceived the flower?
Answer: The flower was conceived by the elements.
III. What does the flower do at eventide?
Answer: At eventide, the flower joins the birds in bidding the light farewell.
IV. What watches over the flower when she embraces Slumber?
Answer: The eyes of night watch over the flower when it embraces Slumber.
V. What does the flower do with the rhythmic swaying of the grass?
Answer: The flower dances to the rhythmic swaying of the grass.
VI. Why does the flower look up so high?
Answer: The flower looks up high to see only the light and never its shadow.

C. Answer the following questions briefly

I. The poet compares the flower with a kind word. Bring out the appropriateness of the
comparison.
Answer: The poet compares the flower to a kind word uttered by nature. This comparison
highlights how flowers, like kind words, spread joy, warmth and positivity. Just as kind
words light up someone’s day, flowers too delight people with their beauty and fragrance.
II. “I am a star fallen from the blue tent upon the green carpet.” Explain why the flower says
so.
Answer: Here the flower imagines itself to be a star that has fallen from the sky (blue tent)
onto the grassy plain (green carpet). This metaphor compares the flower’s beauty and
radiance to that of a shining star.
III. Why does the flower say that it is the daughter of the elements?
Answer: The flower says it is the daughter of the elements (air, water, fire and earth)
because it believes that the elements combined together to create or conceive flowers.
IV. How is the flower ‘winter conceived’?
Answer: The line “winter conceived” suggests that the flower was formed inside the womb
of winter. The dormant period of winter sets the stage for the growth of flowers in spring.
So winter is imagined as the parent who conceived the flower.
V. What does the flower do at dawn?
Answer: At dawn, the flower unites with the breeze to announce the arrival of morning
light. It welcomes the new day.
VI. “I drink dew for wine, and harken to the voices of the birds.” Explain.
Answer: Here, the flower says it drinks dew drops as if they were wine. Dew drops on petals
look like wine beads. And the flower enjoys listening to birdsongs, comparing it to delightful
music.
VII. “I am the memory of a moment of happiness.” Explain.
Answer: The poet says flowers are often used to celebrate happy occasions and remind one
of joyful moments. Lovers exchange flowers as gifts and they are used in wedding
celebrations. So they become symbols of happiness and the memory of blissful moments.
VIII. What should man learn from the flower?
Answer: The flower always looks upwards towards the light and never down at its shadow.
This exemplifies an optimistic perspective, focusing on positivity rather than darkness. The
poet says this wisdom of always looking at the bright side is what man should learn from
flowers.

Appreciation

B. (i) In the poem, who is the speaker? Of course, it is the flower. The poet is imagining the
flower to be a person who can speak. Such an imaginative poetic device is called
‘personification’.
Write a few lines on how the technique impresses on you. Does the technique create a
feeling of close intimacy between you, the reader and the flower? Write a few lines
expressing your feelings.
Answer: The personification of the flower in the poem serves as an effective literary device
that brings the flower to life, making it more relatable and emotive. By giving the flower
human characteristics, the poet creates a bridge between the reader and the natural world,
fostering a sense of intimacy and empathy. This technique makes the flower appear more
than just a botanical entity; it becomes a living, feeling being with which the reader can
connect on an emotional level. It evokes feelings of wonder and admiration, as the flower,
through personification, communicates its experiences and emotions, allowing the reader to
see the world from its perspective.
(ii) There are some other instances of personification. Write them.
Answer: The poem contains several instances of personification apart from the primary one
where the flower is given human attributes. These include: “I am a star fallen from the blue
tent”: Here, the flower is personified as a star, implying that it has the ability to shine and
stand out, much like a celestial body. “The only eye of the day”: In this personification, the
flower is described as an eye, suggesting its ability to observe and be a central focus, similar
to the role of the sun. “I drink dew for wine”: This is another instance where the flower is
given human-like qualities, portraying it as enjoying the dew as a human might savor wine,
emphasizing its capacity for pleasure and sustenance. “I am the memory of a moment of
happiness”: The flower is personified as a memory, indicating its ability to evoke emotions
and recollections in a way akin to human memories.

Think and Write

The writer has given a number of uses of flowers for example – the lover’s gift. Now list
them one after another. And also write a few more uses of flowers other than those
mentioned in the poem practised in your community.
Answer: In the poem, the flower is depicted as having various uses and significance in
human life. The identified uses in the poem include: The Lover’s Gift: Flowers are often used
as a symbol of love and affection, given as a gift between lovers. · Additionally, in various
communities, flowers have several other uses, such as: Decorative Purposes: Flowers are
widely used for decoration in homes, offices, events like weddings, and in public spaces for
their beauty and fragrance. Religious Ceremonies: In many cultures, flowers are used in
religious rituals and ceremonies as offerings to deities or as part of sacred decorations.
Symbol of Respect and Remembrance: Flowers are used in funerals and memorial services
as a mark of respect and remembrance for the deceased. Medicinal Uses: Certain flowers
have medicinal properties and are used in traditional remedies and herbal medicines.
Cultural Festivals: Flowers play a significant role in many cultural festivals, where they are
used in traditional rites, as symbols of specific values or histories, and in festival decorations.
Symbolic Meanings: Different flowers often hold specific symbolic meanings and are used to
convey messages, such as red roses for love, white lilies for purity, or chrysanthemums for
loyalty.
Discuss

Role of Nature in Human life.

Answer: The role of nature in human life is profound and multifaceted, serving as a source
of sustenance, inspiration, and solace. Nature, as depicted through the lens of the flower in
the poem, provides a vivid illustration of this intricate relationship. Source of Physical
Sustenance: Nature is fundamental to human existence, providing essential resources like
food, water, and air. It is the primary source of the materials needed for survival and well-
being. Emotional and Spiritual Connection: Nature offers an emotional and spiritual refuge,
a place for contemplation, rejuvenation, and inspiration. The beauty and tranquility of
natural settings have a calming effect and help in reducing stress and promoting mental
health. Symbolic and Cultural Significance: Nature holds significant symbolic and cultural
value in human societies. Various natural elements and phenomena have been imbued with
meanings and used in cultural rituals, art, literature, and religious practices. Educational
Value: Nature serves as a vast classroom, offering endless opportunities for learning and
discovery. From understanding ecosystems and biodiversity to learning about conservation
and sustainability, nature is a rich source of knowledge. Health and Well-being: Interaction
with nature has been shown to have numerous health benefits. It enhances physical health
by encouraging outdoor activities and exercise, and improves mental health by reducing
stress and anxiety. Artistic Inspiration: Nature has been a perennial source of inspiration for
artists, writers, and musicians. The diversity, beauty, and mystery of the natural world have
fueled creativity and artistic expression throughout human history. Environmental
Awareness and Responsibility: Nature reminds humans of their responsibility to protect and
preserve the environment. The interconnectedness of life and the impact of human actions
on nature highlight the need for sustainable practices and environmental stewardship.
5. PRELUDES

B. Answer the following questions in a sentence each:

I. What season of the year is suggested in the first stanza?

Answer: Winter
II. What is the evening compared to?
Answer: The burnt-out ends of smoky days
III. What surrounds the feet of the passersby?
Answer: Grimy scraps of withered leaves.
IV. When do the showers beat?
Answer: In the evening
V. What does the cab-horse do?
Answer: It steams and stamps VI. What smell fills the morning air?
Answer: The smell of stale beer
VII. How are the feet of the men going to coffee-stands?
Answer: Muddy
VIII. “………. hands That are raising dinghy shades.” Whose hands are referred to here?
Answer: The hands of people in the city

C. Answer the following questions briefly:

I. “The winter evening settles down, With smells of steaks in the passageways.” What do
these lines suggest?
Answer: These lines suggest a city environment filled with the smells of cooking and an
atmosphere of dullness.
II. Why does Eliot compare the evening with “the burnt out ends of smoky days”?
Answer: Eliot compares the evening to “the burnt out ends of smoky days” to symbolize the
exhaustion and lifelessness of modern city life.
III. “The grimy scraps of withered leaves about your feet” What do these lines suggest?
Answer: These lines suggest the dirtiness and neglect in the city, where even the natural
elements like leaves are withered and grimy.
IV. “The showers beat on broken blinds and chimney-pots.” What are the impressions
created by these lines?
Answer: These lines create an impression of a bleak, decaying urban environment battered
by rain.
V. What effect does Eliot want to create by the image “faint stale image of beers”?
Answer: Eliot wants to create an impression of staleness, lack of freshness, and a sense of
weariness in the morning atmosphere of the city.
VI. “Sawdust-trampled street” Explain the image created by this line.
Answer: This line creates an image of dirty, muddy streets covered in sawdust, adding to the
overall dreariness and squalor of the city environment.
VII. What are the “other masquerades” mentioned in second stanza?
Answer: The “other masquerades” refer to the various meaningless, monotonous activities
that people engage in, out of habit and without genuine involvement or joy.
VIII. What are the “dinghy shades” mentioned in the 22nd line?
Answer: The “dinghy shades” refer to the dull shadows cast on dirty walls in city dwellings,
symbolizing the monotonous and routine activities of the city residents.
Appreciation

A. Eliot wrote many poems in which he describes human beings as pitiable victims of
circumstances that modern machine civilisation has created. The poem ‘Preludes’ is one of
the earliest poems. In subsequent poems he would write more or less about the same
theme – drab, cheerless society, men and women without creativity, etc. Do you think the
title ‘Preludes’ (introduction) has anything to do with Eliot’s series of writings? Explain it in a
few lines.
Answer: The title ‘Preludes’ is significant in understanding T.S. Eliot’s broader series of
writings. As an early poem, ‘Preludes’ introduces themes and motifs that Eliot continues to
explore in his subsequent works. These themes predominantly revolve around the portrayal
of human beings as tragic figures trapped in the confines of a modern, mechanized
civilization. This setting often leads to a drab and cheerless society, where individuals lack
creativity and vitality. By naming the poem ‘Preludes’, Eliot suggests that these ideas are
just the beginning, or an introduction, to the more extensive and profound exploration of
similar themes in his later works.
B. Write the alliterative sounds that Eliot has used in the poem.
Answer: In T.S. Eliot’s poem “Preludes,” there are several instances of alliteration, which is
the repetition of the same sound at the beginning of adjacent or closely connected words.
Here are some examples: “Smell of steaks in passage ways.” – The repetition of the ‘s’
sound. “The burnt-out ends of smoky days.” – The ‘s’ sound. “Gusty shower wraps / The
grimy scraps.” – The ‘s’ sound. “Of withered leaves about your feet / And newspapers from
vacant lots;” – The ‘s’ sound. “On broken blinds and chimney-pots.” – The ‘p’ sound. “A
lonely cab-horse steams and stamps.” – The ‘s’ sound. “The morning comes to
consciousness / Of faint stale smells of beer.” – The ‘s’ sound. “With all its muddy feet that
press / To early coffee-stands.” – The ‘p’ and ‘s’ sounds. “One thinks of all the hands / That
are raising dingy shades / In a thousand furnished rooms.” – The ‘sh’ sound.

Think and write

A. Think about the world/life Eliot describes in his poem. Do you think such a life will be
suitable to the growth of human mind and its creativity? Give your answer in a small
paragraph.
Answer: In Eliot’s poem, the life depicted seems to be one of monotony and disillusionment,
dominated by industrialization and a lack of personal connection. This type of environment,
lacking in vibrancy and diversity, would likely not be conducive to the growth of the human
mind and its creativity. Creativity thrives in environments that are rich in stimuli, diversity,
and human interaction, all of which seem scarce in the world Eliot describes.

