### Multiple Choice Questions (1 Mark Each)

1) The story "The Last Lesson" highlights which human tendency?

- **a) Procrastination**

2) The word "Saar" in the text refers to:

- **c) A River**

3) Choose the option that most appropriately fills in the blanks, for the following description of the
given extract.

- **A) (i) forgotten; (ii) transformed; (iii) hold on; (iv) identity**

4) Unreasonable or overt preference for one language over another is called:

- **b) Linguistic Chauvinism**

5) “… and Hauser had brought an old primer, thumbed at the edges, and he held it open on his knees
with his great spectacles lying across the pages.” What could be the synonym of “thumbed at the
edges”?

- **b) Dilapidated**

6) Franz saw a huge crowd assembled in front of the bulletin board but did not stop. How would you
evaluate his reaction?

- **a) Bad news had become very normal, so he went about his task.**

7) On hearing the news that he was in the class to attend the last lesson in French, Little Franz was
sorry for:

- **c) 2, 4, 5**

8) ASSERTION (A): Franz was scared to go to school.

- **a) Both, A and R, are true and R is the correct explanation of A**

9) ASSERTION (A): Franz was tempted to stay out of doors.

- **b) Both, A and R, are true and R is the correct explanation of A**
10) ASSERTION (A): That day everything was as quiet as Sunday morning.

- **a) A is true but R is false**

### Objective Type Questions (1 Mark Each)

11) What does M. Hamel’s motionless posture reflect?

- M. Hamel's motionless posture reflects his sorrow and resignation.

12) Why does Hamel blame the parents?

- Hamel blames the parents for not encouraging their children to learn French.

13) Franz thinks- will they make them sing in German- even the pigeons? What could this mean?

- This means Franz is afraid that the new rulers will force even nature to conform to their ways.

14) Why does the author urge the reader to respect his language?

- The author urges the reader to respect his language as it is a key part of his identity and culture.

15) M. Hamel is introduced as a ruler-wielding teacher. What does this demonstrate?

- This demonstrates his strict and authoritative nature as a teacher.

16) How does M. Hamel emerge as a person when he teaches his last lesson?

- M. Hamel emerges as a patriotic and dedicated teacher who deeply cares about his language and
students.

17) What was Franz banking on to enter the class as he was late?

- Franz was banking on the commotion to sneak into class unnoticed.

18) Which districts came under the Prussian rule?

- Alsace and Lorraine came under Prussian rule.

19) Franz looked for opportunities to skip school to do what?

- Franz looked for opportunities to skip school to play and enjoy the outdoors.

20) “Viva la France” became an evidence of which emotion of M. Hamel’s?

- “Viva la France” became an evidence of M. Hamel’s patriotism and love for his country.

### Short Answer Type Questions (3 Marks Each)

21) Why were some elderly persons occupying the back benches that day?

- Some elderly persons were occupying the back benches that day to show their respect and
gratitude to M. Hamel and to express their regret for not having learned their language when they
had the chance.

22) Why did Franz not want to go to school that day?

- Franz did not want to go to school that day because he had not prepared his lesson on participles
and was afraid of being scolded by M. Hamel.

23) What did Franz wonder about when he entered the class that day?

- When Franz entered the class, he wondered why it was so quiet and why there were elderly
villagers sitting at the back of the classroom.

24) Why did M Hamel write „Vive La France!‟ on the backboard?

- M. Hamel wrote "Vive La France!" on the backboard as a final act of defiance and patriotism,
emphasizing his love for his country and its language.

25) “We have all got a great deal to reproach ourselves with,” said M Hamel. Comment.

- M. Hamel's comment reflects his own regret and the collective regret of the villagers for not
valuing their language and education until it was too late.

26) How did M Hamel display his love for the French language?

- M. Hamel displayed his love for the French language by teaching it passionately and emotionally,
emphasizing its beauty and importance in his last lesson.
27) What was the bulletin board news that caused a change in the school?

