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I The Last Lesson 1
II Lost Spring 6
III Deep Water 11
IV The Rattrap 14
V Indigo 18
VI Going Places 23
I My Mother at Sixty-Six 26
II An Elementary School Classroom in a Slum 30
III Keeping Quite 38
IV A thing of Beauty 44
V Aunt Jennifer's Tigers 49
Flamingo Vidyamandir Classes
Flamingo
Annotations & Line by Line Analysis
[a] PROSE
I. THE LAST LESSON
- Alphonse Daudet (1840 - 1897)
a nineteenth century, french novelist
Theme: Imperialism - “The creation and maintenance of an unequal economic, cultural and
territorial relationship, usually between states and often in the form of empire, based on
subordination and domination.”
Here Prussia is the imperialist nation which is establishing control and cultural hegemony over
French dristricts by imposing learning of German as a compulsory language instead of French.
This was so beacuse the conquerors believed in not only attacking the territory but also ruling
the mind and soul of the people.
The text explores the effects of imperialism through the eyes and opinions of a young boy named
Franz from the border regions of Alsace and Lorraine.
Here language is an important motif. The significance of language is emphasised upon.
The native language (here French) defines a nation. It is the source of communication and
bonding. It is the means by which totally different people, can be united.
The pain that is inflicted on the people of a territory by its conquerors by taking away the right
to study or speak their own language.
Imposing German to be taught in schools instead of French is a conscious effort of the imperialist
country to break this unity so as to establish their dominance and prepogate their culture.
Sub themes :
 Effect of war on common man  Patriotism
 Respect for language  Linguistic Chauvinism
 Student and teacher attitudes to learning and teaching.
 Franco-Prussian war (1870-1871): France was defeated by Prussia
Board Notes/English 1 Class XII

Vidyamandir Classes Flamingo
 “Dread of scolding” : M. Hamel will question the students on participles. Franz is aware that
he might be scolded since he is not prepared and therefore might not be able to answer the
questions. Thus, he is scared to go to school. He tries to find out reasons and escape routes
in order to avoid school.
 Wanting to run away and spend the day outdoors. Temptation :
 Drilling : Literally implies : The training and routine procedures of the soldiers.
Metaphorically it signifies the Prussian invading the French districts thereby strengthening
their control.
A child like Franz does not identify with the grandiose or importance of such an event.
He is just fascinated by these soldiers. The real effect would soon be realised when he
gets to know that this would be his last French lesson.
Bulletin Board of Town Hall :  Displays all bad news - Lost Battles, drafts and orders of
commanding officer  A crowd in front of the bulletin board, implies that the citizens are
being notified of the defeat of France.
In contrast, on that day, everything was quite as Sunday morning (no school on Sundays):
Silence, sullen and a serious atmosphere- “Strange and Solemn”

 Franz was late to school. He was relying on the commotion to enter the class and escape M.
Hamel’s eye and thereby its wrath. But, since it was unusually quiet today, he was frightened,
embarrased and blushing.
Unusually, he receives a polite reply from M. Hamel, instead of being scolded.
{‘M’- stands for Monsieur which means “Mr” in French}
 M. Hamel wearing :  Beautiful green coat  frilled shirt  black silk cap all embroidered. He
only used to wear these clothes on inspection and prize days.
M. Hamel was wearing his fine sunday clothes in honour of his last lesson. He was dressed
in his best because he wouldn’t be teaching them anymore.
 Last French lesson: Order from Berlin had arrived to teach only German in schools of Alsace
and Lorraine.
 Classroom : Was quiet. The back seats that usually are empty, were occupied by the village
people, including the old Hauser, the former mayor and the former post master. The old
Hauser was carrying a primer (primary textbook).
(a) The effort of the village people to learn French which once they disregarded shows us
their guilt and the realisation of importance of their mother tongue.
(b) They felt sorry about the fact that they had not gone to school regularly.
(c) It was an honour and tribute to M. Hamel. Thanking him. Showing their respect to M.
Hamel’s forty years of faithful service.
(d) Show respect for their country which was not theirs anymore.
 ‘Thunderclap’  These were shocking words for Franz. The realisation dawns on him that
he wont be able to learn French anymore.
 Sense of guilt : for seeking Bird’s eggs and going sliding on the Saar instead of learning his
lessons.
 Sudden change in opinion of Franz:

 He didn’t want to give up the books that had been a nuisance and were so heavy to
carry, the grammer and the history of old saints were now like old friends .
 The thought that he will never see M. Hamel again made him forget all about M.
Hamel’s ruler. Franz also doesn’t perceive M. Hamel as cranky anymore.

 M. Hamel’s speech :
 Hamel comments on the tendency of the folk to procrastinate. - Trouble with (citizens
of) Alsace: “She puts off learning till tommorrow”
 It is a matter of shame. “We pretend to be Frenchmen. We put up with the facade of
being citizens of France but neither we know how to speak nor know how to write our
own language.”
 This is the fault of :
(a) The parents : Who put their children to work on farms or on mills to earn a little more
money. Parents do not encourage their children to learn, either due to orthodoxy or due
to fiscal reasons.
(b) He, himself : (M. Hamel) :
 He sent his students to water his flowers instead of learning lessons.
 Given his students a holiday, when he wanted to go fishing.
(c) The kids do not have a thirst for learning. They consider the privelege of education as
a mundane chore. They overestimate the time that they have for learning.
 French language :
(1) Most beautiful language in the world. The clearest and most logical.
(2) One must guard it and never forget it.
(3) Their mother tongue/native language is a “key to their prison”.
(4) Keeps people united and helps maintaining identity.
The Prussians can impose and imprison the French. But they can never imprison their
minds. Language as a mode of communication and unification will free these subjugated
French citizens.
An appeal by M. Hamel to the citizens to hold on to their language.
 M. Hamel wanted to give all of his knowledge to the children at one stroke.
 Franz is amazed to realise how well he understood the lessons when he actually focused.
He listened carefully and made an actual effort of concentrating and learning it.
 “Will they make them sing in German, even the pigeons ?” An innocent question by
Franz with an immense significance. Cooing for pigeons comes naturally. Similarly,
French is natural for the people of Alsace and Lorraine. It is a part of their sense of
belonging. Displacing them from what they have imbibed as their culture and heritage
would mean killing their spirit and identity. Learning German would be the most unnatural
and difficult thing for them.

 M. Hamel was proud to have taught French for the past 40 years. All these years
nothing had changed except the desks were worn out, the walnut tres were taller and
the hopvine he had planted had reached the roof. All these facts indicated a passage of
time.
 Church clock strikes 12. The prayer (Angelus). Trumpets of Prussians.  Taking total
control over the districts.
 M. Hamel was overcome with emotions and is unable to speak further but writes on the
board, what he, as a partriotic citizen believed in :
“Vive La France !” (Long live France)
A clarion call to all the villagers to preserve their nationality and their identity in the
form of their language in order to reinstate the French spirit in everybody’s hearts.
 
IMPORTANT QUESTIONS BASED ON THE CHAPTER
1. What was the implication of the blacksmith’s remark ? How did Franz respond to his remark?
2. What was the ‘thunderclap’ the narrator received as M. Hamel began the lesson?
3. Why had the villagers occupied the back benches of the class that day?
4. What did the narrator wish when he was asked to recite the rules of the participles by the teacher? How did
he recite on the contrary?
5. How was M. Hamel’s last class different from his previous classes?
6. How did Franz’s feelings about M. Hamel and school change?
7. The story “The Last Lesson” is all about ‘linguistic chauvinism’. Comment?
8. Justify the title of the story “The Last Lesson”.

or
What was the order from Berlin? How did that order affect the people of Alsace, particularly M. Hamel
and his students?
9. What was the parting message of M. Hamel to his students and the village elders who had gathered in the
classroom?

II. LOST SPRING

By Anees Jung (1944)
Indian woman author, journalist and columnist
Most noted work : Unveiling India (1987) : a detailed chronical of lives of women in India
Lost Spring : Stories of Stolen Childhood
Theme  Child labour  Exploitation of the poor  Societal setup and poor living conditions
 Apathy of politicians and the rich  viscious circle and trapped in a web of poverty
‘Lost’ and ‘Stolen’ imply the deprivation of something that an individual has the right to
possess. For these children, they deserve a happy, merry and carefree childhood .They are
robbed of all of it and even denied the opportunity of schooling. They are weighed down with
responsibilities and their struggle for survival.
“Spring” is a metaphorical term parallel to childhood. Spring is the most pleasant season of
the entire year. It represents happiness, youth, colour, ease, beauty, bloom, growth, flourishing,
vitality and energy. Spring is a harbinger of joy and a time of new ideas. Similarly, the childhood
should have the same attributes. But in this story, this ideology is completely reversed.
[A] Saheb-e-Alam (Lord of the universe)

 First person narrative.
 “Scourging for gold”. Gold is used as an image for whatever sustainable item these ragpickers
find. It can range from food or money.
 Social Condition :
–Storms had swept away their fields and homes in Dhaka and therefore they reside in the
slum.
–Relocated to Seemapuri: a place on the periphery of delhi.
–10,000 ragpickers living in houses made of mud, roofs of tin and tarpaulin, devoid of
sewage, drainage or running water.
–Transit homes : They pitch their tents wherever they find food.
–Survival in Seemapuri is by ragpicking. “Garbage is gold to them”
 Survival is more important to them than an identity.

For more than 30 years they have lived without an identity, without permits.
They have ration cards that get their names on voter’s list and enable them to buy grain.

 Garbage is equated to gold. But its perception varies:

 For an elder it is a means of survival.
 For a child it is “wrapped in wonder”. It is an adventure each day where one may
discover something extraordinary and new. You can find a rupee, or a ten rupee note
or a silver coin. There is mystery of what we might find next and “There is hope of
finding more.”
 Name :
The name Saheb-e-Alam means ‘Lord of the universe”. This is ironical because Saheb is a
poor ragpicker who roams in the streets barefoot with his friends. He doesn’t know what his
name means. He has simple desires: to go to school and to play tennis in the tennis court.
 The narrator had very casually said “Go to school”. But the intensity of the statement is
realised when Saheb explains that there are no schools in his area.
Though she mockingly asked whether he would come to school, if she started one, she
realises that she was taken seriously by Saheb. Her promise had been a vague and bleak
one.She claims - “But promises like mine abound in every corner of his bleak world.”
Saheb’s innocent question “Is your school ready ?”, shows the intense desire of a child to
learn but are deprived of this opportunity.
“Barefoot” implies a perpetual state of poverty.They claim it is a tradition to stay barefoot.
However it is an excuse since they cant afford to buy shoes.