Discuss

1. Discuss the demerits of industrialisation on human spirit and society. You may note the
following points:
i. People have become money-minded.
Answer: The advent of industrialization has significantly shifted societal values towards
materialism and financial success, often at the expense of more humanistic qualities. This
money-minded approach can lead to a reduction in communal bonds, empathy, and a sense
of shared responsibility, as the pursuit of wealth becomes a dominant driving force in
people’s lives.
ii. It has resulted in a wider gap between the poor and the rich.
Answer: Industrialization has often led to increased economic disparity, widening the gap
between the rich and the poor. While it creates vast wealth for some, it frequently does so
at the expense of the working class, who may face exploitative labour conditions and limited
upward mobility. This growing divide can lead to social unrest, economic instability, and a
weakening of the social fabric.
iii. Impact on environment.
Answer: The environmental impact of industrialization is profound and far-reaching.
Industrial processes typically involve significant pollution and resource depletion, leading to
habitat destruction, climate change, and a decline in biodiversity. The focus on industrial
growth often overlooks environmental concerns, leading to long-term damage to the planet
and its ecosystems.
6. THE FROG AND THE NIGHTINGALE

B. Answer the following questions in a sentence each:

(i) Did the animals in the bog enjoy the frog’s croakings?
Answer: No, the animals in the bog did not enjoy the frog’s croakings.
(ii) What did the solitary loon do after she had heard the nightingale’s song?
Answer: After hearing the nightingale’s song, the solitary loon wept.
(iii) How did the nightingale feel when the frog praised her after her first song in the bog?
Answer: The nightingale felt greatly flattered and impressed when the frog praised her after
her first song in the bog.
(iv) The frog offered to train the nightingale. Why did he do so?
Answer: The frog offered to train the nightingale to exploit her for making money.
(v) “Though next morning it was raining.” Did the frog give the nightingale rest because it
was raining?
Answer: No, the frog did not give the nightingale rest despite it raining.
(vi) Why did the frog advise the nightingale to add some trills to her song?
Answer: The frog advised the nightingale to add trills to her song to make it more appealing
to the audience and to earn more money.
(vii) What happened to the nightingale at the end?
Answer: At the end, the nightingale, stressed by the frog’s demands, burst a vein and died.

C. Answer the following questions briefly:

i. What did the frog do every night at Bingle Bay?

Answer: Every night at Bingle Bay, the frog croaked in an unpleasant and persistent manner.
ii. ‘So the nightingale once more. Quite unused to such applause. Sang till dawn without a
pause.’ Write why the nightingale behaved so.
Answer: The nightingale sang till dawn without a pause because it was unaccustomed to the
applause it received and was excited by this newfound admiration.
iii. How did the frog introduce himself?
Answer: The frog introduced himself as the owner of the tree where the nightingale perched
and as a renowned singer and writer for the ‘Bog Trumpet.’
iv. “Did you….did you like my song?” How did the frog react to the nightingale’s question?
Answer: When the nightingale asked if the frog liked its song, the frog responded by saying
the song was not bad but too long, had fine technique but lacked force.
v. How did the nightingale feel flattered and impressed?
Answer: The nightingale felt flattered and impressed when the frog, presented as a critic
and a seasoned musician, discussed its art and singing technique.
vi. How did the frog manipulate the nightingale to bring the nightingale under his control?
Answer: The frog manipulated the nightingale by flattering its singing abilities, offering to
train it to sing better, and asserting his superiority and experience in music.
(vii) “This is a fairy-tale. And you are Mozart in disguise. Come to earth before my eyes.”
Explain why the nightingale said so.
Answer: The nightingale said this to the frog, believing it to be a great musician like Mozart,
because it was naive and easily influenced by the frog’s deceptive flattery.
(viii) How did the frog commercially exploit the nightingale?
Answer: The frog commercially exploited the nightingale by organizing concerts, charging
admission fees from the audience, and making the nightingale perform relentlessly.
(ix) The frog did not allow the nightingale to rest even in rain. What does it tell about his
character?
Answer: The frog’s refusal to allow the nightingale rest even in the rain reveals his
relentless, exploitative, and unsympathetic nature.
(x) “Every day the frog would sold her. Songs for silver tried to scold her:” How did the frog
scold her?
Answer: The frog scolded the nightingale by critiquing its singing, demanding more practice,
and insisting on changes to make the performances more commercially successful.
(xi) Why did the birds and beasts grow tired?
Answer: The birds and beasts grew tired because the nightingale’s song became mechanical
and uninspired due to continuous and stressful rehearsals and performances.
(xii) Why was the frog who’d sold her angry?
Answer: The frog was angry because the nightingale’s performances no longer attracted
audiences, leading to a decline in his earnings from the concerts.
(xiii) How did the nightingale die?
Answer: The nightingale died from stress and physical strain imposed by the frog’s relentless
demands, culminating in the bursting of a vein during a forceful performance.

Appreciation

B. Make a list of alliterative words found in the poem:

Answer: “foghorn of the frog” – The ‘f’ sound is repeated. “night nightingale” – The ‘n’
sound is repeated. “Toads teals tiddlers” – The ‘t’ sound is repeated. “Next night”, “twitched
her tail” – The ‘n’ and ‘t’ sounds are repeated respectively. “bad – but” – The ‘b’ sound is
repeated. “Now the nightingale” – The ‘n’ sound is repeated. “He began her” – The ‘h’
sound is repeated. “scarf and sash” – The ‘s’ sound is repeated. “she was shivering” – The
‘sh’ sound is repeated. “subdued and sleep”, “Mallard and Milady” – The ‘s’ and ‘m’ sounds
are repeated respectively. “Songs for silver”, “second song” – The ‘s’ sound is repeated.
“must make”, “better billings” – The ‘m’ and ‘b’ sounds are repeated respectively. “birds and
beasts” – The ‘b’ sound is repeated. “more morose” – The ‘m’ sound is repeated. “Brainless
bird” – The ‘b’ sound is repeated. “Trembling terrified” – The ‘t’ sound is repeated. “tried to
teach”, “too tense”, “she should” – The ‘t’ and ‘sh’ sounds are repeated respectively.

Think and write

A. In our present world people like the frog take advantage of the unsophisticated but
talented ones like the nightingale for the purpose of making money. Justify the above
statement in the present day scenario of commercialisation of arts, music, films etc. Write a
paragraph on it.
Answer: In the current world, the commercialization of arts, music, and films has created an
environment where individuals like the frog, who are cunning and opportunistic, exploit the
talented yet naïve individuals like the nightingale. This exploitation is primarily for monetary
gains. In various artistic fields, there are instances where inexperienced but gifted artists are
manipulated by those who are more astute in the business aspects of the industry. These
opportunists capitalise on the talents of these artists, often guiding them towards paths that
may not align with their artistic integrity or personal aspirations. The end goal for these
manipulators is financial profit, often at the expense of the true artistic expression and well-
being of the artists they exploit. This scenario mirrors the dynamics between the frog and
the nightingale, where the frog, despite being less talented, takes advantage of the
nightingale’s abilities for his own benefit, pushing her towards her eventual demise.
B. At the end the nightingale dies in her effort to keep up the level of success. Do you think
the end is correct? Write a few lines justifying your answer.
Answer: The end of the nightingale’s story, though tragic, serves as a poignant and
cautionary tale. It highlights the detrimental effects of succumbing to external pressures and
losing one’s sense of self in the pursuit of success and validation. The nightingale, in her
attempt to maintain her success and please the frog, loses her originality, joy, and ultimately
her life. This ending emphasises the importance of self-belief and the dangers of allowing
oneself to be excessively influenced by others, especially those with ulterior motives. It
serves as a reminder that true success lies in staying true to oneself and one’s talents, rather
than conforming to others’ expectations at the cost of personal authenticity and well-being.
7. A DAY

(A) Answer the following questions in a sentence each:

(i) What looks like a ribbon?

Answer: The sun’s rays are described as looking like a ribbon.
(ii) “The news like squirrels ran.” What is the news about?
Answer: The news is about the sunrise spreading quickly.
(iii) What are the hills compared with?
Answer: The hills are compared to people untying their bonnets.
(iv) What do the bobolinks do?
Answer: The bobolinks begin to sing.
(v) Does the poet know about the sunset?
Answer: The poet admits to not knowing how the sunset occurs.
(vi) What does “a dominie in grey” symbolise?
Answer: “A dominie in grey” symbolises a religious figure or God.

(B) Answer the following questions briefly:

(i) “I’ll tell you how the sun rose.” Why does the poet say so?
Answer: The poet uses this phrase to introduce her vivid and imaginative description of a
sunrise, presenting it in a gradual, step-by-step manner.
(ii) How do the steeples swim in amethyst?
Answer: The steeples appear to swim in amethyst as the morning light casts a purple hue
over them, creating an impression of movement in the still structures.
(iii) “The news like squirrels ran.” Explain the imagery.
Answer: This imagery compares the rapid spread of sunlight at dawn to squirrels running
swiftly, symbolising the quick dissemination of the news of sunrise.
(iv) How do the hills untie the bonnets?
Answer: The hills untying their bonnets is a metaphor for the way the sunlight gradually
reveals the hills, as if they are removing bonnets from their heads.
(v) Why do the bobolinks begin to sing?
Answer: The bobolinks begin to sing as a natural response to the arrival of morning,
symbolising the awakening and liveliness brought about by the sunrise.
(vi) “But how he set I know not.” Why does the poet say so?
Answer: The poet expresses her uncertainty or lack of knowledge about the sunset,
contrasting it with the detailed description of the sunrise, possibly to highlight the mystery
of the end of the day or life.
(vii) What things are reminded to the poet when she sees the sky during sunset?
Answer: The sunset reminds the poet of a purple stile climbed by children, symbolising a
transition, possibly towards the end of the day or life itself.
(viii) “A dominie in grey”–what does this image mean?
Answer: This image represents a religious figure or God, symbolising guidance and
leadership at the end of the day or life, leading the flock (people) away.
(ix) “Put gently up the evening bars And led the flock away.” Explain.
Answer: This phrase metaphorically describes the transition from day to night (or life to
death), where the ‘dominie in grey’ (God or a spiritual guide) closes the day and leads
people away, signifying the end of a cycle.
Appreciation

A metaphor is a way of describing a thing in terms of another. In the sentence “childhood is

the morning of life’, the speaker is using a metaphor by calling childhood ‘morning’. Poets
usually use a lot of metaphor. Now find out how the poem “A Day” is a metaphor of ‘Birth’
and ‘Death’. You will find that some of the individual line or lines are also metaphors.

Answer: In the poem “A Day” by Emily Dickinson, metaphors are used extensively to depict
the concepts of ‘Birth’ and ‘Death.’ The metaphor of sunrise in the poem symbolises ‘Birth,’
with the beginning of the day representing the start of life. This is seen in the vibrant,
hopeful imagery of the sun rising, bringing light and awakening the world. Conversely, the
metaphor of sunset in the poem represents ‘Death.’ The end of the day, with the sun
setting, symbolises the end of life, characterised by a more sombre and reflective tone.
Individual lines in the poem, such as the description of the sun rising “A ribbon at a time,”
further employ metaphorical language to convey these themes of beginning and ending, life
and death??.