- The bulletin board news was that an order had come from Berlin mandating that only German
would be taught in the schools of Alsace and Lorraine.

28) Whom did M Hamel blame for Franz‟s inability to answer his question?

- M. Hamel blamed not only Franz but also the parents and himself for Franz’s inability to answer
the question, pointing to a lack of dedication to learning.

29) What was unusual about M Hamel‟s dress on his last day in school?

- M. Hamel wore his best clothes, which were reserved for special occasions, indicating the
significance of the day.

30) What tempted Franz to stay away from school?

- Franz was tempted to stay away from school because the weather was warm, birds were
chirping, and he preferred to spend his time outside rather than in a classroom.

### Long Answer Type Questions (6 Marks Each)

31) “Our language is part of our culture and we are proud of it.” Describe how regretful M. Hamel
and the villagers are for having neglected their native language, French.

- M. Hamel and the villagers are filled with regret for neglecting their native language, French. M.
Hamel feels sorrowful for not having done enough to make his students learn French. The villagers,
on the other hand, regret not sending their children to school regularly and not prioritizing their
education. This neglect has led to a loss of cultural identity and pride. The imposition of German as
the language of instruction underscores their loss and makes them realize the value of their own
language, evoking a deep sense of regret and remorse.

32) “Our native language is part of our culture and we are proud of it.” How does the presence of
village elders in the classroom in M Hamel‟s last lesson show their love for French?

- The presence of the village elders in M. Hamel’s last lesson is a significant display of their love and
respect for the French language. Their attendance symbolizes a silent protest against the imposition
of German and a collective expression of regret for not having valued their language more. They
come to show solidarity with M. Hamel and to express their sorrow for the impending loss of their
cultural identity. Their presence underscores the importance of preserving and cherishing one's
native language as an integral part of their heritage.
33) During „The Last Lesson‟ everybody, including M Hamel, Franz and the villagers are filled with
regret. Comment.

- During “The Last Lesson,” the atmosphere is heavy with regret. M. Hamel regrets not being more
dedicated in teaching French. Franz regrets not taking his lessons seriously and wishes he had paid
more attention. The villagers regret not valuing education and their language until it was too late.
This collective regret stems from the realization that their language, a crucial part of their identity, is
being taken away from them. The last lesson becomes a moment of reflection and sorrow for lost
opportunities and unfulfilled responsibilities.

34) What changes did the narrator find in the school when the order from Berlin came?

- When the order from Berlin came, the narrator noticed several changes in the school. The usual
bustling noise was replaced by a solemn silence. The teacher, M. Hamel, was unusually dressed in his
best clothes, which he wore only on special occasions. There were also elderly villagers sitting at the
back of the classroom, which was unusual and indicated the gravity of the situation. The overall
atmosphere was one of somber reflection and regret as everyone realized the significance of the last
French lesson.

35) How was M Hamel a different teacher while giving his last lesson?

- M. Hamel was different during his last lesson because he was deeply emotional and passionate.
He did not scold or reprimand the students, but instead, spoke with a heartfelt sincerity about the
importance of the French language. He expressed his regret for not being more dedicated as a
teacher and emphasized the beauty and significance of their native language. His demeanor was
more tender and patient, reflecting the gravity of the moment and his deep sense of loss and
patriotism.

### Value-Based Answer Type Questions (6 Marks Each)

36) Franz thinks, “Will they make them sing in German, even the pigeons?” After reading the
chapter, you realize that man has an intense desire to subjugate others. You feel that in the modern
world; there is a strong need for brotherhood. Write an article in about 120-150 words for a national
magazine on this topic.

- **The Need for Brotherhood in the Modern World**

In today’s world, the desire to dominate and subjugate others remains a pervasive issue. This
tendency often manifests through cultural, linguistic, and political oppression, as seen in the
poignant story of "The Last Lesson." Such acts of domination are detrimental to societal harmony
and personal identities. In

an increasingly globalized world, it is imperative that we foster a sense of brotherhood and mutual
respect. By valuing diversity and promoting inclusivity, we can build a world where different cultures
and languages are celebrated rather than suppressed. True progress lies in collaboration and
understanding, where differences are seen as strengths. Brotherhood encourages empathy, unity,
and peace, creating a foundation for a more harmonious and equitable world. Let us strive to
replace the urge for domination with a commitment to solidarity and shared humanity.