[B] MUKESH :
 Dream to be a motor mechanic.
 Living in Firozabad : Centre of India’s glass blowing Industry. Famous for making bangles.
 Most families in Firozabad work in this glass industry. They work around furnaces, welding
glass and make bangles.
 Child Labour :
Even children work in the glass industry. None of the families know that it is illegal for
children to work in glass furnaces with high temperatures and in dingy cells without proper
ventilation and light. 20,000 children are working in the hot furnaces. They spend most of
their daylight hours in dark cells therefore they end up losing their eyesight (brightness of
the eyes).
 Homes :
– Located in stinking lanes filled with garbage
– Houses are hovels (small miserable dwellings)
– Houses have crumbling walls , lack windows, are crowded with families of humans and
animals coexisting together.
 Mukesh’s family :
(a) Elder brother’s wife : Position of women :
– respected position as the bahu, daughter-in-law of the house
– confined to domestic domain
– incharge of taking care of 3 men : her husband, Mukesh and their father.
 Sterotypical conventions and customs of patriarchal Indian family :

– when an older man enters, she gently withdraws behind the broken wall and brings
her veil closer to her face as a mark of respect.
(b) Father :
– He worked hard as a tailor and then as a bangle maker and yet he failed to renovate
the house and send his sons to school. This implies the poverty is perpetual.
No matter how hard they try they are never able to rise up the social ladder. They are
suppressed and subjugated by the rich so that they could keep controlling and
dominating them.

(e) Grandmother :
–She believes that it is Mukesh’s karam/destiny to become a bangle maker . It is an
innocent outlook and a justification of their circumstances offered by the people who
are unable to understand the socio-economic conditions around them.
–Her husband had gone blind with the dust from polishing the glass of bangles.
 Social Politics :
 Years of continuous labouring “mind-numbing toil” has killed their ability to dream
and hope for the better. They have become like machines - constantly working.
 They have fallen into a “vicious circle”. Their entire generation is trapped by the
middlemen.
 They are ignorant of the law . If they form an organisation( a union), they are taken to
the police, beaten up and dragged to jail for doing something illegal.
 There is no leader among them. Everyone is tired of rebelling. They do not have the
power to change their situation.
 They are trapped in the apathy, greed and injustice of the sahukars( moneylenders),
the middlemen, the policemen, the bureaucrats, the keepers of the law and the politicians.
These people continuously supress and dominate the lower class. They justify their
actions by making them believe that they belong to the lower class because they were
born into this caste. Since the bangle makers are mostly uneducated and therefore they
know of no other trade than bangle making which is passed on as the only inheritance
from one generation to the next.
 Lost significance of the Bangles:

Savita, a young girl, is deprived of her childhood, burdened with responsibility and struggling
for survival.
She is making bangles. At such a young age she is unaware what these bangles signify for
an Indian woman.
–Bangles are sanctified.They symbolise : an Indian woman’s suhaag (auspiciousness in
marriage).
–The author imagines this little girl after some years would be shrouded in a red veil, hands
dyed red with heena ,wearing red bangles on her wrists and at that moment, it would strike
her - the significance of these red pieces of glass.

 The old woman who is beside her still has bangles in her hands but she has lost her
eyesight. She still does not have the privilege to obtain one full meal in her entire
life time. This is the same situation in all the homes.
 Mukesh in contrast to his family, believes that he still has a chance. He has the hope of
being a motor mechanic some day. But, at the same time, he is rational and practical about
his dreams. When asked if he dreams of flying a plane, he replies : “No”. He knows that
flying planes is way beyond his reach and therefore he is content with his dream of car.
 
1. Is Saheb happy working at the tea-stall? Explain.
2. How is Mukesh’s attitude to his situation different from that of his family and peers? Or
“Mukesh is a rebel”. Do you agree. Give reasons in support of your answer.
3. What reason does Saheb’s mother cite to her son for leaving their homeland ? What name do we give to
such people ?
4. Why does the author describe children of slums as partners in survival ?
5. Saheb wanted to be a master of his own destiny. Comment.
6. Describe the atmosphere in glass furnaces. How can working there affect the young children ?
7. What has Mukesh’s father achieved in life despite years of hard back-breaking labour ?
8. How has being born in the caste of bangle makers become both a destiny and a curse ?
9. Why is Mukesh’s dreams of ‘learning to drive a car’ likened to a mirage ?
10. “Saheb and Mukesh are brothers in penury and suffering. Discuss.
Or
Compare and contrast the conditions of Seemapuri and Firozabad.
Or
Slums are the ugly underbelly of all big cities the world over. Describe the contrasting world of ‘Haves’
and ‘Have-nots’ treading these two worlds.

III. DEEP WATER

-By William Douglas
 “Deep water” is an excerpt from Of Men and Mountains
 Autobiographical
Theme: William’s attempt to conquer his hydrophobia is an exemplary account of courage

between fearing. The childhood incident in which he nearly drowned, left a debilitating fear
which prevented him from functioning normally in and around water. He did not let this become
a deterrant and decided to a hire a professional coach to learn swimming.
Childhood Experience :
 Age 10 or 11. Decided to learn swimming
 Yakima river was treacherous (dangerous)
¨ Past recollection : -Around 3-4 years of age, William went to the beach with his father.
-He was knocked down and swept away by the waves
-The Father laughed as he knew that it was not dangerous and in his perspective it was not a
frightening experience.
-But William was terrorized by the “overpowering force of the waves”.
 YMCA swimming pool revived unpleasant memories and stirred childhood fear.
 Misadventure:
-William went to the pool. It was quiet and isolated.
-Waiting for the others, he sat at the side of the pool
 A boy 18 years old, muscular, beautiful physique, tossed him to the deep end.
 The Struggle and The Emotions experienced:

 Plan : On reaching the bottom, make a big jump to reach the surface, lie flat on it and
paddle to the edge of the pool. Nine feet felt like ninety. It seemed a long way down.
When his feet hit the bottom, he collected all his strength and leaped upwards but
failed to rise up.He imagined he would spring upwards like a cork. He opened his eyes
and saw nothing. Water now looked dirty yellow.
 He grew panicky. He was trying to clutch the water in hope of grabbing a rope.
He struggled to come up to the surface. He was suffocating. He swallowed water and
was choking. He was frightened out of his wits. His legs felt heavy (like dead weights),
paralysed and rigid. He was pulled into the water by a great force. He screamed but no
voice was heard. Fear and exhaustion dominated him. His lungs ached , his head
throbbed and he was getting dizzy.

 He still has a sense of optimism, presence of mind and determination. He plans again to
spring from the bottom of the pool and come to the surface. Water was turning dark
from yellow.Terror seized him. He screamed but the screams in his throat were frozen.
Only his heart and the pounding in his head made him realize that he was still alive,
because his entire body was paralysed.He shook and trembled with fright. He tried to
call for help, to call for his mother.
 He went into a trance, blackness swept over his brain,emotions were fading: terror,
panic and fear were wiped out. It was quite and peaceful. He was drowsy, tired and
wanted to go to sleep.As he is drowning, he hallucinates that he is in the tender arms
of his mother.He fell into oblivion : complete unconsciousness and he thought he was
dead “the curtain of life fell.”
 He was rescued. He lay beside the pool vomiting. He went back home weak, trembling
and emotionally hurt. He cried in his bed. He couldn’t eat. His fear haunted him.
 Effect of this misadventure was that it caused hydrophobia. The author was traumatised
by the events of his past which deeply affected his future. He never went back to the
pool. He feared water. He avoided every such situation that made him encounter with
water. He couldn’t fish anymore. He was unable to go canoeing, boating and swimming.
 Overcoming the fear :

The sense of overcoming a fear shows the ability of the author to face the difficulties in life
and be determined to achieve his goals.
 He got an instructor and learned to swim. He practiced 5 days a week for an hour each
day.
 He had a rope attached to his belt, which, with the help of a pulley pulled him back and
forth across the pool.
 ‘Icy horror’ and terror grasped him, but he tried to overcome it and face his fears. He
soon learnt to exhale in water and inhale when he came up the surface. Slowly he “shed
part of the panic”. He gradually relaxed and finally he could command his legs.
 Self Test : Conquering the fear :
 He went to Lake Wentworth in New Hampshire. He swam in the lake. He could perform
the crawl, breast stroke, side stroke and back stroke.
 When he reached the middle of the lake, he “saw nothing but bottomless water.”
The old sensation returned. But this time, he had the courage to face and laugh at
terror and move on. Later he was able to dive into the Warm Lake. He shouted with joy
“I had conquered my fear”
 The Experience :
 Roosevelt, to whom Douglas was an advisor and friend, said, “All we have to fear is
fear itself”.
 The author’s fear of death nearly got him killed . It is not death but the fear of death that
haunts. Douglas realises that fear is man’s worst enemy, that cripples and incapacitates
one. One must have the willpower to face it and never give up. If you overcome this
fear, then and only then you will realise the value of life over death. He understood that
the fear of death and the sensation of near dying intensifies the will to live.
 
1. Why did mother warn Douglas against River Yakima ?
2. Boyhood experiences and misadventure leave an indelible imprint on one’s mind. Explain with reference to
this chapter.
3. Why did Douglas’ father take the incident at California beach lightly when the child was buried in water?
4. How did the narrator struggle to come out of water?
5. Why did Douglas decide to engage an instructor? In what way did this decision help him ?
6. Describe the method adopted by the instructor to give a sense of security to the terror-stricken Douglas in
the pool ? Or
How did the instructor ‘built a swimmer’ out of Douglas ?
7. How did Douglas overcome his fear of water ?
8. What larger meaning does he draw from his experience of terror and his conquering of it ?