Think and write

A philosopher is one who thinks about very difficult problems or questions about life or the
world, etc. Do you think the poet is a kind of philosopher? Write a small paragraph on it.
Justify your answer.
Answer: Emily Dickinson does show some philosophical tendencies in her poem “A Day.”
Through her rich symbolic imagery of sunrise representing birth and sunset symbolising
death, she prompts the reader to contemplate the deeper mysteries of life’s beginning and
ending. The child speaker’s wonder and confidence describing sunrise gives way to
uncertainty about sunset, reflecting a philosophical truth about how little we understand
death compared to our everyday experience of life. However, Dickinson’s poem does not
present an argument or theory about life and death; rather, evokes feelings and questions
on the subject. Ultimately while Dickinson touches on philosophical themes, “A Day” reads
more as a lyrical poetic reflection than the contemplative theorising characteristic of a
philosopher. Her talent is conjuring vivid pictures and raising issues to ponder, not
systematically working out solutions. So I would characterise Dickinson in this poem as
poetic and profound, but not functioning as a technical philosopher.
PROSE

1. THE LAST LESSON

C. Answer the following questions in a sentence each:

I. Where had the crowd gathered?

Answer: The crowd had gathered in front of the bulletin board at the town hall.
II. How did the writer feel when he entered the class?
Answer: The writer felt frightened and blushed when he entered the class.
III. How did the writer feel when he sat down at his seat?
Answer: After sitting at his seat, the writer felt a bit over his fright.
IV. How did the writer feel about his books when he realized that it was to be the last
lesson?
Answer: The writer felt sorry for not learning his lessons and viewed his books with
affection, as old friends that he couldn’t give up.
V. According to M. Hamel, which was the most beautiful language?
Answer: According to M. Hamel, French was the most beautiful language.
VI. What did M. Hamel write on the board?
Answer: M. Hamel wrote “VIVE LA FRANCE!” on the board.

D. Answer the following questions briefly:

I. Why did little Franz think of running away from school and spending the day out of doors?
Answer: Little Franz thought of running away from school and spending the day out of doors
because the weather was warm and enticing, with chirping birds and the sight of Prussian
soldiers drilling, which seemed more appealing than learning about participles at school.
II. Why had a crowd gathered near the town hall?
Answer: A crowd had gathered near the town hall because it was the place where all the
bad news, such as lost battles, drafts, and commands from the officers, was posted. Franz
wondered if there was new bad news as he passed by.
III. ‘You will get to school in plenty of time!’ What did the blacksmith mean by it?
Answer: The blacksmith, Wachter, meant that Franz had enough time to get to school and
did not need to rush, perhaps indicating that something significant had happened that
would affect the school day.
IV. How did Franz hope to escape the teacher’s notice as he went in late?
Answer: Franz hoped to escape the teacher’s notice as he went in late by counting on the
usual commotion of the school starting, which would allow him to slip to his desk unnoticed.
However, that day the school was unexpectedly quiet.
V. What unusual things did Franz see in the classroom?
Answer: In the classroom, Franz saw unusual things like M. Hamel wearing his formal
clothes that he only wore on special days, and the presence of village elders sitting in the
back of the classroom, which was not customary.
VI. Why were the village people sitting in the classroom?
Answer: The village people were sitting in the classroom to show their respect and gratitude
to M. Hamel for his forty years of service, and as a sign of reverence for their country, which
they were about to lose under new orders to teach only German.
VII. ‘What a thunderclap these words were to me!’ What words were a thunderclap? Why?
Answer: The words that were a thunderclap to Franz were M. Hamel’s announcement that
this would be the last French lesson, as an order from Berlin mandated the teaching of only
German in Alsace and Lorraine. These words signified a great loss for Franz and his
community.
VIII. Why did M. Hamel not scold Franz for his inability to recite correctly the rules for his
participles?
Answer: M. Hamel did not scold Franz because he recognized the overall regret and sorrow
that would be felt by Franz and the others about their lost opportunity to learn their
language, understanding that the blame was collective and not just on the boy.
IX. ‘… it is as if they had the key to their prison.’ What is the prison referred to here?
Answer: The prison referred to here is the metaphorical loss of freedom and identity that
comes from losing one’s language. M. Hamel suggests that maintaining the French language
is like holding the key to escape that prison.
X. Why did the pupils want to laugh and cry at the same time?
Answer: The pupils wanted to laugh and cry at the same time because of the mixed
emotions they felt during the last lesson. They were moved by the participation of the old
men in the class and the overall solemnity of the situation, which was both moving and
absurd.

E. Answer the following questions in about 80 words each:

I. In what ways was the day of the last lesson different from other days? Write it.
Answer: On the day of the last lesson, a deep solemnity replaced the usual school-day
chaos. M. Hamel donned his formal attire, and villagers attended class, paying tribute to
their language and M. Hamel’s dedication. The usual lively sounds of learning were absent,
replaced by a poignant stillness; the reality of losing their language rights loomed over the
students, marking the day with a grave difference from all others.
II. How did Franz find the last lesson on Grammar? Why did he find everything the teacher
said so easy?
Answer: Franz found the last lesson on Grammar surprisingly clear. His usual apprehension
was replaced by attentiveness, perhaps due to the realization of losing his language and the
opportunity to learn. M. Hamel’s patient and passionate teaching made everything seem
easy; the lesson was imparted with a sense of urgency and a desire to pass on as much
knowledge as possible in the limited time left.
III. What are the feelings Franz had on learning that M. Hamel will be giving his last lesson?
Answer: Franz was struck with a mixture of emotions upon learning it was M. Hamel’s last
lesson. There was regret for not having taken his studies seriously, sadness for the
impending loss of his teacher and the French language in school, and a sudden affection for
his books and M. Hamel, whom he realized he would miss dearly.
IV. ‘What would I not have given to be able to say that dreadful rule for the participle all
through, very loud and clear, and without one mistake?’ Why did Franz feel so?
Answer: Franz wished to recite the rule for the participle flawlessly as a form of redemption
for his past indifference towards his lessons. Faced with the finality of his French education,
he wanted to demonstrate his capability and respect for his teacher and his heritage
language, which he had taken for granted until that moment.
V. In what sense was the last lesson the first lesson on French language for Franz?
Answer: The last lesson was Franz’s first true lesson on the French language in the sense
that it was the first time he truly grasped the value and beauty of his language. It took the
imminent threat of losing his linguistic heritage to fully engage and appreciate the lessons,
making this last session a poignant awakening to the significance of his mother tongue.
VI. Why did M. Hamel write ‘Vive La France!’ before dismissing his class?
Answer: M. Hamel wrote ‘Vive La France!’ before dismissing his class as an act of patriotism,
a final defiant assertion of cultural identity in the face of the school’s forced Germanization.
It was a powerful statement of hope and resistance, urging his students to remember their
roots and the importance their language as a symbol of freedom and unity.

Think and Write

A. “Will they make them sing in German, even the pigeons?” Franz thought. Explain what
could this mean?
Answer: The line “Will they make them sing in German, even the pigeons?” reflects Franz’s
realization of the deep impact of the occupation on everyday life. It symbolizes the loss of
cultural identity and the imposition of a foreign culture upon his own. The pigeons, which
are a natural and unchanged part of his environment, represent the innocence and
continuity of local life. Franz wonders if the pervasive reach of the new regime will extend
even to the natural world, which to him seems absurd, highlighting the extent of the control
that is being exerted over the local population.
2. MACBETH

(B) Answer the following questions in a sentence each

(i) Whose help did Macdonald seek when he rebelled against king Duncan?
Answer: Macdonald sought the help of the king of Norway when he rebelled against King
Duncan.
(ii) How did the third witch address Macbeth?
Answer: The third witch addressed Macbeth as “all hail Macbeth; that shall be king
hereafter.”
(iii) Why did Lady Macbeth not stab king Duncan herself?
Answer: Lady Macbeth did not stab King Duncan herself because the sight of him with his
white hairon the pillow put her in mind of her own old father.
(iv) ‘Then Macbeth caught sight of his own hands…..’ What did Macbeth see of his own
hands?
Answer: Macbeth saw his own hands all clammy with Duncan’s blood.
(v) After the discovery of the king’s murder, why did Macbeth kill the two grooms guarding
the king?
Answer: Macbeth killed the two grooms guarding the king to put the blame of the murder
on them.
(vi) ‘All pledged this toast but as Macbeth took the cup from his lips and would have sat
down again there………..’ What did Macbeth see?
Answer: Macbeth saw Banquo’s ghost behind him, pale and staring.
(vii) Malcolm escaped to England. What treatment did he find at the hands of the English
king?
Answer: Malcolm was kindly received by the English king when he escaped to England.
(viii) In his second meeting with the Weird Sisters, what did the first figure say to Macbeth?
Answer: The first figure warned Macbeth to beware Macduff, the Thane of Fife.
(ix) When Macduff reached England, Malcolm at first treated him unkindly. Why?
Answer: Malcolm initially treated Macduff unkindly because he was not sure of Macduff’s
loyalty and feared he might be a spy for Macbeth.
(x) What tactics did Malcolin adopt to hide the exact number of his soldiers as they reached
Birnam Wood?
Answer: Malcolm commanded every soldier to cut off a leafy bough and carry it with him so
that Macbeth’s scouts would not be able to spy the number of his men.

(C) Answer the following questions briefly:

(i) Why did the king of Norway crave for a truce immediately?
Answer: The King of Norway craved for a truce immediately because he was shaken by
Macbeth’s valour and the slaying of Macdonwald.
(ii) What fate did the Thane of Cawdor meet for plotting treason against King Duncan?
Answer: The Thane of Cawdor was condemned to death for plotting treason against King
Duncan.
(iii) What were the prophecies made to Macbeth by the Weird Sisters?
Answer: The prophecies made to Macbeth by the Weird Sisters were that he would become
Thane of Glamis, Thane of Cawdor, and eventually the King.
(iv) What prophecies did they make to Banquo?
Answer: The prophecies made to Banquo by the Weird Sisters were that he would be lesser
than Macbeth, yet greater, not so happy, yet much happier, and that he would be the father
of kings, though he would not be one himself.
(v) What piece of news prompted Macbeth to aspire for the throne of Scotland?
Answer: The piece of news that prompted Macbeth to aspire for the throne of Scotland was
the prophecy by the Weird Sisters that he would become King.
(vi) ‘When Lady Macbeth received the letter, her thoughts caught fire…’ What characteristic
of Lady Macbeth made her think so?
Answer: The characteristic of Lady Macbeth that made her think so was her ambition, which
was as strong as her husband’s, but without the natural kindness that made Macbeth
hesitate to seek the crown by foul means.
(vii) What arguments made Macbeth hesitant to murder the king while he was a guest in his
castle?
Answer: Macbeth was hesitant to murder the king while he was a guest in his castle because
Duncan was his kinsman and his guest, whom he was morally and socially obligated to
protect. Additionally, Duncan was a meek and honest king, and his murder would likely
provoke universal pity and horror against the murderer.
(viii) Why did Macbeth finally decide to murder the king?
Answer: Macbeth finally decided to murder the king due to the scornful taunting of his wife,
Lady Macbeth, who called him a coward and questioned his manhood for hesitating to seize
the crown through murder.
(ix) Why did Banquo begin to hate Macbeth?
Answer: Banquo began to hate Macbeth because he knew that Macbeth was the murderer
of King Duncan.
(x) How did Macbeth feel when he learnt that Fleance had escaped?
Answer: When Macbeth learnt that Fleance had escaped, he felt despair and his old fears
and doubts returned with greater force.
(xi) Why did Macbeth decide to meet the Weird Sisters a second time?
Answer: Macbeth decided to meet the Weird Sisters a second time to seek assurance about
his future and to learn about the potential threats to his power.
(xii) When Macbeth met the Weird Sisters for the second time, what did the third figure tell
him?
Answer: When Macbeth met the Weird Sisters for the second time, the third figure told him
that he would never be vanquished until Great Birnam Wood came to high Dunsinane Hill
against him.
(xiii) What did Macbeth do when he heard that Macduff had fled to England?
Answer: When Macbeth heard that Macduff had fled to England, he sent men to seize
Macduff’s castle and kill all within it, including Macduff’s wife, children, and every living
soul.
(xiv) Why did Macbeth feel that no one could conquer him?
Answer: Macbeth felt that no one could conquer him because the Weird Sisters prophesied
that no man born of a woman would harm him, and until Birnam Wood moved to
Dunsinane, he would not be defeated.
(xv) How did Birnam Wood move to Dunsinane?
Answer: Birnam Wood moved to Dunsinane when Malcolm commanded every soldier to cut
off a leafy bough and carry it, thereby disguising the number of his men and making it
appear as if the forest was moving.
(xvi) ‘Your charm is useless,’ retorted Macduff…’ Why did Macduff say so to Macbeth?
Answer: Macduff said “Your charm is useless” to Macbeth because he revealed that he was
not born in the usual manner but was “from his mother’s womb untimely ripped,” meaning
he was born by cesarean section, thus not technically ‘of woman born.’ This nullified the
witches’ prophecy that no man born of a woman could harm Macbeth.
(D) Answer the following questions in about 80 words each:

(i) Bring out the significance of Macbeth and Banquo’s first meeting with the witches.
Answer: The first meeting of Macbeth and Banquo with the witches is significant as it sets
the foundation for the entire plot of the play. The witches’ prophecies spark Macbeth’s
ambition and plant the seed of his eventual downfall. They hail Macbeth as Thane of Glamis,
Thane of Cawdor, and future King, while they tell Banquo that his descendants will be kings.
These predictions intrigue Macbeth and fuel his desire for power, leading him on a path of
moral corruption, regicide, and tyranny.
(ii) Write the circumstances that led Macbeth to kill King Duncan?
Answer: Macbeth’s decision to kill King Duncan was influenced by a combination of factors.
The witches’ prophecy that he would become King of Scotland ignited his ambition. Lady
Macbeth’s manipulation and questioning of his masculinity played a crucial role in
persuading him. Furthermore, Duncan’s decision to name his son Malcolm as his heir
seemed like a barrier to Macbeth’s ascension to the throne. These factors, coupled with his
deep-seated ambition and Lady Macbeth’s provocation, culminated in his decision to
commit regicide.
(iii) ‘Macbeth by this time was in a high fever of doubt…….’ Why was Macbeth in such a
state of doubt?
Answer: Macbeth’s state of doubt stemmed from his moral conflict and the repercussions of
his contemplated actions. He was torn between his ambition, spurred by the witches’
prophecy, and his conscience, which made him apprehensive about the sin and its
consequences. He understood the gravity of murdering a king, his kinsman, and a guest in
his home. Additionally, he feared eternal damnation and the potential for his actions to
bring misery and disaster, making him hesitant and doubtful.
(iv) Explain the reason of Macbeth’s strange behaviour at the supper at which Banquo was
to be the chief guest.
Answer: Macbeth’s strange behavior at the supper, where Banquo was to be the chief
guest, was due to his guilt and paranoia after having Banquo murdered. His guilt manifested
as hallucinations when he saw Banquo’s ghost at the feast. This apparition was a product of
his tormented conscience, reflecting his deep sense of guilt over his actions. His public
reaction to this vision made his behavior seem bizarre to the guests, as they could not see
the ghost.
(v) Explain the reason of Lady Macbeth’s strange behaviour in her sleep after the death of
the king.
Answer: Lady Macbeth’s strange behavior in her sleep after King Duncan’s death was a
manifestation of her guilt. In her sleepwalking episodes, she tried to wash imaginary
bloodstains from her hands, symbolizing her sense of guilt and her subconscious recognition
of her part in the murder. Her actions and words during these episodes revealed her deep-
seated remorse and mental torment, indicating that the crime had profoundly affected her
psyche and conscience.
(vi) Give a character sketch of (a) Macbeth and (b) Lady Macbeth.
Answer: (a) Macbeth is portrayed as a valiant warrior initially, loyal to his king and country.
However, his ambition, spurred by the witches’ prophecies and his wife’s manipulation,
leads him to moral corruption. He becomes a tyrant consumed by guilt, paranoia, and a
relentless desire for power, eventually leading to his downfall.
(b) Lady Macbeth is ambitious, strong-willed, and manipulative. She is instrumental in
persuading Macbeth to commit regicide, showing a lack of morality and a strong desire for
power. However, she later succumbs to guilt and mental instability, leading to her tragic
demise.
(vii) Describe the role of the witches in the story of Macbeth.
Answer: The witches in “Macbeth” play a pivotal role as catalysts of the plot. Their
prophecies to Macbeth about becoming king awaken his latent ambition and set him on a
path of moral decay and tyranny. They symbolize the forces of darkness and fate,
influencing Macbeth’s decisions and actions. Their ambiguous and manipulative nature
contributes to the play’s themes of ambiguity and the corrupting influence of unchecked
ambition.
(viii) Why did Macbeth describe his life as ‘vain and useless’ comparing it with ‘a little candle
soon burnt out’?
Answer: Macbeth described his life as ‘vain and useless’ and compared it to ‘a little candle
soon burnt out’ to express his realization of the futility and emptiness of his actions. After a
series of ruthless deeds to secure his throne, he recognizes that his quest for power has only
led to misery, isolation, and imminent downfall. This metaphor reflects his despair and the
understanding that his life, consumed by ambition and treachery, is fleeting and devoid of
true meaning or legacy.
(ix) Do you think the story has a lesson to teach? Elaborate on it.
Answer: The story of Macbeth indeed has several lessons to teach. It is a cautionary tale
about the dangers of unchecked ambition and the corrupting power of desire for power.
Macbeth’s downfall illustrates how ambition, when not balanced by moral considerations,
can lead to one’s ruin. The play also delves into themes of guilt and the psychological
consequences of engaging in immoral actions. It highlights the idea that evil deeds have a
profound and destructive impact on one’s psyche and soul, eventually leading to tragic
consequences.

Think and Write

(i) Which of the following do you think is responsible for Macbeth’s suffering? (a) Fate
because no one can escape death. (b) The witches who led him to wrong path. (c) Both his
and his wife’s unscrupulous ambition. Justify your answer.
Answer: Macbeth’s suffering is primarily a result of both his and his wife’s unscrupulous
ambition. The narrative of Macbeth in the textbook demonstrates how his insatiable desire
for power and his wife’s ambitious drive lead them down a path of moral corruption,
murder, and ultimately their downfall. The witches play a role in sparking this ambition by
prophesying Macbeth’s rise to power, but it is Macbeth and his wife who choose to pursue
these ambitions through immoral and ruthless means. Their actions, driven by ambition and
not fate, are the main cause of their suffering and eventual ruin.
(ii) Do you feel pity for Macbeth’s suffering? Do you think if Macbeth had been scrupulously
guided by a sense of right or wrong he would not have suffered?
Answer: Whether one feels pity for Macbeth’s suffering is subjective and can vary. However,
the text suggests that if Macbeth had been guided by a strong sense of right or wrong, he
might not have suffered as he did. Macbeth’s tragedy stems from his moral downfall, driven
by unchecked ambition and the lack of a firm moral compass. His conscious choices,
influenced by ambition and his wife’s persuasion, lead to his moral degradation and
eventual downfall. If he had adhered to ethical principles and resisted the temptation of
power, his fate might have been different, potentially sparing him from the suffering and
guilt that plagued him after his heinous acts.
Discuss

(i) Ambition is good. But more important is what is right and wrong. Our ambition should
always be guided by a sense of right or wrong. Discuss in your group the above statement
with examples from Macbeth’s life.
Answer: The statement emphasizes the importance of moral and ethical guidance in
pursuing ambitions, using Macbeth’s life as an example. In Macbeth’s case, his ambition,
though initially a positive trait, leads him astray when it is not tempered by a sense of right
and wrong. His uncontrolled ambition drives him to commit regicide and subsequent
atrocities. This demonstrates that while ambition can be a powerful motivator for success, it
needs to be aligned with ethical values and a clear understanding of right and wrong. If
Macbeth had allowed his ambition to be guided by moral principles, he might have achieved
greatness without resorting to treachery and murder, thus avoiding his tragic downfall.
3. THE CHILD’S RETURN

(C) Answer the following questions in a sentence each:

(i) How could Raicharan get a complete hold over Anukul’s new-born son?
Answer: Raicharan got a complete hold over Anukul’s new-born son by his unsparing
attentions, such as tossing him up in his arms, calling to him in baby language, and being his
sole companion day and night.
(ii) What was to Raicharan an epoch in human history?
Answer: To Raicharan, the baby beginning to toddle was an epoch in human history.
(iii) What was Raicharan doing when the search party reached him?
Answer: When the search party reached him, Raicharan was rushing up and down the field
like a stormy wind, shouting the cry of despair: “Master, Master, little Master!”.
(iv) Why did Raicharan melt down his wife’s ornaments?
Answer: Raicharan melted down his wife’s ornaments to make gold bangles and anklets for
the child he was bringing up as if it were the son of a rich man.
(v) How did Anukul receive Raicharan when he went to him after many years?
Answer: Anukul received Raicharan with a rush of affection but remained obdurate due to
his magisterial conscience, realizing the futility of asking for proofs about the boy’s identity.
(vi) What was Phailna’s feeling when he saw that he was the son of a wealthy magistrate?
Answer: Phailna felt anger at first, thinking he had been cheated of his birthright, but upon
seeing Raicharan’s distress, he asked his father to forgive him.
(vii) The money Anukul sent to Raicharan in his village came back. What does it show?
Answer: The returned money indicates that Raicharan was no longer there, suggesting he
might have left the village or passed away.

(D) Answer the following questions briefly:

(i) How had Raicharan to show his ingenuity to the little Master?
Answer: Raicharan showed his ingenuity by playing the part of a horse, holding the reins
between his teeth and prancing with his feet, and by wrestling with his little charge, always
ensuring to fall on his back defeated at the end.
(ii) Whenever Raicharan took the little Master out for a walk what ritual Raicharan did with
ceremonial pride?
Answer: Raicharan took his little Master out for walks with ceremonial pride by dressing him
in finery. He would adorn the child with a yellow satin waistcoat, a gold-laced cap, and some
gold bracelets and anklets before their walks. This ritual of dressing the child elaborately
signified the deep affection and pride Raicharan had for the little Master.
(iii) Describe the Padma in flood.
Answer: The Padma in flood is described with a vivid intensity that conveys the river’s
overwhelming power. During the rainy season, the river swells and behaves like an
enormous serpent, consuming everything in its path—terraces, villages, cornfields—and
covering even the tall grasses and wild casuarinas on the sandbanks. The collapse of river-
banks is marked by deep thuds, and the main current’s roar is so loud it can be heard from a
great distance. The swift movement of the river is further emphasized by masses of foam
that are carried quickly downstream.
(iv) Why was little Master attracted to the Kadamba flower?
Answer: The little Master was attracted to the Kadamba flower because Raicharan had told
him it was out of his reach, sparking the child’s determination to have it.
(v) “……….. Raicharan was at his wit’s end.” Why was Raicharan at his wit’s end?
Answer: Raicharan was at his wit’s end because he could not dissuade the little Master from
wanting the Kadamba flower, which was near the dangerous water.
(vi) “The mother went so far in her wild grief as to think it possible that Raicharan himself
had stolen the child.” What did the mother do?
Answer: In her wild grief, the mother accused Raicharan of stealing the child and begged
him to return the baby, offering any money he asked for.
(vii) Why did Raicharan resent his child?
Answer: Raicharan resented his child at first because he saw the child as a usurper in place
of the little Master, and he felt it would be an offence to be happy with his own son after
the loss of his master’s child.
(viii) What are the arguments in favour of Raicharan’s belief that the little Master was born
as his son?
Answer: The arguments were: the baby was born soon after the little Master’s death,
Raicharan’s wife was unlikely to have a son in middle age, and the baby’s behavior and
characteristics were strikingly similar to those of the little Master.
(ix) Why did Raicharan’s son not look on his father as a father?
Answer: Raicharan’s son did not look on him as a father because, although Raicharan was
fatherly in affection, he still had the manner of a servant .
(x) How did Raicharan run into shortage of money?
Answer: Raicharan ran into a shortage of money because the funds from the sale of his land
were exhausted, and the boy, Phailna, was continually asking for more money for clothes.
(xi) “Have you any proof.” Why did Anukul ask this question?
Answer: Anukul asked for proof because Raicharan claimed that the boy he brought to him
was Anukul’s long-lost son, and as a magistrate, Anukul sought evidence to substantiate the
claim.