37) The people in the story suddenly realize how precious their language is to them. How does the
story reinforce the importance of one’s language in one’s life? Write your answer in about 120-150
words.

- **The Importance of One’s Language**

"The Last Lesson" reinforces the critical role of language in shaping one’s identity and cultural
heritage. When the people of Alsace and Lorraine are faced with the loss of their French language,
they suddenly grasp its profound significance. Language is more than just a means of
communication; it is a vessel of history, tradition, and collective memory. The story highlights how
language connects individuals to their roots and fosters a sense of belonging. The regret and sorrow
felt by the characters underscore the realization that language is integral to their identity. This
narrative serves as a powerful reminder of the need to cherish and preserve our native languages.
They are not merely tools for everyday interaction but are essential components of our cultural
legacy and personal identity. Embracing and nurturing one’s language is an act of honoring one’s
heritage and ensuring its continuity for future generations.

### I. RTCs (Read the story and refer to the extracts to answer the questions that follow.)

#### 1. Saheb left his home long ago. Set amidst the green fields of Dhaka……….. looking for gold in
the big city where he lives now.

(i) Saheb is from Dhaka.

(ii) Saheb’s mother told about their poverty at their native place.

(iii) What is ‘gold’ referred to in the extract?

- **(b) Means of earning**

(iv) Which word from the following means the same as ‘tween’?

- **(b) Amidst**

#### 2. “It takes longer to build a school”...........abound in every corner of his bleak world.
(i) The author was embarrassed to have made a false promise.

(ii) Their world was bleak.

(iii) Pick the opposite of ‘unabashed’ from the extract.

- **(b) Embarrassed**

(iv) The author was serious about their education.

- **False**

#### 3. Wherever they find food, they ………. partners in survival……… it has acquired the proportion
of fine art.

(i) Who are ‘they’ here?

- **(c) Poor people**

(ii) Survival has acquired the proportion of fine art.

(iii) What is meant by ‘transit homes’?

- **(b) Temporary homes**

(iv) The literary device used in ‘through the years, it has acquired the proportion of fine art’ is…..

- **(b) Hyperbole**

#### 4. “I will learn to drive a car,”…................... making bangles for all the women in the land it
seems. Mukesh’s family is among them in the glass furnaces with high
temperatures,……………brightness of their eyes.............. which he proudly says is being rebuilt.

(i) The simile ‘dream looms like a mirage amidst the dust of streets’ indicates that his dream was….

- **(c) Illusory and indistinct**

(ii) “I will learn to drive a car”. This sentence highlights Mukesh was…

- **(a) 1 and 5 (Determined and Ambitious)**

(iii) Which of the following statements is NOT TRUE with reference to the extract?

- **(d) Firozabad has emerged as a nascent producer of bangles in the country.**

(iv) Every other family in Firozabad is engaged in making bangles indicates that….

- **(c) Majority of the population in Firozabad is involved in bangle-making.**

#### 5. She still has bangles on her wrist, but no light in her eyes .....................she has not enjoyed
even one full meal in her.............All I have done is make a house for the family to live in . Hearing
him one wonders years of mind-numbing toil have killed all initiative and the ability to dream.

(i) ‘She still has bangles on her wrist, but no light in her eyes.’ This implies that…
 - **(c) Though she is married, her eyes are devoid of happiness.**

(ii) “He has a roof over his head !” The tone of the author is…

- **(b) Empathetic**

(iii) Choose the term which best matches the statement, ‘The young men echo the lament of their
elders.’