IV. THE RATTRAP

-Selma Lagerlof (1858 - 1940)
(Swedish Writer)
Theme : A belief that the essential goodness in a human being can be awakened through
understanding and love.
 THE RATTRAP PEDDLER :

-Sells small rattraps of wire. He gets the material for making these rattraps by begging in
stores.
-The only way by which he was able to survive was by begging and petty thievery.
-Appearance  clothes were ragged  cheeks were sunken  hunger gleamed in his
eyes
 long beard  dirty  had bunch of rattraps dangling on his chest
-He was a vagabond and led a sad and monotonous life.
 PESSIMISTIC ATTITUDE :
-He believed that the whole world was a big rattrap. It only existed to set baits for people.
The riches and joys, food and shelter, heat and clothing that it offered was nothing but a
bait (cheese and pork). As soon as anyone was tempted and touched that bail, it would trap
him and everything would come up to an end. It drags a poor fellow into trouble.
It captures him in a dangerous snare.
 The pedlar moved from one place to another just to find warmth and shelter.
 THIS STAY AT THE OLD MAN’S HOUSE :

Old man:
 Was without a wife or child
 Was happy to get someone to talk to in his loneliness and therefore welcomed the
pedlar to stay at his place.
 Gave him(the peddler) supper (porridge) and tobacco roll. He played cards with the
peddler till midnight.
 He (the old man) had been a crofter at the Ramsjö Ironworks.
 Now that he couldn’t do day labour, he was supported by his cow.
 The cow provided milk for the creamery every day.
 Last month he had received 30 Kronors in payment which he kept in a leather pouch
that he hung on a nail near the window.
The next morning, the old man/crofter left in a hurry to milk the cow. At that time,
the peddler steals the 30 Kronors from the pouch and goes away.
 So as not to get caught, he avoids the highway and goes into the woods. In the woods
he is unable to find his way out. He feels guilty. He thinks he is being punished for
stealing those 30 Kronors.
 He finds the Ramsjö Ironworks. The furnace there was waiting for pig iron.
The mastersmith and the helper were working there. In order to find some warmth and
shelter, the Peddler enters the forge.
 The iron master mistakes him for Nils Olof aka Captain Von Stahl, his old acquaintance
from the regiment.
 The ironmaster invites him home to spend the Christmas with him and his daughter.
The peddler refuses the invite :
(a) Because they might realise their mistake that he was not Nils Olof
(b) He has guilt that they might recognize him as a thief. “He thought of the 30 kronor”
Since the refusal was persistent, the iron master leaves. Instead, he sends his daughter to
persuade him.
 ELDA WILLMANSON :
 Has Better “powers of persuasion”
 Entered with a valet Carries a big fur coat, for this peddler. She is kind and
thoughtful.
 She was not pretty at all, but was modest and shy Compassionate
 The peddler was sleeping with one eye open. He was shocked, as he jumped abruptly.
He looked quite frightened.
This implies, that the rattrap peddler was always conscious and on guard. He lived a life of
insecurity and the fear of getting caught.
Therefore later when he stays at the iron master’s place, he sleeps the whole day and wakes
up only for meals. He had not slept that peacefully, in comfort and security for many years.
 On witnessing such an abrupt reaction, Edla infers that :

 Either he has stolen something or else  He has escaped from jail.
This shows the insight that Edla has. She is rational, practical and intelligent. She has
a certain perceptiveness that enables her to understand human sentiments, actions
and reactions.
Thus sensing the peddler’s discomfort on the invitation, she adds that, he can leave
“just as freely” like when he came in.
 Her friendly, comforting and understanding nature builds in confidence and trust by the
peddler upon her.
 The peddler has “evil forebodings’  He feels he will get caught in the rattrap again.
 He washes up and wears clean cloths lend by the ironmaster. The ironmaster now could not
mistake him with his old acquaintance. He realizes, he had made on error of identification.
He blames the peddler of dissimulation (deception).
 In retaliation, the peddler justifies that he had refused the invitation but was insisted upon
to come. He was just a poor trader who wanted to spend the December night in the forge.
He says that the whole world is a rattrap. Before, the Ironmaster had promised to give him
food and shelter. But now, he will just hand him over to the sheriff.
 Since its Christmas Eve, Mr. Ironmaster decides not to call the sheriff, but asks him to leave.
 Edla shuts the door and, asks the peddler to stay and spend Christmas at their place.
Reason :
(i) She was happy and felt home like and Christmassy, as she had got an opportunity to make
things for the poor hungry wretch. She could not get away with that idea.
(ii) She argues that “He walks and walks” for the whole year. There is not a single place in the
whole country where he is welcome and can feel at home. Wherever he turns, he is chased
away. He is afraid of being arrested and crossed examined. “She says she would like him to
enjoy a day of peace with them, just at least this one day in the whole year.
(iii) It all had been a mistake, misunderstanding. One ought not chase away a human being to
whom one has asked to come over and promised a Christmas cheer.
-Edla is kind, gentle, comforting, and hopeful to bring about change. She is a rational and a
generous person.
 He spends the Christmas Eve sleeping the whole day.
(1) He had found comfort
(2) He never had a resting place before
(3) He never had the peace of mind because he was constantly in fear of being caught.
 Edla tells him that her father wants him to keep that suit for himself as a Christmas present.
She assures him that at their home, he will find peace and no evil will befall him.
 On the Christmas day, Edla and her father leave early morning for the Christmas services. At
the church she heard that an old man had been robbed. She feels sad and dejected and they
hurriedly return home.

 The valet informs them that the stranger had left. He had not taken anything at all. In fact,
he had left behind a little package for Miss Willmanson.
 The package contained a letter and a Christmas present. It was a rattrap, with three wrinkled
ten kronor notes inside it.
 In the letter he thanks her for being nice towards him and treating him like a real captain. He
doesn’t want her to be embarrassed by a thief on Christmas, and therefore asks her to return
these 30 kronors to the old man.
 The rattrap is a present “from a rat who would have been caught in this world’s rattrap if he
had not been raised” to the level of a captain. She gave him the power to “clear” (redeem
and reform) himself. Since she raised him to the dignified level of captain, he wants to return
this kindness by not being a thief and sell rattraps but instead try to establish a dignified
life. He has got the opportunity and reason to change himself and be a better man. He
believes in what he says and seals his promise to her by singing off as Captain Von Stahle.

Note : This story has an element of fantasy and fairy tale pattern. It starts with “Once upon a time”
and concludes in a sudden and magical transformation of a man’s personality from a beggar
and thief to a captain.

1. Why was the peddler amused by the idea of the world being a rattrap ?
2. Did the peddler expect the kind of hospitality that the received from the crofter ?
3. Why did the ironmaster speak kindly to the peddler and invite him home ?
4. Why did the peddler decline ironmaster’s invitation ?
5. When did the ironmaster realize his mistake of confusing the peddler’s identity with the captain ?
6. Why did Edla still entertain the peddler even after she knew the truth about him ?
7. How does the peddler interpret the acts of kindness and hospitality shown by the crofter, the ironmaster
and his daughter ?
8. How does the metaphor of the rattrap serve to highlight the human predicament ?
9. The story “The Rattrap” focuses on human loneliness and the need to bond with others. Comment.
10. What made the peddler think that he had indeed fallen into a rattrap ?

V. INDIGO
-Louis Fischer (1896 – 1970)
 Volunteer at the British Army (between 1918 to 1920)
 Journalist. Wrote for The New York Times. Thiss chapter is an excerpt from
his book: The Life of Mahatma Gandhi
 Theme : The chapter higlights leadership shown by Mahatma Gandhi to secure justice for
oppressed people through convincing argumentation and negotiation. Champaran episode
is considered to be the beginning of struggle for inependence as Gandhi’s method of
ahimsa i.e. non-voilence proved to be fruitful and effective and got support from thouands
of people. Gandhiji felt that freedom from fear and oppression was much more needed by
the peasants than compensation or legal justice.
 Title : The title focuses attention on the central issue of the chapter, the exploitation of the
indigo sharecropper peasants by the hands of the ruthless british planters. It is also
suggestive of the work done by Gandhi to improve the economic, political, cultural and
social ife of the sharecroppers.
 Year: 1942: Gandhi at his ashram in Sevagram, reciting the incident of 1917 to the narrator
when he urged the departure of the British.
 December 1916: Gandhi had gone to the annual convention of the Indian National Congress
in Lucknow.
Rajkumar Shulka a peasant (farmer) from Champaran, came up to Gandhi and requested him
to visit his district.
 Rajkumar looked poor and emaciated (thin from illness or starvation)
Gandhi had never heard of Champaran. It was at the foot hills of the Himalayas, near the
kingdom of Nepal.
 The peasants at Champaran were sharecroppers.
Sharecropper : is a tenant farmer (one who borrows land to grow crops) who give a part of
each crop grown as rent to the landlord.
Rajkumar Shukla had come to Gandhi to complain about the injustice of the landlord system in
Bihar.
 Gandhi told Shukla that he had appointments to go to other parts of India. Shukla
accompanied him everywhere. After returning to Ahemdabad, and impressed by the peasant’s
determination (tenacity), Gandhi agrees. He tells Shukla, that he has to go to Calcutta and
Shukla can take him to Champaran from there.

 They boarded a train for the city of Patna in Bihar. Shukla leads Gandhi to the house of a
lawyer, Rajendra Prasad (who later became President of Congress Party and of India).
 Incident at the house of Rajendra Prasad : Untouchables.

 Rajendra Prasad was out of town.
 The servant knew Shukla was a poor peasant who was pestering their master to help
indigo sharecroppers.
 The servants thought Gandhi to be a peasant as well. This was because of Gandhi’s
simplicity. He was frail and dressed in a peasant’s attire.
 They thought that since Gandhi was with Shukla, he was also an untouchable.
Thus they did not permit Gandhi to draw water from the well. They feared that if some
drops of water fell into the well from his bucket, then the entire well will become
polluted.
Gandhi was very meticulous. To attain complete information about the condition of peasants
of Champaran, he decieded to go to Muzzafarpur and sent a telegram to his associates.
 Gandhi stayed in Professor Malkani’s home for 2 days. Prof. Malkani was a teacher in
a government school. It was an ‘extraordinary’ thing to give shelter to a man who is a
revolutionist, working against the British.
 Gandhi chided (scolded) the lawyers of Muzzafarpur for collecting big fee from the
sharecroppers.
The peasants were so crushed and fear stricken that law courts were useless for them.
They were afraid of the British. Gandhi felt that the real relief for them is to be free from
fear. Hence, they must unite together and stand up for their rights.
 Condition of the Peasants : Problems faced

 Most of the arable land (land fit for cultivation) in the Champaran district was divided
into large estates and owned by Englishmen and worked by Indian tenants
 The chief commercial crop was indigo (a plant from which dye can be extracted)
 The landlords compelled all the tenants to plant 15% of their holdings (the land) with
Indigo and surrender the whole Indigo harvest as rent.
 This was done by a long term contract so that the British can have the peasants under
their control.