(E) Answer the following questions in about 80 words each:

i. How was the little Master lost?

Answer: The little Master’s disappearance occurred on an afternoon when Raicharan, his
caretaker, was lured away by the child’s desire for flowers from a Kadamba tree. Enticed by
the river’s playful gurgling, the child left his go-cart and wandered towards the river.
Raicharan returned to an empty gocart, and despite his frantic search, the child was
nowhere to be found, presumed taken by the river’s depths or possibly by passing gypsies.
ii. Bring out the mother’s reaction when she lost her son the little Master.
Answer: Upon losing her son, the mother was engulfed in a profound grief that bordered on
hysteria. She was tormented by the thought that Raicharan had stolen her child for the gold
ornaments he wore. In her desperation, she confronted Raicharan, begging him to return
her son and offering money for his safe return. Her suspicion and sorrow were testament to
the deep bond she shared with her child and the devastating impact of such a loss on a
mother’s psyche.
iii. How did a change come over Raicharan with regard to his son?
Answer: Raicharan’s perspective on his son, Phailna, underwent a dramatic transformation
when he began to see the little Master’s traits in the boy. Initially viewing Phailna with
resentment as a reminder of the tragedy, Raicharan grew to believe that Phailna was the
reincarnation of the little Master. This belief was reinforced by the boy’s similar mischievous
behaviors and expressions, driving Raicharan to assume a role beyond that of a father,
serving as a devoted attendant to his child with unwavering dedication.
iv. Why did Raicharan pamper the boy?
Answer: Raicharan pampered Phailna extravagantly, convinced that the boy was the rebirth
of the little Master. He lavished upon Phailna all the care and attention he would have given
his former charge, driven by a sense of duty and a desire to make amends for the past.
Raicharan’s actions were a mix of penance and affection, as he adorned Phailna with
expensive clothes and jewelry, and shielded him from outside influences, isolating himself
with Phailna in a protective cocoon.
v. Why did Raicharan decide to take Phailna to Anukul’s house?
Answer: Raicharan’s decision to take Phailna to Anukul’s house stemmed from a complex
blend of guilt, duty, and spiritual conviction. He saw it as his moral obligation to return the
boy he believed was Anukul’s lost son. Raicharan hoped to rectify the irrevocable loss of the
little Master by bringing Phailna to his supposed biological parents, thus seeking redemption
for himself and fulfilling what he considered to be a divine directive.
vi. “It would be wiser to believe.” Why did Anukul decide that it would be wiser to believe
that the boy Raicharan had brought was his son?
Answer: Anukul’s decision to accept Phailna as his own was influenced by several factors:
the fervent and instinctive maternal bond his wife exhibited towards the boy, the
recognition of the boy’s striking resemblance to their family, and the emotional atmosphere
that made the quest for empirical evidence seem heartless. Additionally, Raicharan’s loyalty
and the implausibility of him fabricating such a story without cause tipped the scales in favor
of belief over skepticism. Anukul, faced with his wife’s elation and the improbability of
Raicharan’s deceit, chose to embrace the boy as his lost son, allowing emotion and trust to
guide his judgment.

Think and write

(i) Was the birth of Raicharan’s son really the return of the child? Justify your answer.
Answer: The birth of Raicharan’s son, Phailna, and his belief that it was the return of the
child he had lost is open to interpretation. From a rational standpoint, it is unlikely that
Phailna was the reincarnation of the little Master. Reincarnation, while a comforting belief
for some, is not something that can be proven scientifically. Raicharan’s conviction seems to
be more a manifestation of his deep guilt and longing for redemption for losing the little
Master. His affection and the subsequent actions were driven by these powerful emotions
rather than an actual reincarnation event.
(ii) Was Raicharan morally right in handing Phailna over to Anukul and his wife? Justify your
answer.
Answer: Morally, the situation with Raicharan handing over Phailna to Anukul and his wife is
complex. On one hand, Raicharan was attempting to do what he felt was righteous, guided
by his belief in Phailna’s identity and his own need for atonement. On the other hand, it can
be argued that Raicharan was projecting his guilt onto the situation and possibly disrupting
the life of his own son based on a belief that may not have been shared by others. While his
intentions were noble, the act of giving away his son without concrete evidence of the boy’s
true identity could be viewed as morally questionable.
4. THE IMP AND THE PEASANT’S BREAD

(C) Answer the following questions briefly:

(i) How did the peasant react when his bread had been stolen?
Answer: The peasant reacted calmly when his bread was stolen. He said whoever took it
must have needed it more and wished it would do them good.
(ii) What was the imp’s aim in stealing the bread?
Answer: The imp’s aim was to make the peasant curse or take the Devil’s name in anger so
he could claim the peasant’s soul.
(iii) What did the Devil fear when he heard of the imp’s failure?
Answer: The Devil feared that if peasants started reacting calmly like this instead of with
anger, it would be detrimental to the devils.
(iv) Why did the imp turn himself into a labouring man?
Answer: The imp turned into a laborer to trick the peasant and make up for his previous
failure.
(v) How did the peasant get more corn than he needed?
Answer: The peasant got more corn than he needed by following the imp’s advice on where
to plant each year.
(vi) Describe the effects of the first two glasses of drink on the peasant and his friends.
Answer: After the first two drinks, the peasants started making false flattering speeches to
each other. After the second drink, they grew hostile and abusive.
(vii) ‘Wait a bit – the best is yet to come.’ What was the best?
Answer: The best was yet to come after the third drink, when the peasants became quite
like brutes. They muttered and shouted, not knowing why, and not listening to one another.
They became like swines.

(D) Answer the following questions in about 80 words each:

i. ‘That’s the man who did not grudge his only crust.’ Bring out the significance of the imp’s
statement.
Answer: This statement by the imp highlights the complete transformation in the once kind
and largehearted peasant’s character after he started consuming alcohol. Earlier, when his
bread was stolen, he had generously wished well for the thief instead of getting angry or
cursing him. However, now under the influence of alcohol, he had turned utterly selfish,
greedy and was even rude to his own wife just because she spilled some drink. This contrast
shows how consumption of alcohol made this once noble peasant lose all his good human
qualities turning him into a selfish and rude man.
ii. ‘I can’t find drink for everyone who comes along.’ Comment on the change in the
character of the speaker in the light of the given statement.
Answer: This statement by the peasant reflects the drastic change in his character after he
started drinking alcohol. Earlier he was so generous that he did not even mind if someone
stole his only bread and wished well for the thief. However, after consuming alcohol
regularly, he became utterly selfish and denied drink to the tired peasant in spite of having
excess grain. This clearly mirrors the transformation alcohol brought in him – from a large
hearted noble man to a hardened insensitive person, selfish and indifferent to the needs of
others.
iii. ‘The blood of the beasts is always in man.’ Write how the imp shows it.
Answer: Through this statement, the imp explains that every human inherently has the
cunning and flattery of the fox, the ferocity and violence of the wolf and the filthy beastly
habits of the swine in him. However, these traits manifest only when man acquires
resources in excess of his needs. Earlier, the good peasant had turned cunning, violent and
swinish after the excess grain crop. He and his friends flattered each other cunningly like
foxes after the first drink. Then they fought savagely like wolves after the second drink and
finally behaved in an utterly filthy manner like swines after the third drink.
iv. Bring out the moral of the story.
Answer: The moral of the story is that excess of anything corrupts human nature and brings
out the worst in man. When people’s means are limited, they are good human beings.
However, excess wealth and abundance make them greedy, selfish and insensitive to
others’ sufferings. Similarly, excess consumption of alcohol brings out the latent
cunningness, violence and filthy habits in them. Through the story, the author teaches us to
be content with our needs and not indulge in excess pleasures which reveal the hidden evil
in human nature.

Think & Write

i. The story has some moral message. Do you think the moral has some bearing even in
modern day life-style? Write a paragraph in justification of your answer.
Answer: The moral message of this story is quite relevant even in modern times. In today’s
consumerist world, people constantly yearn for more wealth and material goods beyond
their needs. This breeds greed, selfishness and insensitivity to others’ sufferings. Wealthy
people often indulge in excessive pleasures like drugs, alcohol and wasteful luxuries even as
the poor suffer around them. This brings out the latent beastly nature in them. The story
teaches us that we should use our resources judiciously to satisfy our needs but not indulge
in excesses. Moderation and contentment are important virtues even in today’s materialistic
lifestyles.

Discuss

1. Discuss the effect of drinks on homes, society and the individual. Present your group’s
point to the whole class.
Answer: Alcoholism destroys families by diverting household income to drinking, causing
domestic violence and abuse, and pushing families into poverty and debts. It tears apart
societies by increasing crime, diseases, broken families and productivity loss. For individuals,
it ruins physical and mental health, relationships, careers and finances. As a group, we feel
the state should crackdown on spurious liquor, regulate alcohol sales, and raise taxes to
make it less affordable. At the same time, awareness campaigns, counseling and de-
addiction centers should help people quit alcohol. Families and society must also provide
support to combat this menace.
5. ON SAYING ‘PLEASE’

(B) Answer the following questions in a sentence each

1. Does law recognise bad manner as a legally punishable offence?

Answer: No, the law does not recognise bad manners as a legally punishable offence.
2. According to the writer are damages done to one’s self-respect negligible?
Answer: No, the damages done to one’s self-respect are not negligible.
3. According to the writer what poisons general life in society more than all the crimes in the
calendar?
Answer: Bad manners poison general life in society more than all the crimes in the calendar.
4. What according to Gardiner is the first requirement of civility?
Answer: The first requirement of civility is that we should acknowledge a service.
5. What kind of mind will wish to command where one can have the service more willingly
only on asking?
Answer: A very vulgar mind will wish to command where one can have the service more
willingly only on asking.
6. What is the writer’s general opinion about conductors as a class?
Answer: The writer’s general opinion about conductors as a class is that they generally come
through the ordeal of a very trying calling better than most.
7. The conductor gave a ticket to the writer although he had no money. Where did the
conductor say he should pay the money?
Answer: The conductor said the writer could pay the money whenever he saw him next.
8. Why did the writer feel a curious pleasure whenever he travelled in the bus of the polite
bus conductor?
Answer: The writer felt a curious pleasure whenever he travelled in the bus of the polite bus
conductor because of the conductor’s constant good-nature and kindness.
9. According to the writer what is responsible for the loss of the little everyday civilities of
behaviour that sweetens the general air?
Answer: According to the writer, the war is responsible for the loss of the little everyday
civilities of behaviour that sweetens the general air.