- **(c) Reiteration**

(iv) ‘Years of mind-numbing toil have killed all initiative and the ability to dream.’ This shows that…

- **(b) The drudgery of work has destroyed their willingness to improve their lot.**

### II. Answer the following questions in 40-50 words:

#### (i) What does the title ‘Lost Spring’ convey?

The title 'Lost Spring' symbolizes the loss of childhood and innocence among the poor children who
are forced to work in hazardous conditions, losing out on the joys and opportunities of youth.

#### (ii) Why did Saheb’s parents leave Dhaka and migrate to India?

Saheb’s parents left Dhaka and migrated to India to escape the poverty and the frequent storms that
destroyed their fields and homes, seeking a better life in the city.

#### (iii) Discuss the irony in Saheb’s name.

The irony in Saheb’s name, which means 'lord' or 'master,' lies in the fact that despite his name
implying wealth and power, he lives a life of poverty and hardship as a ragpicker.

#### (iv) What job did Saheb take up? Was he happy?

Saheb took up a job at a tea stall where he earned 800 rupees and all the tea he could drink.
However, he was not happy because he lost the freedom and carefree life he had as a ragpicker.

#### (v) How is the bangle industry of Firozabad a curse for the bangle-makers?

The bangle industry of Firozabad is a curse for the bangle-makers because it traps them in a cycle of
poverty, hazardous working conditions, and exploitation, preventing them from improving their lives
or breaking free from the trade.

#### (vi) “It is his karam, his destiny”. What is Mukesh’s family’s attitude towards their situation?
Mukesh’s family accepts their situation as their destiny, believing they are fated to continue the
bangle-making trade without questioning or challenging the status quo, showing resignation and
lack of hope for change.

#### (vii) “Listening to them, I see two distinct worlds……”. In the context of Mukesh, the bangle-
maker’s son, which two worlds is Anees Jung referring to?

Anees Jung refers to the two distinct worlds of Mukesh's life: the world of poverty and despair he is
born into and the world of dreams and aspirations he longs for, symbolizing the conflict between
reality and hope.

#### (viii) In spite of despair and disease pervading the lives of the slum children, they are not
devoid of hope. How far do you agree?

I agree that despite the overwhelming despair and disease, slum children like Mukesh and Saheb still
hold onto hope. Mukesh aspires to become a motor mechanic, showing that dreams and aspirations
can survive even in the harshest conditions.

#### (ix) What makes Mukesh different from other boys of his age?

Mukesh is different from other boys of his age because he is determined to break free from the
traditional occupation of bangle-making. He dreams of becoming a motor mechanic, showing
ambition and the will to change his destiny.

#### (x) Do you believe that ‘God-given lineage can be broken?’ Support your answer with a
rationale.

Yes, I believe that 'God-given lineage can be broken.' With determination, education, and
opportunities, individuals can break free from their inherited roles and create new paths for
themselves, as Mukesh's ambition to become a mechanic instead of a bangle-maker demonstrates.

### III. Answer in 100-120 words:

#### (i) The barefoot ragpickers of Seemapuri live on the periphery of Delhi, yet metaphorically
speaking, miles away from it. Comment.

The barefoot ragpickers of Seemapuri live physically close to Delhi but are metaphorically miles away
from it due to their extreme poverty and lack of basic amenities. While Delhi is a city of
opportunities and development, Seemapuri represents a stark contrast with its squalor, lack of
education, and healthcare facilities. The residents of Seemapuri struggle for survival, scavenging
through garbage for a living, far removed from the prosperity and modernity of Delhi. This stark
disparity highlights the socio-economic divide, making the lives of the ragpickers vastly different
from those living in the heart of the capital city.
#### (ii) The bangle-makers of Firozabad make beautiful bangles and make everyone happy but they
live and die in squalor. Elaborate.

The bangle-makers of Firozabad create exquisite bangles that bring joy to countless people, yet their
own lives are marked by poverty, hazardous working conditions, and exploitation. These artisans
work in poorly lit, poorly ventilated furnaces, which take a toll on their health, especially their
eyesight. Despite their hard work, they earn meager wages, trapped in a cycle of poverty that offers
no respite or improvement. The industry's profit benefits the middlemen and traders, while the
craftsmen continue to suffer. This paradox of creating beauty while living in squalor underscores the
social injustice and exploitation prevalent in the bangle industry.