 Germany had developed synthetic indigo. Now, synthetic indigo would be imported
and natural indigo need not be cultivated anymore. Artificial indigo was less expensive
and more affective, thus its demand would increase.
 The illiterate peasants were cheated by the British. They released an agreement, where
they asked the sharecroppers to pay them a compensation, for being released from the
15% arrangement.
The peasants who were so troubled by the arrangement signed the agreement.
 Later the peasants got the information about synthetic indigo. They felt cheated,
and demanded their money back.
 Those peasants who had resisted to sign the agreement were forced to sign by being
threatened by thugs hired by the landlords.
 Gandhi reached Champaran, and visited the secretary of the British landlord’s association.
The secretary refused to give any information to an outsider. Gandhi answered, that he was
not an outsider.
 The British tried their best to keep Gandhi out, since they knew he was a lawyer.
 Gandhi went to the British official commissioner of Tirhut division. He was threatened to be
bullied and advised to leave Tirhut.
 Gandhi did not leave. He proceeded to Motihari, where he received an official notice to quit
Champaran immediately. He signed the receipt of the notice and wrote on it that he would
disobey the order. He received a summon to appear in the court the next day.
 In the morning, the town was filled with peasants in thousands. A huge mob was in front of
the court house to support Gandhi. This showed the unity of the peasants. This was the
beginning of liberation (freedom) from the fear of the British. This acted as a message to the
British that Indians will unite together and challenge the authority.
 The government was baffled. Prosecutor requested the judge to postpone the trial.
Gandhi protested against the delay. The magistrate announced a two hour recess and asked
Gandhi to furnish bail for those 120 minutes, Gandhi refused. The judge released him without
bail. When court reconvened Gandhi read a statement pleading guilty. He said that he was
in a “conflict of duties” :
(1) On one hand he did not want to set a bed example as a law breaker. On the other hand,
he had to render “humanitarian and national service”
(2) He disregarded the order to leave not due to disrespect towards lawful authority but
because he had to obey the higher law of being i.e. “the voice of conscience”.
 The lawyers supported Gandhi. They thought that Gandhi who was a total stranger was
prepared to go to prison for the sake of the peasants.

If they, being the residents of the adjoining districts did not help the peasants, it would be
“shameful desertion” (abandoning).
 Thus Gandhi and the lawyers made a voluntary surrender, and accepted court arrest.
 Few days later, Gandhi was notified that the Lieutenant Governor has ordered the case to be
dropped. Civil disobedience had triumphed the 1st time in modern India.
 Gandhi and the lawyers conducted inquiry of the grievances of the farmers. Documents
were collected.
Gandhi had 4 interviews with Lieutenant Governor. As a result, the Governor appointed an
official commission of inquiry into indigo sharecropper’s situation. The commission consisted
of landlords, government officials, and Gandhi as the sole representative of the peasants.
 The official inquiry produced prominent evidence against the British. The British accepted
that they had illegally and deceitfully extracted money from the sharecroppers.
They asked Gandhi how much should they pay in return. Gandhi asked for 50%, but was
offered only 25%. But still he willingly accepted the 25%.
 Gandhi later explained, the amount of refund was not as important as the fact that the
landlords obliged to surrender a part of the money along with their prestige.
Money was not the cause of the fight. The aim was that the British should accept that they
were wrong. It was the loss of the prestige of the British that was more important.
 The peasants realized that they had rights and defenders to fight for their cause. They do
not have to follow or be afraid of the British.
They gained ‘courage’
 In few years, British planters abandoned the estates. It was given back to the peasants.
Indigo share cropping disappeared.
 SOCIAL MODIFICATIONS :
 Gandhi saw cultural and social backwardness in Champaran villages. He wanted to do
something about it.
(1) He appealed for teachers. Primary schools were opened in 6 villages.
(2) Kasturbai (Mrs. Gandhi) taught ashram rules on personal cleanliness and
community sanitation.
(3) Health conditions were miserable. Gandhi got a doctor to volunteer his services
for 6 months. 3 medicines were available:
(a) Castor oil : for anybody who had a coated tongue
(b) Quinine : for anybody who had malaria fever
(c) Sulphur Ointment : for anybody who had skin infections.

 The Champaran episode was very significant and a turning point in Gandhi’s life. What he
did was ordinary but he declared that “The British could not order me about in my own
country”
 Gandhi propogated and moulded a new free Indian who could stand on his feet and make
India free.
 Gandhi taught self reliance. When the cause is just, you must rely upon yourselves and win
the battle.
 Champaran did not begin as an act of defiance, it grew out of an attempt to alleviate the
distress of large number of poor peasants
 Self-reliance, Indian Independence and help to share croppers were all bound together.

1. Why could Gandhiji not accompany Shukla to Champaran immediately ? List the place that he visited
between the first meeting with Shukla and his arrival at Champaran.
2. What did the peasants pay the British landlors as rent ? What did the British planters now want instead
and why ? What would be the impact of synthetic indigo on the prices of natural indigo ?
Or
Why did the British landlords obtain agreements from the peasants to pay them compensation for being
released form 15% arrangement ?
3. Why did Gandhi agree to a settlement of 25% refund to the farmers ?
4. Why do you think Gandhiji considered the Champaran episode to be a turning-point in his life ?
5. Why did Gandhiji visit Muzzafarpur on his way to Champaran ? Who received him there ?
6. Give a brief account of what happened at Motihari.
7. Why did Gandhiji stay on in Champaran even after the sharecropper’s problem was solved ?
8. Why did Gandhiji oppose the idea of requesting the English pacifist, Charles Freer Andrews to stay on in
Champaran ?
9. What was the dispute between the landlords and the Champaran peasants ? What role did Gandhiji play
in resolving the dispute successfully ?
Or
Describe the exploitation of the indigo sharecroppers by english landlords in champaran. Did Gandhjii help
them to get an honourable settlement ?
10. What did Gandhiji do to remove the cultural and social backwardness in the Champaran village ?
11. Why and when did Gandhiji declare the battle of Champaran is won ?

VI. GOING PLACES

-A. R. BARTON
Theme : Daydreaming, Larger than life fantasies, Idolising and hero worshipping,
Relationship with friends and family.
 Both Sophie and Jansie are classmates , however unlike Sophie , Jansie’s feet are firmly
rooted to the ground. She is pragmatic and realisic. She also advises Sophie to be sensible.
However, Sophie is a romantic , a dreamer and an escapist who is totally blind to the harsh
realities of life. The two also differ in thinking and temprament. Sophie is lost in her own
dreams and shares her imaginations only with her brother Geoff, while Jansie is nosy and
can spread other people’s secrets in the entire neighbourhood.
 Sophie lives under the illusion that her desires can come true. Jansie constantly reminds her
that to achieve something it needs effort and one has to struggle and go through hard
circumstances to achieve our goals. She has practical desires and achievable goals.
Sophie has extraordinary aspirations, which she may never be able to achieve.
 Sophie’s fantasy is to own a boutique.
Jansie reminds her that one has to have money to open a boutique.
 Sophie says she’ll find money. Till the time she does, she’ll be satisfied with the post of a
manager.
Jansie tells her that it takes lot of time to possess that much money; and nobody will make
her (Sophie) a manager “straight off” (that easily). Jansie knows that they both will end up
working in the biscuit factory. That is their destiny.
 Sophie fantasy undergoes a sudden flux. She aspires of being an actress or a fashion
designer if she isn’t able to own a boutique. She feels goals are easily attainable and
opportunities are abundant.
 The social-economic condition of Sophie is low. We understand this when Jansie says, “If
you ever come into money you’ll buy us a blessed decent house to live in” (instead of
Sophie’s plan of buying a boutique). Their house consisted of small rooms and windows.
 GEOFF :
-Sophie’s elder brother who is 3 years out of school.
-He worked as an apprentice mechanic. The job made him travel to the far end of the city
each day.
-He is a private person and barely speaks to anyone. Sophie was jealous of his silence.

 For Sophie, her brother was a mystery and a source of fascination. Since he wouldn’t share
anything with the family, what he did was an elusive secret for Sophie.
Sophie imagined him having an adventurous life. He would be “out there in the world in
these places she had never been”, like outlying districts of city, or places beyond in the
surrounding country.
 She though he had met interesting, exotic people, whom he never spoke about.Sophie
wanted to be a part of this adventure and mystery. She wanted to attain her brother’s
affections so that he would take her with him someday.
 She romanticises his life, she idealises him. For her, Geoff symbolises freedom,
and a glamorous world to which she hopes to gain access someday.
 Sophie is young and immature but Geoff is mature enough to understand the limitations and
liabilities of his family. Both share a common tait, which is, fascination for the Irish prodigy
Danny Casey, but differ in their thinking. Geoff admires his game and wishes him to be a
good footballer while Sophie has romantic fascination for him.
 Sophie’s fantasy :
(1) She sees herself riding behind Geoff in his motorcycle. He wore a new shining black
leather jacket and she wore a yellow dress with a cape that flew out behind. She
imagined the sound of applause and the world rising up to greet them.
(2) So as to share a secret with her brother and become a part of his world, she creates the
dreamy incident of meeting Danny Casey.
-She imagines herself standing outside Royce’s window, looking at the clothes. Someone
comes through the arcade and stands beside her. She asks if he was Danny Casey. He
shyly replies in affirmative.
-They both realise they don’t have pen and paper, and so he asks for to meet him next
week so that he could give her the autograph.
-She is completely smitten by his shimmering green gazelle like eyes, his innocence,
his shy smile and soft melodious voice.
-Goeff is a huge admirer of the Irish footballer Danny Casey. Using this idea Sophie
think she is sure to capture Goeff’s attention. It is meant to be something special just
between them. She is scared; her father might scold her for making up stories. She
knows that even Jansie might recognize this as just an imagination.