(C) Answer the following questions briefly:

1. Why did the liftman push out the passenger?

Answer: The liftman pushed out the passenger because the passenger refused to say “Top
please” as requested by the liftman, which the liftman perceived as discourtesy.
2. What legal right does a man have if a burglar breaks into his house?
Answer: If a burglar breaks into a man’s house, the law permits him to retaliate with
reasonable violence in self-defense.
3. The law found the liftman wrong. Why does the author say that the law is reasonable?
How?
Answer: The author believes the law is reasonable because it cannot legislate against bad
manners or sanction the use of violence for something that is not a legally punishable
offense.
4. Why does the law not compel a man to say ‘please’?
Answer: The law does not compel a man to say ‘please’ because it does not recognize the
lacertation of feelings as a case for compensation and cannot legislate personal manners or
social civilities.
5. “The pain of a kick on the shins soon passes away but the pain of a wound to our
selfrespect or our vanity may poison a whole day.” Explain.
Answer: This means that physical pain like a kick on the shins is temporary and fades
quickly, but emotional or psychological wounds, like those to our self-respect or vanity, can
have a longer, more profound impact on our mood and well-being.
6. According to the author what might the liftman have done if he was denied the relief of
throwing the uncivil passenger out of the lift?
Answer: If the liftman was denied the relief of throwing the uncivil passenger out, he might
have brooded over the insult for hours and potentially displaced his frustration onto others,
like his family, in the evening.
7. “Bad manners probably do more to poison the stream of general life than all the crimes in
the calendar.” Explain.
Answer: This statement suggests that bad manners and incivility have a more pervasive and
damaging effect on everyday social life and interactions than even major crimes, as they
create a continuous and widespread negative impact on people’s interactions and mood.
8. The writer says that most people will have certain sympathy with the liftman. Why does
he say so in spite of saying that he was legally wrong?
Answer: The writer suggests that most people will have sympathy with the liftman because
while he was legally wrong, there is a general social expectation and value placed on civility,
and the liftman’s reaction, though extreme, stemmed from a violation of this social norm.
9. “‘Please’ and ‘Thank you’ are the small change with which we pay our way as social
beings.” Why does the writer say so?
Answer: The writer compares ‘Please’ and ‘Thank you’ to small change because, like coins
used in transactions, these words are small yet essential elements of social interaction that
facilitate smooth and respectful communication and relationships.
10. Why does the writer say that the bus conductor’s job is a trying job?
Answer: The writer says that the bus conductor’s job is trying because it involves constant
interaction with a wide range of people, some of whom may be difficult or rude, making the
role both socially and emotionally challenging.
11. Under what circumstances did the author meet the polite conductor?
Answer: The author met the polite conductor when he boarded the bus and realized he had
no money to pay the fare, and the conductor kindly allowed him to stay on the bus and pay
another time.
12. How did the author expect to be treated at the hand of the polite conductor when he
found that he had no money?
Answer: The author expected to be treated coldly or suspiciously by the conductor, possibly
being asked to leave the bus, when he found he had no money.
13. The conductor’s boot had hurt the author. Yet he assured him that he had not. Why did
he do so?
Answer: The author assured the conductor that he hadn’t been hurt because he appreciated
the conductor’s polite and good-natured apology, and didn’t want to make the situation
uncomfortable or embarrassing for him.
14. How did the conductor treat blind men aboard his bus?
Answer: The conductor treated blind men with exceptional care and consideration, going
beyond his duty to ensure they were safely guided to their destination or across the road.
15. The author missed the polite conductor from his bus. But he did not mind it. Why?
Answer: The author did not mind missing the polite conductor because he hoped that the
conductor was spreading his positive attitude and good-natured service elsewhere, which
would benefit more people.
16. ‘The policeman is a necessary symbol…..’ Why does the writer say so?
Answer: The writer says that the policeman is a necessary symbol as a representation of law
and order, necessary for a society which is not perfect, indicating that while we cannot
legislate civility and good manners, we still need laws to maintain basic societal standards.
17. What is the story of Lord Chesterfield who had a sweet revenge upon a boorish man?
Answer: The story of Lord Chesterfield’s sweet revenge on a boorish man is that when a
man refused to give way to Chesterfield on a narrow path, saying he never makes way for
scoundrels, Chesterfield politely stepped aside, saying he always does, elegantly
demonstrating superior civility.

(D) Answer the following questions in about 80 words each:

1. “There is no allowance for moral and intellectual damages.” Why does the writer say so in
the context of the liftman and the rude passenger?
Answer: The writer mentions this in the context of the liftman and the rude passenger to
highlight the limitation of the law in addressing issues of personal manners and social
civility. While the law can address and redress physical or material harm, it does not account
for the emotional or psychological impact of rudeness or discourtesy. This limitation is
exemplified in the case of the liftman, where his reaction to perceived discourtesy was
legally punishable, but the law could not address the emotional hurt he felt due to the
passenger’s rudeness.
2. “This does not mean that the damages are negligible.” Why does the writer say so in spite
of the fact that incivility is not a legal offence?
Answer: Despite incivility not being a legal offense, the writer asserts that the damages are
not negligible to emphasize that the emotional or psychological impact of discourtesy is
significant. The writer suggests that while the law may not recognize or compensate for the
hurt caused by bad manners, such behavior can have a profound effect on individuals,
potentially causing lasting emotional distress, which is in its own way as impactful as
physical harm.
3. “But all the same the law cannot become the guardian of our private manners.” Explain
why the writer says so in spite of the fact that the damages caused by incivility are not
negligible.
Answer: The writer states that the law cannot become the guardian of private manners to
acknowledge that while incivility can cause significant emotional harm, it is impractical and
inappropriate for legal systems to regulate personal behavior and social interactions to that
extent. The complexity and subjective nature of manners and civility make them unsuitable
for legal enforcement. The law’s role is to address clear, definable offenses, not the nuanced
and varied realm of social conduct.
4. “While it is true that there is no law that compels us to say ‘Please’ there is a social
practice much older and much more sacred than any law which enjoins us to be civil.”
Explain why civility is important in the light of the above remark.
Answer: Civility is important, as indicated by the remark, because it represents a
fundamental social practice that facilitates respectful and harmonious interactions among
people. While not legally enforced, civility is rooted in longstanding social customs that are
crucial for maintaining positive interpersonal relationships and social order. The use of
words like ‘Please’ and mutual respect, though not mandated by law, are essential for a
cooperative and civilized society, embodying values that are older and more revered than
legal stipulations.
5. Write about the author’s encounter with the polite conductor when he found he had left
home without any money.
Answer: The author recounts an encounter with a polite bus conductor when he realized he
had forgotten his wallet at home. Despite not having money to pay for the fare, the
conductor kindly allowed the author to stay on the bus and offered to book him through to
his destination, showing trust and goodwill. This experience left a lasting impression on the
author, highlighting the conductor’s exceptional civility and kindness. The conductor’s
gesture of good faith and understanding in a potentially awkward situation exemplifies the
impact of good manners and empathy in daily interactions.
6. “I found that he irradiated such an atmosphere of good-temper and kindliness that a
journey with him was a lesson in natural courtesy and good manners.” Explain the activities
of the polite bus conductor in the light of the above remark.
Answer: The polite bus conductor’s activities, as observed by the author, were marked by
consistent good-nature, kindness, and courteous behavior towards all passengers. He
showed exceptional patience and a gift for making passengers feel comfortable. His actions
included offering helpful tips, being considerate and solicitous towards the elderly and
children, and even going out of his way to assist blind passengers. This consistent display of
good manners and a positive attitude created a pleasant and respectful atmosphere on the
bus, serving as a practical lesson in the importance and impact of natural courtesy and good
manners in everyday life.
7. “In lightening their spirits he lightened his own task.” Explain how the conductor
lightened his task as a bus conductor.
Answer: The conductor lightened his task as a bus conductor by maintaining a cheerful and
positive demeanor, which in turn positively influenced the mood and behavior of his
passengers. His good manners and kindliness not only made the journey more pleasant for
the passengers but also made his job easier and more enjoyable. By creating a friendly and
cooperative environment, he reduced the likelihood of conflicts and negative interactions,
thereby making his duties less stressful and more manageable. Essentially, his positive
attitude towards his work and the people he interacted with made the challenges of his job
seem lighter.
8. What are the author’s recommendations for getting back the lost sense of civility in
society?
Answer: The author recommends restoring civility in society by emphasizing the importance
of personal manners and social practices that are beyond the scope of legal enforcement.
He suggests that civility should be cultivated through social customs and individual behavior,
rather than relying on the law. The author implies that fostering an environment where
courtesy and respect are valued and practiced regularly can help rebuild the sense of civility.
This includes acknowledging services, using polite language, and showing consideration for
others, thereby creating a more cooperative and harmonious social atmosphere.
6. THE DIAMOND NECKLACE

B. Answer the following questions in a sentence each:

I. Why did Mathilde suffer ceaselessly?

Ans: Mathilde suffered ceaselessly, because she tortured herself into thinking she was born
to enjoy the delicacies and luxuries of the world, but her low socio-economic status
prevented her from doing so.
II. Why did Mathilde not like to go to see her former schoolmate?
Ans: Mathilde did not like to go and see her former schoolmate, because seeing her rich
friend made her sad when she returned to her middle-class home.
III. What was in Mathilde’s mind when she saw the invitation her husband brought for her?
Ans: When she saw the invitation her husband brought for her, her mind was filled with the
sad thought that she had no suitable gown to wear to the ball.
IV. What was Mathilde’s objection to wearing roses to the party?
Ans: Mathilde’s objection to wearing roses to the party was that it would make her look
poor among other women who were rich.
V. What were the feelings of the attaches of Cabinet on seeing Mathilde dance?
Ans: On seeing Mathilde dance, the attaches of Cabinet wished to waltz with her.
VI. Why did Mathilde and her husband hurry towards the Seine in despair after the dance?
Ans: After the dance, Mathilde and her husband hurried towards the Seine in despair to find
a carriage to take them to their flat.
VII. “Loisel returned at night with a hollow pale face.” Why did M. Loisel look so?
Ans: M. Loisel looked hollow and pale because he could not discover anything about the lost
diamond necklace.
VIII. Why did Mrs. Loisel dismiss her servant?
Ans: Mrs. Loisel dismissed her servant because they could no longer afford to keep a
servant. They were in a dire financial situation after borrowing money to replace the lost
diamond necklace.
IX. “But sometimes when her husband was at the office, she sat down near the window and
she thought of that……..”What did Mathilde think of?
Ans: Mathilde thought of that gay evening of long ago, of that ball where she had been so
beautiful and so admired.
X. At the Champs Elysees why could not Madame Forestier recognize Mathilde?
Ans: At the Champs Elysees, Madame Forestier could not recognize Mathilde, because ten
years of hard work and acute poverty had changed her beyond recognition.

C . Answer each of the following questions briefly:

i. What circumstances forced Madame Loisel to marry a clerk?

Ans: Madame Loisel was born into a family of clerks. She had no dowry, no expectations, no
way of being known, understood, loved, married by any rich or distinguished man. So, the
fate of being born into a poor family with low social status forced her to marry a little clerk.
ii. Mathilde had no gowns, no jewels, nothing. What was her feeling at her own condition?
Ans: Mathilde loved the things she did not have. She felt charming she was made for these
things. She would like so much to please, to be envied, to be and to be sought after. She
longed for delicacies and luxuries, but the low standard of her living crippled and tortured
her and made her angry. The absence of what she yearned for in life greatly distressed her
and made her suffer ceaselessly.
iii. What was M. Loisel’s expectation when he brought the invitation?
Ans: When M. Loisel brought the invitation to the party, he had expected his wife to be
delighted and glad to be invited to such a big party where the whole official world would be
present.
iv. “She threw her arms round her friend’s neck, kissed her passionately, then fled with the
treasure.” Why did Madame Loisel behave in such a way after she borrowed the necklace?
Ans: As soon as Mathilde saw the necklace, it made her heart throb with an immoderate
desire and her reflection in the mirror made her lost in ecstasy. When Madame Loisel’s
friend agreed to lend the necklace on which her heart was set, her happiness knew no
bounds. It made her so happy that she behaved in such a manner.
v. In what sense was Madame Loisel a great success in the party?
Ans: Draped in the fine gown and having adorned the diamond necklace, Madame Loisel
was prettier than any other woman present. She was elegant, graceful, smiling and wild with
joy. All the men present looked at her and desired to be with her. Even the minister
remarked on her. It was what her heart desired. In this sense, she was a great success at the
party.
vi. “She removed her wraps before the glass so as to see herself once more in her glory.”
What does this line tell about Madame Loisel?
Ans: Madame Loisel’s success at the ball intoxicated her and made her live in a cloud of
happiness. She enjoyed the adulation that she received at the party. These were the things
she felt she was born for. But when they returned home to their petty flat, she was sad
again to be faced with the stark reality of her life. She felt all had ended for her. As she
wanted to recapture herself once more in all her glory, she stood before the mirror. It shows
that Madame Loisel was shallow and gave much importance to superficial things.
vii. “They looked, thunderstruck, at each other.” Describe M. and Madame Loisel’s feelings
at the discovery of the loss of the necklace.
Ans: When M. and Madame Loisel discovered that Madame Loisel had lost the borrowed
diamond necklace, they were very perplexed and horrified. M. Loisel decided to go over the
whole route on foot to see whether he could find it. On the other hand, Mathilde sat
huddled in her ball dress in a chair without strength to go to bed, without volition or power
of thought.
viii. “Loisel who had aged five years…….” Why had Loisel aged five years?
Ans: When Mathilde lost the diamond necklace, M. Loisel had tried every possible way to
discover it but without any luck. At the end of the week, they had lost all hope of finding it.
When all efforts failed, the economical clerk was struck hard because they believed the
necklace to be expensive, and this worry and shock had aged Loisel by five years.
ix. Madame Loisel loved to be an elegant lady. How did she look after she had paid for the
necklace?
Ans: After Madame Loisel had paid for the necklace, she, who once loved elegance, became
a changed woman. She looked old, and became the woman of impoverished households-
strong, rough and hard. With unkempt hair, skirts askew and red hands, she talked loudly
while washing the floor with great swishes of water.
x. “What would have happened if she would not have lost that necklace?” Try to guess what
Madame Loisel’s life would have been if she had not lost the necklace.
Ans: Had Madame Loisel not lost the necklace; she would have still lived the pathetic life of
being ungrateful with what she had and wishing for the superficial material things which she
was not destined for. She might not have experienced hardship and poverty but would have
still been unhappy with her life and circumstances.
D. Answer the following questions in about 80 words each:

i. Bring out the character of Madame Mathilde as revealed in the opening paragraphs of the
story.
Ans: In the opening paragraphs of the story, Mathilde is shown as a pretty and charming
young woman who is born into a family of clerks. She longs to be known, understood, loved,
and married by a rich and distinguished man. Thus, it saddens her to be married to a little
clerk and makes her unhappy at Loisel’s house. She is shown as a person who has not
reconciled to her fate, and laments belonging to a humble family because she feels she was
born to enjoy all the delicacies and luxuries. What she has and what she wants to contradict
greatly, and she suffers ceaselessly as an outcome. The absence of the material things which
she envies made her discontent so much so that it pains her to see both her rich friends and
her humble dwelling. Thus, Mathilde is reflected as a shallow, immature and vain person
who longs for material wealth.
ii. Why was Mathilde always unhappy? Do you think she was right in being unhappy? Justify
your answer.
Ans: Mathilde was always unhappy because of her own making. She was born into a family
of clerks but despite her circumstances, she longed to be known, loved and married by a
rich and distinguished man. She did not have fine dresses to wear nor a lavish mansion to
live in, but she dreamt of enjoying the delicacies and luxuries of the highest kind. These
conflicts between what she had and what she wanted always tormented and angered her.
She shunned the company of her rich friends because she did not want to show her poor
self in front of rich people. Just to attend a ball, she spent a big amount, and even borrowed
a diamond necklace which she lost, and for which they had to suffer for ten long years.
Therefore, Mathilde was not right in being unhappy because the cause of her unhappiness
was herself. Had she realized the reality of what she was, and had she put a hold on her
unrealistic dreams and inspirations, her unhappiness would not be there.
iii. From the way Mathilde behaved from receiving the invitation to the end of the party,
comment on Mathilde’s character.
Ans: Mathilde’s husband, M. Loisel, was a petty clerk of the Ministry of Public Instruction.
He managed to get an invite to a party hosted by the Minister at the palace of the Ministry.
Instead of being delighted at getting the invitation, she was irritated and complained that
she had nothing suitable to wear. Then, she managed to spend the four hundred francs
which her husband had saved to buy a gun. She even borrowed a splendid diamond
necklace from her rich friend,
Madame Forestier. At the ball, Mathilde was a sight to behold. Dressed in the beautiful
gown and paired with the necklace, she was prettier than any other woman present –
elegant, graceful, smiling and wild with joy. She caught the attention of every man there
including the Minister himself. She danced with rapture, with passion, intoxicated by
pleasure. This was what her heart desired –homage and adoration from others and a sense
of triumph and glory on her part. Mathilde is presented as a shallow, superficial woman who
is blinded by the glittery, materialistic world around her. What is unfortunate was the fact
that she failed to gracefully accept the life she was given and hence suffered endlessly.
iv. How did M. Loisel try to retrieve the lost necklace?
Ans: When M. and Madame Loisel returned after attending the party successfully, they
realized that the diamond necklace was lost. The panic-stricken couple frantically looked for
it everywhere –among the folds of her skirt, of her cloak and in her pockets but it was not to
be found. In the hope of getting the necklace, Loisel decided to go back on foot over the
whole route. He then went to police headquarters, to the newspaper offices to offer an
award to the finder. He even went to the cab companies in the hope of getting the necklace.
But he was not lucky. At the end of the week, they had lost all hope of finding it and so
thought of replacing it with a new one. They went from jeweler to jeweler in the hope of
finding a similar one and at last found one in a shop at the Palais Royal, which was worth
forty thousand francs, but they got for thirty-six.
v. How did the Loisels raise the money for the necklace and how did they repay the money?
Ans: They had with them eighteen thousand francs which Loisel’s father had left him, and
they borrowed the rest. He borrowed a thousand francs from one, five hundred from
another and even as little as three or five sows. He gave notes, took up ruinous obligations,
dealt with usurers and lenders. They changed their lodgings to a garret and dismissed their
servant. Mathilde did all the heavy household chores. Every month they had to deal with
debts, Loisel worked evenings, making up a trade man's accounts and late at night he often
copied manuscripts for five sous a page. Thus, working hard for ten years, they were able to
pay for everything, with the rates of usury and the accumulations of compound interest.
vi. “Thereafter Madame Loisel knew the horrible existence of the needy. "Bring out the
circumstances that compelled Madame Loisel to experience the existence of the needy.
Ans: The Minister of Public Instruction’s invite to the Ball was a life-changing event in the life
of Madame Loisel. To be seen as equals to the rich women who were invited, Mathilde used
her husband’s four hundred francs and bought a suitable gown. When she had no jewelry to
go with the gown, she went to her rich friend, Madame Forestier and borrowed a splendid
diamond necklace. Mathilde was a huge success at the party. Every man wanted to know
her and waltz with her. The homage and admiration intoxicated her, and she danced with
rapture till the wee hours of the morning. Thus, the party was a great success for Mathilde.
However, when they returned home, tragedy struck them as they found that the diamond
necklace was lost. They were grief stricken. Even though Loisel tried everything in his human
capacity, they could not find it. At the end of seven days, they accepted that it was lost for
good and tried to find a replacement. At last, they found one in a shop at the Palais Royal. It
was an expensive one and cost them thirty-six thousand francs. They had only eighteen
thousand francs which Loisel’s father had left them. The rest they borrowed from others. In
order to pay back the borrowed money, they had to make huge changes in their lives. In the
process, Madame Loisel was compelled to experience the existence of the needy.
vii. Do you think the ending of the story is unexpected? What is the intention of the writer in
ending the story in this way?
Ans: The ending, though surprising, and having an ironic twist, is expected. Guy de
Maupassant wrote stories which had unexpected turns and brought out the irony of life.
The intention of the writer in ending the story is to impart the moral lesson that one should
be true to oneself, or follow the policy of honesty, which is the best policy. The writer
portrays Mathilde, a young and beautiful woman, as vain and superficial. She gave much
importance to material wealth. She did not accept the fact that she was born into a middle-
class family and married to a lowly clerk. Since she had already decided that she had been
born to enjoy the delicacies and luxuries of the world, she was discontented with whatever
her husband offered. She spent beyond her means on a gown to attend a party and in the
process lost a diamond necklace which she borrowed from her rich friend, Madame
Forestier. If she was true to herself, accepted herself for what she was, and was not vain and
shallow, she would not have borrowed or lost the necklace. Again, she did not tell her friend
that she had lost the necklace. If she had done so, she would have known the real worth of
it and not suffered so much. Ten years of hard work and losing her youth and beauty turned
out to be for nothing.
viii. Why did Maupassant entitle the story ‘The Diamond Necklace’?
Ans: Guy de Maupassant’s ‘The Diamond Necklace’ revolves around a young and pretty
woman, Mathilde who borrowed and lost a diamond necklace. It is this necklace which takes
the story forward. The diamond necklace also symbolizes wealth and status which Mathilde
yearns for but does not have. It is also ironically sad to see how hard the Loisels had to
struggle in order to replace the fake diamond necklace with something real. Just as the
diamond necklace is a fake one, Mathilde lives a life of lie and deception. Mathilde, a
disgruntled housewife dreamt of great material wealth in spite of her humble background.
Her husband provided her with everything that was within his means. But she remained
unsatisfied and ungrateful. She even borrowed a diamond necklace from her rich friend,
Madame Forestier to be worn to a party. She felt that wearing an expensive gown and the
diamond necklace would raise her status in the eyes of the rich. For some time, she was in a
make-believe world where she was the center of attraction. She loved the adulation and
considered herself successful. She was even very happy. But it was short lived, and
misfortune befell the Loisels because Mathilde had lost the diamond necklace. Without
knowing the actual worth of the necklace, they bought a real and hence, an expensive one.
In doing so, she spent ten years of her life in extreme poverty to repay the money which M.
Loisel borrowed from others with interest to replace the lost necklace. Because of the
necklace she had to embrace the life of a commoner, lost her youth and beauty, all for
nothing. The story of the diamond necklace warns us to be honest and truthful and also not
to hanker after material wealth.
ix. Write how M. Loisel is a contrast to Madame Mathilde.
Ans: M. Loisel was a little clerk of the Ministry of Public Instruction. He loved his wife,
Mathilde, and tried to provide her with whatever he could. He managed to get an invite to a
ball hosted by the Minister of Public Instruction just because he thought his wife would be
delighted. He was ready to give Mathilde the four hundred francs (which he had saved to
buy a gun for himself) to buy a gown. When Mathilde lost the diamond necklace, he used his
savings and also borrowed from others to buy a new necklace. He was a simple and
economical man who was satisfied with his humble surroundings but because he loved his
wife, he bore her without any complaint, and he had to suffer ceaselessly. Madame Loisel
was a young and beautiful woman who was also shallow and superficial. She was a direct
opposite to her husband, M. Loisel. She was born in a humble family and married to a lowly
clerk. But she hankered after material wealth and riches and gave too much importance to
them and became unhappy when she failed to have them. At the ball hosted by the Minister
of Public Instruction, she was very happy and full of joy because she had worn an expensive
gown and a diamond necklace and considered herself a success among the rich people. Her
life changed for the worse when she lost the diamond necklace which she had borrowed to
be worn to the party. The Loisels replaced the necklace with a new one and in the process,
she sacrificed ten years of her life and aged prematurely. Thus, she lost her youth and
beauty just because she wanted to impersonate the life of a rich person.
7. THE BISHOP'S CANDLESTICKS

C. Answer the following questions in a sentence each:

(i) Where were the Bishop’s two candlesticks placed?