#### (iii) Mukesh finds himself caught between two distinct worlds. How do they affect his life and
that of the other bangle-makers?

Mukesh is caught between the world of traditional bangle-making and the world of his dreams and
aspirations. While the former represents a life of poverty, hard labor, and acceptance of fate, the
latter symbolizes hope, ambition, and the desire for a better future. This conflict affects his life as he
strives to break free from the generational cycle of bangle-making and pursue his dream of
becoming a motor mechanic. Similarly, other bangle-makers are affected by this duality, often
resigned to their fate but sometimes nurturing silent hopes of change. The tension between these
worlds highlights the struggle between tradition and modernity, reality, and aspiration.

#### (iv) Discuss the characters of (a) Saheb and (b) Mukesh.

(a) Saheb: Saheb, a young boy from Dhaka, is a ragpicker in Seemapuri. He represents the plight of
children forced into labor due to poverty. Despite his harsh reality, Saheb retains a sense of
innocence and hope, dreaming of a better life. His name, meaning 'lord,' is ironic given his
impoverished condition. Saheb's character evokes empathy and highlights the need for social
change.

(b) Mukesh: Mukesh is a bangle-maker's son in Firozabad

who dreams of becoming a motor mechanic. Unlike many around him, he is determined and
ambitious, refusing to accept his predetermined fate. Mukesh's character symbolizes hope and the
possibility of breaking free from oppressive traditions. His determination sets him apart, showing the
power of dreams in the face of adversity.

#### (v) Justify the title ‘Lost Spring’.

The title 'Lost Spring' is a metaphor for the lost childhood and innocence of children like Saheb and
Mukesh, who are forced into labor at a young age. Spring, representing youth and joy, is lost to
these children as they toil in hazardous conditions, deprived of education and a carefree life. Their
potential and dreams are stifled by poverty and exploitation, turning their early years into a season
of hardship rather than growth and happiness. The title poignantly captures the tragedy of their lost
opportunities and the need for societal change to restore their 'spring.'

### I. Extract Based Questions

**1.**

(a) Mother warned the author about the treacherous Yakima River.

(b) True

(c) False

(d) Shallow

**2.**

(a) False

(b) Frightened

(c) Practised swimming

(d) Aversion

**3.**

(a) Bottom of the pool

(b) Surface

(c) False

(d) "I would bob to the surface like a cork"

**4.**

(a) Come out

(b) Terrified
(c) True

(d) Yelling

**5.**

(a) Death

(b) Unconscious

(c) True

(d) Relaxed

**6.**

(a) Get out

(b) False

(c) False

(d) Sheer

**7.**

(a) False

(b) True

(c) Belt

(d) Determined

**8.**

(a) Fear

(b) Fear of water

(c) False

(d) Seized

**9.**

(a) False

(b) Instructor

(c) Legs
(d) Command

**10.**

(a) The fear was not completely gone.

(b) Fear

(c) True

(d) Remnant

**11.**

(a) True

(b) Overcome

(c) Fear

(d) Wading

**12.**

(a) Fear of water and overcoming it

(b) Narrator

(c) Motivating

(d) True

### II. MCQs

(i) (a) At the age of 3 or 4

(ii) (b) Aquaphobia

(iii) (a) He felt frightened

(iv) (c) When the instructor perfected each piece of the author

(v) (d) Repression

(vi) (d) Drama

(vii) (b) That death is more peaceful than life

(viii) (a) Five days a week, an hour each day

(ix) (d) When he started going down the third time

(x) (c) Both the statements are the effects of a common cause

### III. Answer in 40-50 words

(i) Douglas decided in favor of the Y.M.C.A pool because it was safer compared to the treacherous
Yakima River. The pool was only two or three feet deep at the shallow end, which made it suitable
for him to learn swimming without significant risk.