-But Sophie, tries to live her life in these imaginations. She think that this fantasy is a
reality. She sits on the wooden bench near the canal and waits. She imagines he will
come. But as the time passes, “She begins balancing against this idea that he is not
coming.
 She stands there alone in the arcade, hoping if this had been true. But the reality is that
she along with her father and brother are far away watching the football game and
Danny Casey’s expertise. This is parallel to her dream which is far away from possibility.


1. Why did Sophie wriggle when Geoff told her father that she had met Danny Casey ?
2. How does Sophie include her borther Geoff in her fantasy of her future ?
3. Which was the only occasion when sophie got to see Danny Casey in person ?
4. How would you describe the character and temperament of Sophie’s father ?
5. How did Sophie’ family react when she announced that if she ever had money she would buy a boutique?
6. What does Sophie mean when she says ‘words had to be prized out of him like stones out of the ground’?
7. What did Sophie tell Geoff about her meeting with Danny Casey ? Why ?
8. What does Sophie mean when she says, ‘this was a Geoff thing not a Jansie thing’ ?
9. “Sophie’s dreams and disappointments are all in her mind.” Discuss.
Or
The story “Going Places” draws a beautiful contrast between ‘fact’ and ‘fiction’. Comment.
Or
‘Fantasising and hero-worship are essentially a part of the teenage.’ Comment on the basis of the story
“Going places”.
10. Sophie and Janise were class-mates and friends. What were the differences between them that show up in
the story ?
11. What socio-economic background did Sophie belong to ? What are the indicators of her family’s financial
status ?

[b] POETRY
I. MY MOTHER AT SIXTY SIX
By Kamala Das (1934 - 2009)

(pseudonym : Madhavikutty)
Kamala Das was a Malayam author from Kerala. She is known for her short stories,
autobiography and poems. Her English works include : (i) Novel : Alphabet of Lust
(ii) Collection of short stories : Padmavati the Harlot and Other Stories
“My Mother at Sixty Six”

This poem highlights the anguish felt by the poet on seeing her aging mother. The poet captures
the complex subtleties of human relationships in a lyrical medium. Parents form the epicentre of
a child’s life . The poet here throws light on the umbilical bond between a mother and child which
is intense and immortal. We also get to understand that aging is a natural process as we are mere
mortals.
 The poet is going back home from her parent’s place. She is on her way to the airport. Her
mother is sitting next to her.
 Use of similes to show the contrast.
Mother: “doze, open mouthed” : sleeping
“face ashen like that of a corpse” : similie : This is to denote that the mother’s face
was pale and lifeless almost like that of corpse.
“wan, pale” : colourless
“as a late winter’s moon” : similie : Just like a late winter’s moon lacks its warmth
and brightness , the mothers face lacks strenghth as she was sleeping in the car motionless.
‘winter’  symbolises old age, cold, dull
moon  symbolises silence, pale, solitude and death.
Contrast with
“Tree sprinting”  Literally : The trees appear to be in motion because of the movement of
the car. This is an example of personifcation.
 Sprinting indicates passage of time
 To spirnt : means to run with full speed. This indicates energy and
activity.

“Merry children spilling” : Symbolises youth, vitality, energy, happiness, vivacity of life.
This is an example of a metaphor.
Here the poet is making a contrast between her mother, and the world she sees outside. She
realises the stark difference between the two. Her mother is sleepy, old, dull, pale and
inactive whereas the trees and the children outside represent freshness, youth,verve, vitality,
life, colour, energy and happiness.
 “Realised with pain”, “old familiar ache” and “my childhood fear” indicates the fear and
pain she had since childhood about the thought of her mother’s death. She realises that her
mother is old now and will die soon. She recollects her old childhood thoughts and emotions
when she looks at her mother, but she soon tries to distract herself, “put that thought
away”, by looking outside the car window.
 Yet when she leaves her mother to go back home, she says : “see you soon” : an optimistic
thinking. The possibility that when she visits them next time, her mother would be still alive.
 “All I did was smile” : Smile is used as a means to hide her pain. It is an optimistic reassurance
to her mother. Smile gives a feeling of warmth and a certainty to the other individual that
all will be good.
 The poem is in a single sentence, punctuated with commas. It is a stream of continuous
thoughts interspersed (inserted here and there) with observations of the real world around
and the way these are connected to the main idea.
 The peom ends in ‘. . . . .’ these are ellipses. They indicate continuity. This again reinstates
the poet’s hope that she will see her mother soon.

STANZA - I :
Driving from my parent’s home to Cochin last Friday morning, I saw my mother, beside me, doze, open mouthed,
her face ashen like that of a corpse and realised with pain that she thought away . . . .
(a) Where was the poet coming from? Where was she going?
The poet had gone to her parent’s home to visit them. She was now going to Cochin from where she had to
board an aeroplane for her journey back home.
(b) Where was the poet’s mother ?

The poet’s mother was sitting beside her in the car. She was travelling with the poet to Cochin to see her
off at the airport.

(c) How poet the poet describe her mother ?

The poet described her mother as old and pale. As she dozed off beside her, the mother looked almost like a
corpse, for her face was colourless and seemed to have lost the fervour of life.
(d) Who does ‘she’ refer to in the last line ?

‘She’ here refers to the poet’s mother.
STANZA - II :
. . . . and looked but soon put that thought away, and looked out at young trees sprinting, the merry children spilling
out of their homes . . . . .
(a) What was the poet ‘looking’ at ? What did she notice ?
The poet was looking at her mother. She noticed the mother’s ashen and almost lifeless face distraught with
pain.
(b) What thought did she try to drive away ?

The poet must have been moved to tears to see her aged mother. A fear of separation from her mother and
a sense of guilt for having neglected her must have crossed the poet’s mind but the compulsions of her own
life made her drive that thought away form her mind.
(c) Why did the poet start ‘looking out’ ? What does her gesture suggest ?
The poet started looking out of the window because she wanted to drive away the pain and agony she
experienced on seeing her aged mother. She wanted to drive away her helplessness in the wake of her
mother’s ageing and approaching death.
(d) What did the poet see from the window of the car ?
The poet saw young trees running past her car and merry children sprinting out of their homes to play.
(e) What do the images of ‘young trees’ and ‘merry children’ symbolise ?
Trees and children symbolise the spring of life, its strength, vigour and happiness which contrasts with the
lifelessness and helplessness that sets in with age.
STANZA - III :
. . . . .but after the airport’s security check, standing a few yards away, I looked again at her, wan, pale as a late
winter’s moon . . . . .
(a) Where was the poet standing ?
The poet was at the Cochin airport waiting to board the plane after the security check.
(b) Who does ‘her’ refer to here ? How did she look like ?
‘Her’ here refers to the poet’s mother. She was an aged lady and hence looked pale and colourless.

(c) Why does the narrator ‘look at her again’ ?

The narrator looked at her mother once again for the last time before she left to reassure herself about the
well being of her mother. She had tried to drive away the pain she had felt on seeing her weak and aged
mother. One last time she looked at her to wish her goodbye.
(d) Explain : “wan, pale as a late winter’s moon.”

In this simile, the poet compares the mother’s pale and withered face with the winter’s moon. The moon
seems to lose its brightness in the winter season as it is veiled behind fog and mist. The mother’s face also
seemed to have losts its radiance which was now misted by age. Winter symbolises death and the waning
moon symbolises decay.
STANZA - IV :
. . . . .and felt that old familiar ache, my childhood’s fear, but all I said was, see you soon, Amma, all I did was
smile and smile and smile . . . . .
(a) What ‘familiar ache’ did the poet feel ?
The ‘familiar ache’refers to the poet’s fear of being separated from her mother as a child which surfaces
again when the poet sees her mother’s pale face and realizes that she might die any time soon.
(b) What could have been the poet’s childhood fears’ ?

I think the poet’s childhood fear was that she would lose her mother or be separated from her and that death
would consume her mother.
(c) Did the poet share her thoughts with her mother ?
The poet did not share her fears and agony with her mother. She only bid a formal adieu to her with the hope
of seeing her soon. Although she is afraid of losing her mother she only smiles and reassures her that they
will meet again. Her expressions and words belie her true feelings.
(d) Why do you think, the poet did not share her thoughts with her mother ?
I think the poet did not share her thoughts with her mother because they were caused by her fear of the
unknown. Sharing them with the mother would have worried the frail old woman to death.
(e) Why did the poet only ‘smile’ ?

The poet only smiled to hide her guilt, anxiety and fear of the unknown. Also, she wanted to bid a cheerful
farewell to her mother before boarding the flight.

II. AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM
-Stephen Spender (1909 - 1995)

th
20 Century English poet and essayist
His works include : Poems of Dedication, The Edge of Being,
The Creative Element, The Struggle of the Modern
Autobiography : World Within
“An Elementary School Classroom in a Slum”

Theme : This poem concentrates on the theme of social injustice, discrepancy in economic
conditions and class inequalities. The poor children are like captives caught in the shackles of
poverty, captives in the world of darkness and hopelessness. The poem highlights the plight of
slum children by using vivid imagery and apt words to paint a picture of a classroom in slums,
through this it touches in subtle manner the theme of social injustice. The poet Stephen Spendor
expresses his outrage at the insensitive attitude of the rich and the privileged.
Stanza 1 : Physical description of slum children :

1. “Far far from”(alliteration) has been used to indicate both distance and difference. In contrast
to vibrant, full of energy and enthusiastic gusty (strong) waves; the faces of children are
dull, lifeless and lack energy.
2. “Like rootless weeds” ( similie). Roots give security and foundation whereas rootless
suggests insecurity and weeds suggest unwantedness by the society.
“Hair torn round” - unkempt, not proper, messy hair ,“Pallor” - pale
3. “Weighed down”  weighed down by poverty, unhappiness or by responsibilities
4. “Paper seeming boy” (metaphor). The boy is thin and weak, his eyes show vulnerability
and insecurity.
5. “Unlucky”  unlucky boy with weak bones. He has inherited (‘heir’) the disease from his
father.
6. The word “dim” has twin interpretations, one is that the classroom is poorly lit and ill
ventilated, another one is that the children are dull due to lack of proper education and
nourishment.
7. He would rather be in the lap of nature than be inside this classroom.
Explanation : These children are miles away from the rich world outside. The class comprises of
some students whose actually being has been given vent to by the poet. There is this tall girl,
who appears depressed due to the burden of poverty; malnourished boy whose eyes are bulging
like that of a rat on account of malnourishment and hunger.