Ans:- The two candlesticks were placed on the mantelpiece.
(ii) To whom were the silver salt-cellars sold?
Ans:- The silver salt-cellars were sold to Monsieur Gervais.
(iii) Why did the Bishop give his comforter to Marie?
Ans:- The Bishop gave Marie his comforter to protect her from the biting cold outside.
(iv) According to Persome, what did people do to have the Bishop call on them?
Ans:- Persome believed that the people pretended to be ill as they wanted Bishop to visit
them and also pray for them.
(v) What did the Bishop’s mother tell him on her death bed?
Ans:- The Bishop’s mother told him to keep the candlesticks in remembrance of her on her
death bed.
(vi) For how many days, did the convict say he had not eaten?
Ans:- The convict said that he hadn’t eaten anything for the last three days.
(vii) The night I was sentenced, the gaoler told me……. What did the gaoler tell the convict?
Ans:- The gaoler told the convict that his wife Jeannette was dead.
(viii) The convict said that he hated the church. What did the Bishop reply?
Ans:- The Bishop replied that the church did not hate him.
(ix) Where would the convict head for from the Bishop’s house?
Ans:- The convict would head for Paris.
(x) ‘Stay my son, you have forgotten your property’. What is the property mentioned here?
Ans:- The property mentioned here is the candlesticks.
D. Answer each of the following questions briefly:
(i) Why was the Bishop with Marie’s mother?
Ans:- One night the Bishop did not return early because he had gone to visit Marie’s mother
and pray for her good health as she was sick.
(ii) Why were the silver salt-cellars sold?
Ans:- An old lady Mere Gringoire was sick and bedridden. She could not pay her rent. The
bailiff had ordered her to pay the rent or vacate the house. She requested the Bishop to
help her but he had no money. So, he sold the silver salt-cellars to help her.
(iii) Why did the Bishop insist on Marie taking the comforter?
Ans:- The Bishop gave Marie his comforter as she was going out in the extreme cold
weather. Moreover, it would protect her from the cold. So the Bishop insisted on Marie to
take the comforter.
(iv) ‘I’m sure Marie’s mother is not so ill that …….’ Write why Persome says so.
Ans: - Persome felt that her brother needn’t have to go out on such a cold night. She
believed that those people pretended to be ill, just to have the Bishop call on them.
(v) ‘My dear, there is so much suffering in the world, and I can do so little (sighs), so very
little’. Based on the above statement, make a comment of the Bishop’s character.
Ans:- The Bishop is a very kind hearted and generous man. He is full of profound pity by the
sight of sufferings. He is ever ready to help the needy and never cares about his personal
comfort or needs.
(vi) “But it is ridiculous: you will soon have nothing left.........” Why does Persome says so to
the Bishop?
Ans:- Persome is the Bishop’s sister. She is the complete opposite of her brother. She is
more concerned about her brother and is insensitive to spiritual values of mercy and charity.
On the other hand, the Bishop is ever ready to help the needy and thepoor. He gives away
anything that he has to help people in need. His savings were used to help the poor, and he
even sold his silver salt-cellars to help an old needy woman. He did not care for his comfort
and needs.
(vii) ‘Oh, why not? They would pay somebody’s rent, I suppose’. Why did Persome say so?
Ans:- The Bishop had sold the silver salt-cellars to pay the rent of Mere Gringoire. Persome
said that he would sell the candlesticks next, to pay somebody’s rent. It showed Persome’s
concern about the family belongings, and her frustration at her Brother's generosity.
(viii) ‘Brother, I’m frightened. Why was Persome frightened?
Ans:- When the Bishop called his sister Persome for the keys of the cupboard, she entered
and found the convict with a knife in his hand. He had a wild look in his eyes. So Persome
was frightened.
(ix) Why did the Bishop leave his window unshuttered and the door unbarred?
Ans:- The doors and windows in the Bishop’s house were never bolted because he wanted
anyone who was in need of shelter or foods to come and stay in his house anytime.
(x) ‘I was free, free to starve’. What does the convict mean by it?
Ans:- The convict was fed in the prison, but after he escaped, he was starving. He could not
look for work, or beg for food, as he might be caught and sent back to prison.
(xi) Why was the Bishop sentimental about the candlesticks?
Ans:- The candlesticks were the gift of his mother before her death. It was a token of love to
remember her. When the candlesticks were stolen, he thought of the gift of his mother
before she died, and the promise he had made to her. That’s why the Bishop was
sentimental and therefore broke down.
(xii) Comment on the Bishop’s reaction when he found that the convict had taken the
candlesticks.
Ans:- When the convict had stolen the candlesticks, the Bishop blamed himself. He said that
it was his fault, It was he who kad led the convict into temptation.
(xiii) ‘But, but I don’t understand, this gentleman is my very good friend’. Why did the
Bishop say so to the sergeant speaking about the convict?
Ans:- The Bishop did not want the convict to be sent back to prison. Moreover, he thought
that the convict’s need was greater than his. So, he told the sergeant that the man was his
friend and that he himself had given him the candlesticks.

E. Answer the following questions in about 80 words each:

(i) Comment on the importance of the scene between Persome and Marie at the beginning
of the play.
Ans:- The play opens with a conversation between Marie and Persome regarding the Bishop.
Persome thinks that her brother is being overstrained. Marie informs her that the Bishop
has sold his silver salt-cellars to help a poor old woman. Persome feels upset, as she thinks
that people are taking advantage of her brother’s kindness. So, it is understood that
Persome is an insensitive lady - strict and dominating.
(ii) Bring out the importance of the silver salt-cellars.
Ans:- An old woman Mere Gringoire was sick and bedridden. She couldn’t pay her rent. The
bailiff had ordered her to pay rent or vacate the house. She requested the Bishop to help
her. But he also had no money. Therefore, he sold the silver salt-cellars to help her. When
Persome heard that the silver salt cellars were sold, she almost broke down. It showed how
Persome treasures her belongings. So, the silver saltcellars were very important to both the
Bishop and his sister.
(iii) Comment on the life of prisoners in French jails in the time this play was written.
Ans:- Based on the experience revealed by the convict, the prisons in the French jails were
like hell. They chained prisoners like wild beasts and lashed them like hounds. The prisoners
were fed on filth and made to sleep on boards. They were often covered with vermin. They
were not allowed to complain. More lashes were given to any prisoner who complained.
(iv) ‘The Temple of the living God, I’ll remember’. How does this realisation come to the
convict?
Ans:- The convict had been hardened due to the cruel and inhuman treatment he had
received in the prison. After his escape from the prison, he happened to face the
kindhearted and benevolent Bishop who gave him food and shelter. Inspite of this, he stole
the Bishop’s candlesticks. He was caught and brought to the Bishop. He expected that the
Bishop would be bitter and have him sent to the prison again. But the Bishop not only
forgave him but also gave him the candlesticks so that he could start his life again. This
generosity moved him. He again came to believe that goodness still exists in the world. It
changed the convict’s heart and opened his eyes to the goodness and purity within him.
(v) Make a comparison between the character of Persome and the Bishop.
Ans:- The Bishop is a kindhearted person whereas Persome appears to be a pitiless lady. She
is short tempered, rude, proud and possessive. The Bishop is full of human kindness. He is
very much concerned about the sufferings, want, hunger and disease prevailing all around.
He is always at the service of the people who needed his help. But Persome looks down
upon the poor people. She is insensitive to other people’s needs and sufferings. In this way
her character is in sharp contrast to her brother the Bishop.
(vi) Write a character sketch of the Bishop.
Ans:- The Bishop is a very kindhearted, generous and charitable religious man. He is deeply
filled with pity by the sight of sufferings in mankind. He is ever ready to help the needy and
never cares about his personal comforts and necessities. He goes out in the cold night to
attend the ailing mother of his maid. When he comes home after seeing her, he sends Marie
to her mother’s side and gives his comforter to protect her from the biting cold outside. He
sells his silver salt cellars to help a poor old woman to pay for her rent. Moreover, the
Bishop is very forgiving. When the convict enters with a long knife, threatens and demands
for food the Bishop not only gives him food but also provides him a comfortable bed to
sleep on. When the convict runs away with his candlesticks, he again saves him from
imprisonment. He forgives him and even gives him the candlesticks so that the convict can
start his life afresh in Paris. He is really a man of God. The Bishop was, as his sister Persome'
says, “The best man in all France”. He was a true Bishop indeed. He followed Jesus Christ’s
teachings of love, charity, benevolence, and forgiveness in true spirit. He helped his
parishioners. When the Bishop sold his salt-cellars to pay Mere Gringoire's rent, who was ill,
he was practising the teachings of Christ. His encounter with the convict was the litmus test
of his virtues, which he passed with flying colours. His patience, love, care, and magnanimity
transformed the beastlike convict into a good human being. The Bishop’s character stands
as an epitome of all virtues which each and every person should try to emulate.
(vii) Comment on the theme of the play.
Ans:- The play, ‘The Bishop’s candlesticks’ is based on the theme of love, kindness,
charitable and redemption. This play shows a moral that punishment does not play any
reformative role in the convict’s life. It is only love, sympathy and kindness that make
changes to the convict’s life. It also shows that circumstances can turn a man into a criminal.
In the play the convict was caught and was imprisoned for ten years for stealing. There he
was chained like a wild beast and was lashed like a hound. He led a life of hell and turned
into a hardened criminal. When the convict breaks into the Bishop’s house and threatens
him with a long knife and demands for food, he treats him kindly and gives him food, shelter
and care like his own friend. Also, when the convict runs away with his candlesticks, he
saves him from being sent to prison again. He forgives him and also gives him the
candlesticks so that he can start his life afresh and is able to turn into a good man.
(viii) Character Sketch of Persome'.
Ans:- Persome', though the Bishop’s sister, is poles apart from her brother. She has been
portrayed as an ordinary human being who is insensitive to the spiritual values of mercy,
charity, benevolence, forbearance, and sympathy. Actually her ordinariness sets of the
Bishop’s magnanimity and grandeur. From the opening scene we see her behaving harshly
with Marie. She scolds her for being slow in her work. She does not want her brother to be
so generous, charitable, and helpful to the people of his parish and other people also. She
feels people take undue advantage of his charitable and generous nature. She gets angry at
the bishop when she comes to know his act of selling the silver salt-cellars to help Mere
Gringoire, an old, distressed woman. Similarly, she does not want her brother to give Marie
his comforter when he offers it to Marie to keep warm in the bitter cold outside. Likewise,
her reactions when the convict breaks into the bishop’s cottage are quite ordinary.
However, as a sister she is quite caring and loving. She really cares for her brother’s comfort
and well-being. She knows that he is the ‘best man in all France’.
(ix) Character Sketch of The Convict.
Ans: The convict was not born into a life of crime. He was an ordinary man with a loving wife
who lived respectably before he became a hard-hearted criminal. The truth is the
callousness of society turned him into a beast. The apathetic people of the society
compelled him to steal food for his starving and sick wife. The cruel society had no
sympathy and pity for him! Instead of sympathizing with him, the police arrested him and
tried him in a court. Even the cruel judge did not hesitate to pass such a harsh sentence
against him. He was treated like a beast for such a minor and pardonable offence. He was
beaten, fed on filth, and tortured. His wife died in his absence that turned him into a
criminal. However, the inborn goodness always remained suppressed in his heart. The
kindness of the bishop again brought his goodness to the surface, and he was transformed.
(x) Character Sketch of Marie
Marie was a maid at the Bishop’s house. She was a very well-behaved girl. Her mother was
ill and the Bishop had gone to her house to see her mother and pray for her. She did not
mind Persome’s scolding. The Bishop trusted her a lot. She also ran errands for the Bishop.
The Bishop sent her to Monseigneur Gervais to sell silver salt cellars to him to help Mere
Gringoire. She was a grateful girl. She revered the Bishop quite sincerely.
(xi) Character Sketch of the Sergeant
The Sergeant was the leader of the Gensdarmes (French police) that caught the convict. He
had a sharp memory as he recognized the Bishop’s candlesticks and brought him to the
Bishop for recognition and confirmation. He respected the Bishop a lot. Though he
suspected the convict to be a real criminal, he released him on the Bishop’s behest. He was
inclined to use swear words carelessly.