(ii) Douglas's determination, perseverance, and courage turned him from a diffident individual into a
good swimmer. His desire to overcome his fear of water and consistent practice under the guidance
of an instructor were key factors.

(iii) Douglas had a shocking experience at the Y.M.C.A pool when a bigger boy pushed him into the
deep end. He struggled to stay afloat and nearly drowned, leading to a lifelong fear of water.

(iv) When Douglas was thrown into the pool, his initial reaction was panic and terror. He struggled to
come up to the surface but failed, feeling an overwhelming sense of fear and helplessness.

(v) Douglas's misadventure at the Y.M.C.A pool instilled a deep fear of water in him, affecting his
later life by making him avoid water-related activities. It took a lot of effort and determination for
him to overcome this fear eventually.

(vi) Douglas got rid of his residual fear of water through rigorous training with an instructor. He
practiced daily, using various techniques to gradually build his confidence and skills in swimming
until he was no longer afraid.

(vii) The theme of the lesson "Deep Water" revolves around overcoming fear. It highlights the
author's personal struggle with his fear of water and his determination to conquer it, showcasing the
broader message that with perseverance, any fear can be overcome.

### IV. Answer in 100-120 words

**(i) How did Douglas develop an aversion to water?**

Douglas developed an aversion to water at the age of three or four when his father took him to a
beach in California. A strong wave knocked him down, causing him to be buried underwater. This
terrifying experience planted the seed of fear in his mind. Later, at the age of ten, another traumatic
incident at the Y.M.C.A pool intensified his fear. A bigger boy pushed him into the deep end, and he
almost drowned. These two incidents collectively contributed to his deep-seated fear of water,
which took years of effort and determination to overcome.

**(ii) Justify the title of the lesson 'Deep Water'.**

The title "Deep Water" is justified as it metaphorically represents the deep-seated fear of water that
the author, William Douglas, experiences. The "deep water" signifies the profound and
overwhelming fear that grips him following his near-drowning experiences. The story focuses on his
journey to confront and conquer this fear. The title also literalizes the setting of his traumatic
experience at the deep end of the Y.M.C.A pool. Hence, "Deep Water" encapsulates both the
physical and psychological depths that the author has to navigate to emerge victorious.

**(iii) Pen-sketch the characters of Douglas and the instructor.**

Douglas is portrayed as a determined and resilient individual. Despite his initial fear and traumatic
experiences with water, his strong will and perseverance drive him to confront and overcome his
phobia. He is methodical and disciplined, which helps him in his systematic approach to overcoming
his fear. The instructor, on the other hand, is patient, supportive, and knowledgeable. He plays a
crucial role in Douglas’s journey, using a step-by-step approach to teach him swimming and
gradually build his confidence. The instructor's understanding and expertise make him a pivotal
character in helping Douglas overcome his fear.

**(iv) “All we have to fear is fear itself.” Justify the statement w.r.t the lesson.**

The statement "All we have to fear is fear itself" is justified in the context of the lesson as it
encapsulates the author's journey of overcoming his fear of water. Douglas's experiences show that
fear is often more debilitating than the actual danger. His initial fear paralyzed him, but through
persistent effort and facing his fear head-on, he realized that the fear itself was the biggest hurdle.
Once he managed to conquer his fear, he found that the act of swimming was not as terrifying as he
had imagined. This lesson teaches that by confronting and overcoming fear, one can achieve a sense
of peace and confidence.

**(v) Cases of older children bullying younger ones have become alarmingly common, especially in
school environments. How would you connect this phenomenon to William Douglas’ experience at
the Y.M.C.A. swimming pool? What is the mindset of the modern youth that is reflected through
such incidents? Discuss.**
William Douglas's experience at the Y.M.C.A swimming pool, where he was bullied by an older boy
who pushed him into the water, reflects a common issue in school environments today. Bullying
often stems from a desire for dominance, lack of empathy, or personal insecurities. The mindset of
modern youth involved in such incidents is frequently characterized by a lack of understanding of
the consequences of their actions and a disregard for the well-being of others. This behavior can
lead to long-lasting psychological trauma for the victims, as seen in Douglas's case. It highlights the
need for better education on empathy, the impact of bullying, and the importance of creating a
supportive and respectful environment in schools.