This boy has inherited the twisted bones of his father; there was another boy in the class for
whom dreams seamed to be alive- dreams of an outside world beckoning him. The sight of
squirrels playing games in the hollow of the tree appear more interesting rather than his dreary
and repulsive classroom.
Stanza 2 :
8. Shakespeare indicates erudition; dawn sky and valley indicates beauty of nature; domes
indicate civilization and progress and a world map symbolizes the world that there for them
conquer. Another picture depicts the azure blue sky, the nature in its pristine glory, bells,
domes and the beautiful Tyrolese valley in Austria.
9. Everything seems ironic as the world shown in pictures is not where hopeless and miserable
slum children belong. For these children, their world is confined to what they see from the
windows,dirty and dull, uncertain and unclear; mainly because their world of squalor is a
totally antithesis to otherwise open world. Their life is confined in narrow streets of slum,
sealed by the lead sky where the sunlight does not reach. It is a far cry from rivers and capes
that indicate adventure and from stars and words that can empower their future.
Stanza 3 :
10. Shakespeare is referred to as ‘wicked’ for he symbolizes excellence in literature which is

doing no good to people whose education is a far cry from what he represents. The “ world
map is a bad example” as it shows something that is out of their reach.
11. The “ship” and “sun” represent the freedom, adventure and right to explore that the children
desire deeply, but they are deprived and denied of it. In their desperation, there lies a
probabilty that these children might resort to antisocial activities to achieve their dreams.
12. Here the poet again tries to describe the derelict environment that these children of the
slums are forced to live a hard existence in “cramped holes.” “From fog to endless night
“ refers to the fact that their lives are enveloped in dullness, sorrow and hopelessness;
they dream for a better future, adventure and love.
13. They are famished, resulting in their “skins peeped through by bones.” The “spectacles of
steel with mended glass” describes the distorted world view of these juvenile slum-dwellers
shaped by the hardship and adversity they face. “Bottle bits of stones” invokes that
children are crushed by the stone-hearted society, similar to how glass bottle breaks in bits
when crushed against stone.

14. “Blot their maps” here the tone of the poet is bitter ; Here the poet is asking the world not to
tempt these children with its glamour for it might lead them astray. There life at present is
limited to these slums filled with dirt. “As big as doom” is a similie that refers to the colossal
nature of the slum.
Stanza 4 :
15. He pleads to all the people : The governor, inspector, visitors to be altruistic and care for the
needs of the children.“Unless” indicates the alternative pathway, displaying a change in
the tone of the poet from pessimistic to optimistic.
16. Instead of blaming the maps, he is now using them as metaphor, that can become their
windows of life and the children can see the god’s creation with their own eyes.
17. The underground grave(catacomb) is a metaphor for their slum existence which is out of
sight and out of mind of the city, similar to how catacombs are invisible to the outside
world.Their houses look like insides of a grave where they have been trapped and cannot
come out without external help.
18. The author proclaims “Let them experience ,observe and feel happy about the green fields.
The blue sky and the golden sands. Give them the privilege to read the books they like.
Propagate their wish, will and interests.” Green fields and azure (blue) sky indicate freedom
to live; golden sands stand for prosperity, white leaves symbolize the pages of the books
and green leaves represent nature.
19. Let them write their own history. Let them speak the language they know the best,
the language of nature (‘sun’). “History their’s” - People who are benevolent who have the
conviction to do something for the have-nots or lower echelons of society are those who.
They must be given opportunities to explore the world and find their place in the sun and be
counted as individuals.
He appeals to the people to let them find out what they are good at. Let them move towards
the outside world and explore it so that they can establish themselves and create their own
identity.



STANZA - I :
Far far from gusty waves these children’s faces. Like rootless weeds, the hair torn round their pallor: The tall
girl with her weighed-down head. The paper seeming boy, with rat’s eyes. . . . . .
(a) Which children are referred to here ? What is peculiar about their faces ?
The children of the slums are referred to here. The pale faces are deprived of the cheerfulness and
enthusiasm which mark the childhood days. Instead of bubbling with life they seem to be worn out and
exhausted with the burden of poverty.
(b) What does the expression ‘Far far from gusty waves’ signify ?
The expression signifies that instead of enjoying their childhood in the lap of nature and frisking free in the
open grounds or beaches, their childhood is confined to the dark and dingy walls of the slums.
(c) Explain : ‘Like rootless weeds.’

The expression is a simile. The comparison has been drawn with the weak-looking, under nourished faces of
the children. Their wornout faces are covered by their unkempt hair, scattered like rootless weeds.
Rootless suggests vulnerability to outside circumstances and lack of protection.
(d) How is the tall girl affected by her poverty ?

Or
Explain : ‘weighed-down head.’
The tall girl is burdened by the load of poverty and the trials and tribulations of life. She is so subdued and
suppressed that her body and her head have been bowed down with the burden of misfortunes.
(e) What is the comparison drawn with rat’s eyes ?

The poet compares the eyes of the boy to those of a rat because the poor, undernourished child is deprived
of the basic amenities of life. His eyes are bulging, inquisitive and timid like the eyes of a rat. He is always
on the look out for food and security.
STANZA - II :
. . . . . .The stunted, unlucky heir Of twisted bones, reciting a father’s gnarled disease, His lesson, from his desk.
At back of the dim class One unnoted, sweet and young. His eyes live in a dream, Of squirrel’s game, in tree
room, other than this. . . . . . .
(a) Who is being referred to in these lines ? Why is his growth stunted ?
A thin slum boy has been referred to here. His growth is stunted because of malnourishment which has
prevented him from blossoming fully.
(b) Why is ‘he’ referred to as ‘unlucky heir’?

He is the unfortunate heir to his parent’s povert, disease and despair. His body is deformed and his
bones are twisted.

(c) Explain : “reciting a father’s gnarled disease.”

“Gnarled disease” refers to the genetic deformity from which the boy suffers. This has resulted in him
having twisted and deformed bones. He suffers the same fate as his father from whom he has inherited this
disease and poverty which prevents the cure.
(d) Who sits at the back of the class, unnoticed ? How is he different ?
A sweet, tender looking pupil sits at the back of the dimly lit class. He is different from the others because
his eyes are gleaming with the dreams of his future.
(e) Explain : “His eyes live in a dream.”

Among the worn-out slum chldren there is one unsung hero who still dreams of a bright future for himself.
His eyes are lost in the world of his dreams and are not sad and morbid like the others.
(f) What is the comparison drawn with ‘squirrel’s game’ ?

Just as a squirrel frisks and frolics around in its tree house, likewise the eyes of the dreamer frisk and frolic
with hopes for the future.
STANZA - III :
. . . . . On sour cream walls, donations. Shakespeare’s head, Cloudless at dawn, civilized dome riding all cities.
Belled, flowery, Tyrolese valley. Open-handed map Awarding the world its world. . . . . .
(a) Explain : ‘On sour cream walls, donations.’

The expression suggests the poor and ill-equipped environment of the slum school. The sour cream walls of
the school, which were probably painted with the help of donations, further add to the pale and sad ambience
of the poem.
(b) What does “shakespeare’s head” suggest ?

The expression is ironically used. In an elementary classroom in a slum, where the value of education is
minimal, reference to Shakespeare, or good literature may raise hopes and aspirations which will never be
fulfilled. Also, probably there is a portrait of Shakespeare hanging on a wall.
(c) Why has the poet used images of ‘cloudless dawn’ and ‘civilized dome’ ?
These images stoically highlight the monotonous and dull life in an urban slum. The elementary school in a
slum is so squeezed and suppressed under the so called civilized high domes that the children are unaware
of the beauty of the sky at dawn. They are overridden by the concrete structures of the cities.
(d) Explain : ‘Belled, flowery, Tyrolese valley.’

The expression refers to natural beauty which the slum children are deprived of. They pass much of their
life raking in garbage and slag and never get to enjoy the beauty of mountains and flowery valleys.

(e) What does the reference to the ‘map’ imply ?

The map of the world in the classroom is symbolic of hopes and aspirations and it motivates the children
to explore the world beyond, the world which has been awarded to us by God with all its bounties. But the
world for these children comprises the filthy slum. Their hopes for a better world may just never be
fulfilled.
STANZA - IV :
. . . . . .And yet, for these Children, these windows, not this map, their world, Where all their future’s painted
with a fog, A narrow street sealed in with a lead sky Far far from rivers, capes and stars of words. . . . . .
(a) What comprises the world for these children ?
The world for these children is confined within the walls of their slum. They may get glimpses of the beautiful
world outside from the windows of these walls, but shall never be able to own this world.
(b) What future do these chilren have in store for themselves ?

The futures for these children is bleak and foggy. They may nurture hopes and aspirations of a better future,
but achieving these hopes is a vision, a dream for them.
(c) Where do these children spend their lives ?

The lives of these slum children are confined in the narrow streets of the slum where dirt and filth reign
supreme. These children lead a life of disease and despair within these narrow streets.
(d) What does ‘lead sky’ symbolise ?

‘Lead sky’ is black or dull grey sky, symbolic of hoplessness and despair. The clear, blue sky makes hopes
mount high, whereas a leaden sky, polluted with toxics and smog, is symbolic of the monotony of life of
the slum children.
(e) What bounties are these children deprived of ?