### I. RTCs

**1.**

(i) (b) the third level he reached in his imagination.

(ii) (d) A sleeve which is full and loose on the upper arm but close-fitting on the forearm and the
wrist.

(iii) (d) it was only his state of mind that firmly believes that the period of 1890 is peaceful.

(iv) (c) beard

**2.**

(i) (a) That he had been to the third level.

(ii) (d) both (b) and (c)

(iii) (c) Sam had sent it.

(iv) (d) Both b and c

(v) (a) To see the place Galesburg he always liked.

(vi) (d) to demonstrate

**3.**

(i) (c) The reader.

(ii) (a) content, peace-loving

(iii) (b) 1 and 3

(iv) (d) awful

**4.**

(i) (a) allegory

(ii) (d) „You need help, my raving friend. You are way too invested in this crazy thought !‟

(iii) (b) tentative

(iv) (c) mental

**5.**

(a) "Figured the fare" means calculated the cost of the tickets, and "skin me" means to overcharge or
cheat someone.

(b) Charley felt that jail, even in 1894, would be unpleasant and harsh, similar to how it was in his
current time.

(c) Charley wanted two coach tickets one way to escape permanently to the peaceful past of 1894
with his wife, Louisa.

### II. Answer the following questions in 40-50 words:

**(i) What does third level refer to?**

The third level refers to a fictional and mystical level at the Grand Central Station that Charley
stumbles upon, which supposedly transports people to the year 1894. It symbolizes an escape from
the harsh realities of modern life to a more peaceful and simpler past.

**(ii) Sam told that Charley was unhappy and wanted to escape reality. How did Charley defend
himself?**

Charley defended himself by insisting that he was not unhappy but merely curious. He explained
that his interest in the third level was driven by a fascination with history and a desire for a simpler,
more peaceful time, not necessarily because he was dissatisfied with his current life.

**(iii) Describe the first-day cover sent by Sam.**

The first-day cover sent by Sam was an envelope with a blank piece of paper inside, bearing a
postmark from Galesburg, Illinois, dated July 18, 1894. This indicated that Sam had somehow
managed to travel back in time, affirming Charley's belief in the existence of the third level.
**(iv) Discuss the irony at the end of the story.**

The irony at the end of the story is that while Charley was looking for an escape to the third level, it
was actually his psychiatrist friend, Sam, who found it first and used it to travel back to Galesburg in
1894. This twist highlights the unpredictable nature of the story and the concept of escapism.

**(v) What do you mean by the expression, „waking-dream wish fulfillment‟?**

"Waking-dream wish fulfillment" refers to the idea that Charley's experience of the third level might
be a manifestation of his subconscious desires. It suggests that his discovery of the third level could
be a fantasy created by his mind to fulfill his deep-seated wish to escape the stress and complexities
of modern life.

**(vi) Describe Galesburg, Illinois of 1894.**

Galesburg, Illinois of 1894, as described in the story, is a peaceful and idyllic place with leisurely
summer evenings, big old houses, and tree-lined streets. It represents a simpler, more tranquil time
where life moved at a slower pace, contrasting sharply with the fast-paced, stressful life of the 20th
century.

**(vii) What does the Grand Central station symbolize?**

The Grand Central station symbolizes a portal or a gateway between different times and realities. It
represents the idea of escapism and the human desire to find refuge from the pressures and
difficulties of the present by seeking solace in the past.

**(viii) Charley liked being on the third level but he ran away from it. Why?**

Charley liked the tranquility and the old-world charm of the third level but ran away from it because
he was unsure if it was real or just a figment of his imagination. Additionally, he was caught by
surprise and feared the consequences of being discovered in a place that seemed to defy the laws of
reality.

**(ix) Why did Charley decide to take a subway from the Grand Central station?**

Charley decided to take a subway from the Grand Central station because he was seeking an escape
from the hustle and bustle of his daily life. He had a fascination with trains and stations, hoping that
the subway ride might lead him to an unexpected and peaceful destination.

**(x) What is a first-day cover? What is its significance in the lesson?**

A first-day cover is an envelope with a postage stamp postmarked on the first day of the stamp's
issuance. In the lesson, the first-day cover sent by Sam from 1894 serves as evidence that the third
level exists and that Sam successfully traveled back in time, affirming Charley's belief in the mystical
third level.

### III. Answer in 100-120 words:

**(ii) How was the third level different from the other two levels?**

The third level was distinctively different from the other two levels of the Grand Central Station as it
seemed to exist in a different time period. While the first and second levels were modern and
bustling, filled with the usual crowd and noise of a contemporary station, the third level transported
Charley to the year 1894. This level had an old-fashioned ambiance with brass spittoons, flickering
gaslights, and people dressed in antiquated attire like leg-of-mutton sleeves, derby hats, and high-
button shoes. The entire atmosphere was quieter, more relaxed, and significantly different from the
chaos of the modern station. This stark contrast highlighted Charley's yearning for a simpler, more
peaceful era.

**(iii) What has the third level of Grand Central station been compared with? Why?**

The third level of the Grand Central station has been compared with a portal or a gateway to the
past. This comparison is made because it serves as an unexpected and almost magical entrance to
the year 1894. The third level represents an escape from the harsh realities and pressures of modern
life, offering a refuge in a time that is perceived to be simpler, more peaceful, and idyllic. This
fantastical element adds to the surreal and dream-like quality of Charley's experience, blurring the
lines between reality and imagination and emphasizing the theme of escapism in the story.

**(iv) Pen-sketch the characters of Charley and Sam.**

(a) **Charley**:

Charley is the protagonist of the story, a modern-day man who works in an office. He is described as
curious, imaginative, and somewhat discontented with the fast-paced, stressful life of the 20th
century. Charley longs for a simpler, more peaceful time, which is why he becomes obsessed with
the idea of the third level. His escapism reflects his desire to find solace in the past. Charley's
determination to prove the existence of the third level and his reaction to the first-day cover show
his deep belief in the possibility of a different, better world.

(b) **Sam**:

Sam is Charley's psychiatrist friend who initially seems skeptical about Charley's experiences. He
represents the rational, scientific perspective on Charley's belief in the third level. However, in a
twist of irony, it is revealed that Sam himself has found and traveled to the third level, indicating his
own desire to escape the pressures of modern life. This revelation adds depth to his character,
showing that even a rational person like Sam can have hidden desires and fantasies about a better
past.

**(v) Do you think Louisa acts as an obstacle in Charley’s quest for the third level? Why/Why not?**

Louisa does not act as an obstacle in Charley’s quest for the third level. Instead, she is a supportive
and caring wife who is concerned about Charley's well-being. While she is worried about Charley's
obsession with the third level and his longing to escape to the past, her concern stems from love and
care rather than opposition. Louisa's worry about Charley reflects her desire to ensure his mental
and emotional stability, but she does not actively hinder his quest. Her role in the story highlights
the emotional impact of Charley's actions on those close to him, adding a layer of complexity to his
journey.

**(vi) Discuss the aptness of the title 'The Third Level'.**

The title "The Third Level" is apt as it directly refers to the mysterious and fantastical third level of
the Grand Central Station that Charley discovers. This level is significant because it represents
Charley's longing for an escape to a simpler, more tranquil time in the past. The third level serves as
a symbol of his desire to flee from the stress and complexities of modern life and find solace in a
bygone era. The title captures the essence of the story, emphasizing the central theme of escapism
and the juxtaposition between reality and fantasy. The intrigue and curiosity surrounding the third
level make it a fitting and evocative title for the narrative.