These children are deprived of all the bounties of nature. They spend their life confined in the filth and dirt
of the narrow streets of their slums. They never get an opportunity to bask in the glory of natural beauty
of the rivers, the snow-caped mountains and the stars.
STANZA - V :
. . . . . .Surely, Shakespeare is wicked, the map a bad example, With ships and sun and love tempting them to
steal For lives that slyly turn in their cramped holes From for to endless night? . . . . .
(a) Why is Shakespeare referred to as ‘wicked’ ?
‘Shakespeare’ is an epitome of high literary excellence but in the slum school where hardly any learning
takes place and where children are troubled by disease and despair, literary training is a far-cry.
(b) How is ‘map’ a bad example ?

A look at the map of the world makes one aware of the beautiful world provided to us by God. But the
world for these children is confined to the narrow streets of the slums. Map for them is a bad example
because it arouses in them hopes and aspirations which may never be fulfilled.

(c) What do ‘ships’, ‘sun’ and ‘love’ symbolise ?

The expressions are symbolic of the joy and brightness of life which these children are deprived of. In order
to reach out to the world beyond, these children are sometimes tempted to adopt wrong methods to get
their dreams fulfilled.
(d) Explain: “From fog to endless night.”

The expression describes the miserable and pathetic lives of the slum children. From foggy mornings till
late at nights these children make desperate attempts to live their life, sustaining it despite all odds.
Their lot is full of misery, hopelessness and suffering.
STANZA - VI :
. . . . . .On their slag heap, these children Wear skins peeped through by bones and spectacles of steel.
With mended glass, like bottle bits on stones. All of their time and space are foggy slum. So blot their maps
with slums as big as doom. . . . . .
(a) What does ‘slag heap’ refer to ?
‘Slag heap’ refers to a large pile of waste material that remains after metal has been removed from rock.
This dirt and garbage is the world for the slum children who spend their life raking in these ‘slag heaps’.
(b) Explain : ‘skins peeped through by bones.’

The expression refers to the weak and worn-out looks of the slum children. These children, being undernourished
look more like skeletons, their bones literally peeping out of their thin skin cover.
(c) What is the comparison drawn with ‘bottle bits on stones’ ?

The slum children are deprived of even the basic amenities of life. Their life is shattered and broken like bits
of bottle on a stone.
(d) What comprises the world for these children ?

The foggy slums comprise the world for these children. The slums are the only reality, the home for them
where they spend their life time.
(e) Why does the poet see slums ‘as big as doom’ ?
The foggy filthy slums which comprise the world for the slum children are living nightmares. Life there is
worse than death. These slums are stalking the world just like death stalks its victims anytime anywhere.
STANZA - VII :
. . . . . .Unless, governor, inspector, visitor, This map becomes their window and these windows That shut upon
their lives like catacombs . . . . . .
(a) What is the ambience of an elementary school in a slum ?
An elementary school in a slum is ill-equipped. It is poor in infrastructure. No real teaching or learning is
usually possible.

(b) What does the reference to the ‘governor, inspector and visitor’ imply ?
The elementary school in the slums exist merely for the namesake. They are poor in infrastructure with
hardly any teaching or administrative staff to take care of them. These schools spring into life only when
a governor, an inspector or a visitor comes to visit the school.
(c) How does the ‘map’ become their ‘window’ ?

The map is symbolic of the world beyond. But the slum children are unable to become a part of this
beautiful world and have their hopes and aspirations fulfilled.
(d) What does the word ‘windows’ symbolise ?

The word ‘windows’ is symbolic of the world beyond the slums. The slum children look expectantly at the
beautiful world be yond the confines of the slums, but these sights and glimpses are shut upon them as they
are deprived of opportunities and means.
(e) Explain : ‘shut upon their lives like catacombs.’

The slum children are denied the bounties of the world beyond their slums. Their lives are shut up in the
cemeteries of these slums where they slither and slog to make both ends meet.
STANZA - VIII :
. . . . . Break O break open till they break the town And show the children to green fields, and make their world.
Run azure on gold sands, and let their tongues Run naked into books the white and green leaves open History
theirs whose language is the sun. . . . . . .
(a) What hope does the poet see in these lines ?
The poet hopes that these children would one day break free from the chains of the slums. They will rise
above all atrocities and economic injustice and will create a beautiful world for themeselves.
(b) What kind of a world does the poet visualise for these children?
The poet visualises a world where these children will be free to bask in the freedom of the green fields and
frolic around on the sea beaches in a carefree manner. They would not be troubled by the injustice of life.
(c) What does ‘green fields’ and ‘gold sands’ symbolise ?

The expressions are symbolic of a carefree and happy life. It refers to a world where social and economic
injustice does not prevail and everyone enjoys the right to live a happy life.
(d) Explain : “let their tongues run naked into books.”

The poet strongly feels that the live of these children will be very miserable and unfulfilled unless they are
educated. Thus he wishes that these children be exposed to the world of books. They should be educated so
that they can break themselves free from the confines of the slums.
(e) What does the word ‘sun’ in the last line suggest ?
Sun is symbolic of the grace and light of God. Here it refers to the light of education. The poet strongly feels
that it is the educated alone who can transform the world.

III. KEEPING QUIET

– Pablo Neruda (pseudonym) (1904 – 1973)
 Real Name : Neftali Ricardo Reyes Basoalto

 Born in Chile
 Won Nobel Prize for Literature in 1971
“Keeping Quiet”
Theme : The poet talks about the necessity of quiet introspection and creating a feeling of
mutual understanding among human beings. Keeping still and counting upto twelve will allow
us to give ourselves a momentary pause to contemplate and view our course of action.We hear
our voice of conscience in moments of silence and human miseries are caused by man’s constant
rush, greed and hurry. The poet is worried about rash human activities which lead to voilence
and destruction. He advocates the virtues of silence which not only promote brotherhood but
also peace and tranquility. However stillness doesn’t mean death but means halting of hostile
and harmful activities. Poet uses nature as a living symbol to indicate that there can be life under
stillness.
 “keep still” and “not speak in any language”. The poet want us to suspend all harmful
activities, meditate and not speak in any language. He believes mankind has erected linguistic
barriers which instead of acting as a medium of communication are acting as a cause of
division.
 “count to twelve” is a request by the poet to enumerate till 12. The importance of the
number 12 is not lost on the poet as there are twelve hours on the face of clock as well as
rthe twelve months in an year.
 ‘It would be an exotic moment’ and “together in a sudden strangeness” : Here the poet is
refering to the peculiarity of the situation where everyone would surrender to the calmness
induced by the silence. Togetherness and bonding would lead to acceptance of others and
celebration of diversity.
 “without rush” : People are calm and they tend to forget the hectic life.“Without engines”
No sound of the engines but instead there is a soothing silence.
 ‘cold sea’ : Transferred epithet. The poet has transferred the cold hearted and merciless
character of fishermen who harm fishes and whales for a livelihood to the sea. Neruda is
asking them to stop this hunt. Neruda is expressing his apprehension towards the destruction
of the oceans and its dwellers caused by man’s cruel activities.

 “man gathering salt would look at his hurt hands” - The poet is advocating an immediate
discontinuation of all self destructive activities. He is asking man to stop indulging in
actions which cause harm to his own body in exchange for a profit.
(i) ‘Green wars’ : Environmental warfare
(ii) ‘Wars with gas’ : Chemical and Biological warfare
(iii) ‘Wars with fire’ : Conventional warfare with arms and weapons and ballistics as well as
non conventional warfare such as nuclear weapons.
 “Victory with no survivors” : The war might be won , but it will be futile because there will
be innumerable human casualties.The poet is chastising those who participate in this war.
He wants them to repent so that their want their minds and souls to be cleansed. He realizes
that the war was unnecessary. The poet believes that by ‘doing nothing’ and ‘walking with
their brothers’ they will amend their relations and be peaceful.
 When the poet say suspend all activities, it doesn’t mean “total inactivity” that is total
indifference and ignorance. He wants no association with death. By ‘stillness’ he does not
mean physical and spiritual death i.e. to show indifference to what is happening or to be a
non-believer of god.
 ‘Single minded’ : We are so preoccupied with our lives. We work like machines instead of
living each moment of our lives. Instead of this, if we stop, “do nothing”, and introspect
ourselves, the ‘huge silence’ of self realization ‘will interrupt’, that is, alleviate the sadness.
‘Sadness’ : of not understanding ourselves and the world around; threatening ourselves of
self destruction and death. Sadness can be removed by avoiding constant mindless activity.
In the poet’s opinion, silence is productive and leads to something good.
 “Earth” : The earth is calm and soothing. It is symbolic of preservation, resurrection and
rejuvenation. In winter the trees appear leafless and dead but as soon as spring arrives they
become alive again. Similarly even if things appear to be dormant but can actually be
constantly active.
 The poet states that we must try to understand what life means in terms of activities,
that is, which actions are worthy of being done, and which are not. What are the
consequences of our actions and with what aim in life do we perform them.
 “I will go”, Neruda ends on conviction that he was able to influence his readers. He is
convinced he is successful in delivering his message and tells his readers that now it is
their turn to introspect their life.


STANZA - I :
Now we will count to twelve and we will all keep still. For once on the face of the Earth let’s not speak in any
lagnuage, let’s stop for one second, and not move our arms so much. . . . . . .
(a) What does ‘count to twelve’ imply ?
The poet through this expression commences the session of introspection and meditation. When stressed out
or in dilemma, the best exercise is to keep quiet, calm the mind and begin counting. Also the needle of the
clock covers 12 digits in one complete round.
(b) What advantage does the poet see in keeping quiet ?
The poet feels that if for once we will keep quiet and still, it will provide us an opportunity to introspect on our
follies. Moreover, for those moments we will forget our differences and enter into the world of peace.
(c) How would humanity benefit if people did not speak in any language ?
Language breeds discriminations and linguistic chauvinism breeds domination. If for some time, no one spoke
on the face of the earth all these discriminations will wither away in the depths of silence.
(d) Why does the poet ask men to stop all movement ?
Man is a victim of his own doing. Much of the unrest on the face of the earth is a result of man’s so called
progressive and forward nature. If for some time men’s activities can come to a standstill and man stops
moving his arms too much, peace and tranquility can prevail in the world.
(e) Why does the poet want men on earth to keep quiet ?
The poet wants to promote peace and brotherhood in the world. As the harbinger of world peace he feels
that as along as men were always up and doing, difference and unrest will prevail in the world. Only when
men keep quiet and spend time in introspection, will they be able to make amends!
STANZA - II :
. . . . . .It would be an exotic moment without rush, without engines, we would all be together in a sudden
strangeness. . . . . . .
(a) What would be an ‘exotic moment’ for the poet ?
It would be a moment of immense world peace, universal brotherhood and love created through introspections
and silence.
(b) Explain : ‘without rush, without engines.’
The expressions are symbolic of the hubbub of the modern life. In the modern competitive world of
advancement, there is a rat-race to outshine others. Life can be peaceful only if this thoughtless ‘ advancement’
can be stopped.
(c) How, accroding to the poet, can men be brought together ?
Men according to the poet, can be brought together in that exotic moment of tranquility when all discriminations
of man by man can be wiped away from the world and unrest caused by war can come to an end.
(d) Explain : ‘sudden strangeness’.
The exotic moment of introspection will build a sudden and strange feeling of universal brotherhood.
This feeling of brotherhood and togetherness is new and inexplicable.

(e) How can man experience this ‘exotic moment’ ?

When man indulges in introspection and sheds away his differences and feels one with the soul of his
fellow beings, he then feels that exotic moment of silence which can be a blesssing for mankind.
STANZA - III :
....Fishermen in the cold sea would not harm whales and the man gathering salt would look at his hurt hands....
(a) What would happen in this moment of silence ?
In this exotic moment of silence and introspection men will become conscious of the harm they are causing
to others and to their ownselves. In that moment of inactivity all such evil will come to an end.
(b) What are ‘Fishermen’ symbolic of ?
The fishermen symbolise man’s indiscriminate exploitation of nature for his vested interests.
(c) What would happen when fishermen do not harm whales ?
When fishermen do not harm the whales, they will no longer be on the verge of extinction.
(d) What message does the poet convey in these lines ?
The poet wants to convey that man’s habit of being up and doing and working towards advancement has
resulted in more harm than good. In this mad race he has lost care and concern for his own brethren.
(e) What image does the poet create in the last lines ?
The poet creates the image of man’s incessant suffering. In his efforts to add comforts to his life he has paid
no heed to the pain he has been causing to himself. Men, who gather salt, have no time to reflect on the pain
they are causing to their hands.
STANZA - IV :
. . . . .Those who prepare green wars, wars with gas, wars with fire, victory with no survivors, would put on
clean clothes and walk about with their brothers in the shade, doing nothing. . . . . .
(a) Whom does ‘Those’ refer to here ?
‘Those’ refers to the politicians, the statesmen and the military industrial complex who are involved in
initiating and aggravating wars.
(b) Explain : ‘green wars, wars with gas, wars with fire’.
The expression refers to the chemical and biological wars which Man is waging against himself and nature.
Man’s activities are polluting nature and the chemical and nuclear weapons created by him have threatened
to bring mankind to its dead end.
(c) What does the poet mean by ‘victory with no survivors’ ?
Man’s activities are indeed heading him towards his doom. The war which man is waging against nature will
one day convert this ‘living planet’ into a dead one and human beings will become an extinct species.
The war may be a victory of man’s scientific knowledge, but there would be no survivors to celebrate this
victory.
(d) What would happen when men ‘put on clean clothes’ ?

When men put on clean clothes and for some time do not involve themselves in any activity they would
reflect inwardly and thus halt their destructive activities.

(e) What lesson will man learn when he just walks about with his brothers doing nothing ?
Man will realise the strength of humanity and become consious of universal brotherhood. His destructive
activities would come to a standstill. This can provide a healing touch to mankind.
STANZA - V :
. . . .What I want should not be confused with total inactivity. Life is what it is about; I want no truck with
death. . . . .
(a) What does the poet want ?

The poet wishes that man should stop his destructive activities and involve himself in moments of silence
and introspection.
(b) What does ‘total inactivity’ imply ?

‘Total inactivity’ implies a phase of complete stagnation when no activity is taking place on the face of
earth.
(c) Why does the poet say that he does not want his ‘wish’ to be confused with ‘total inactivity’ ?
The poet wishes that man should, for sometime, stop his destructive activities and involve himself in
moments of silence and introspection. He, however does not want him to become inactive and bring life
to a standstill. He wants him to continue with his positive and constructive activities for the good of
mankind.
(d) What is life ‘all about’ ?

Life is an ‘on-going process’ and thus is all about being ‘up and doing’. Life cannot come to a standstill
under any circumstances.
(e) Explain : “I want no truck with death”.

The poet does not believe in inactivity. Life is an ‘on-going process’ and so he does not want to associate
it with death, or bring it to a dead-end.
STANZA - VI :
. . If we were not so single-minded about keeping our lives moving, and for once could do nothing, perhaps a
huge silence might interrupt this sadness of never understanding ourselves and of threatening ourselves with
death. .
(a) Who does ‘we’ refer to here ?
‘We’ here refers to mankind at large.
(b) What is man ‘single-minded’ about ?

Man has targetted himself single-mindedly towards scientific progress and advancement. He has so
focussed himself that he pays no heed to the pros and cons of reckless progress and moves ahead without
reflecting on the consequences.

(c) Explain : ‘keeping our lives moving’.

The expression is a comment on the modern men’s mechanised and busy life. Life, no doubt is an on-going
process, but in the name of progress man is treading the path of destruction. He is trapped in a rat race of
mad competition. He knows no rest, no peace.
(d) How would man benefit if he did nothing and kept quiet ?
If man keeps quiet and does not involve himself in doing anything he will introspect. In these moments of
silence he will realise the harm he has caused to mankind and the need of strengthening his relationships.
(e) What is the ‘sadness of never understanding ourselves’ ?

Man, in his race towards materialism has sacrificed the fulfilment of his emotional needs. He does not
understand the needs of his emotional self and has thus become sad and isolated.
(f ) How has man threatend himself with death ?

The increasing arms race and man’s rapid advancement towards progress at the cost of nature has brought
him on the verge of extinction.
STANZA - VII :
. . . .Perhaps the Earth can teach us as when everything seems dead and later proves to be alive. Now I’ll count
up to twelve and you keep quiet and I will go. . . . .
(a) What can Earth teach us ?
The Earth can teach us the lesson of preserving life. Earth teaches us how new life emerges from the ashes
of the dead remains.
(b) What does ‘everthing seems dead’ imply ?

The expression is symbolic of the doomsday when all life on earth will come to an end. Also it is symbolic
of winters when everything appears to be dead.
(c) How will it later ‘prove to be alive’ ?

Life is an eternal and ongoing process. Man is caught in the cycle of birth and death. New life is believed to
rise from the dead remains. After the ‘dead’ winter, we experience the ‘lively’ springs season.
(d) Why does the speaker count upto twelve ?

The counting is part of an exercise in meditation. When the leader counts up to twelve the meditator reaches
a point of euphoria, there all distraction and digressions wither away and man is lost in that esctatic
moment. Thus, the speaker counts upto twelve to make the meditators to experience euphoria. Also there
are 12 digits on the clock.
(e) Explain : ‘you keep quiet and I will go’.

The poet asks men to keep quiet and experience the esctatic moments of silence which create a rejuvenation
of thoughts and a transition of mindset. He himself quietly departs leaving the meditator in this exotic
moment.

IV. A THING OF BEAUTY
-John Keats : British Romantic Poet (1795 - 1821)

 This poem is an excerpt from “Endymion ; A Poetic Romance” based on Greek legend.
“A Thing of Beauty”
 Rhyme Scheme : aabb
 Lines 1-7
In his poem a thing of beauty; John Keats talks about its loveliness and how it increases
with the passage of time. When it is not physically present its memory delights us , like
any great work of art, its value increases over time. This effect of beauty will keep a
peaceful area for us; a bower that provides peace and tranquility. Just like a bower,
objects of beauty will shield us from the problems of the world. When we are tension
free we will be able to enjoy sound sleep and good health, along with respite from
anxieties. We try to forge new ties with nature; flowery bands is used as a metaphor to
describe our relationship with nature when we make it more enduring to sustain us
through problems and setbacks.
 Lines 8-13
The world is full of despair; lacks noble people and man has moved away from the
ennobling influence of nature. We are constantly searching for the meaning of life and
purpose of our existence on earth. Evil and darkness seem to go hand in hand. This is
where a thing of beauty comes in our aid. Man strives to find a way out of the pall of
gloom that has descended on him. Objects of beauty act as antidote to dispel this
gloom.
 Lines 14-19
The sun, the moon; the young and old trees offering shade to sheep; daffodils found
in rich green pastures and meadows; the clear water of the river giving a cooling effect
from the scorching sun; the green fern looking divine and so is the scattering of musk
roses- these things of beauty are a gift from God.
 Lines 20-24
We bask in great pride after hearing heroic tales of the brave, who glorified death by
embracing it gracefully. These heroes have left footprints in the sands of time; showing
bravery in epic battles and these are immortalized in our memory. Their divine influence
is like the ‘eternal’ fountain that is bestowed on us from heaven Metaphorically speaking
all this and more is an endless source of nectar which immortalizes our soul and quenches
our thirst for eternal joy and peace.

LITERARY DEVICES:
 Bower -literally refers to the shade of a tree and metaphorically represents a stored
memory of all pure things of beauty in our mind that give bliss.
 Inhuman dearth of noble natures - transferred epithet. The poet remarks on the scarcity
of noble folk.
 Mighty dead - oxymoron . We remember the dead by the magnificent accounts of brave
and courageous deeds that they have done in their life.

STANZA - I :
A thing of beauty is a joy forever Its lovliness increases, it will, never Pass into nothingness; but will keep
A bower quiet for us, and a sleep full of sweet dreams, and health, and quiet breathing. . . . . .
(a) What kind of joy does a beautiful thing provide ?
A thing of beauty provides eternal and everlasting joy to us because it leaves an indelible imprint in our mind
and we relive the joyful exprience whenever we think about it.
(b) Explain : “Its loveliness increases.”

Joy multiplies with every beautiful thought. Likewise the loveliness of a beautiful thing increases manifold
each time we visualise it on our mind screen.
(c) What does the poet mean by saying ‘it will never pass into nothingness’ ?
The joy a beautiful thing provides is eternal. The imprint it leaves on our mind is indelible. Thus its
loveliness can never fade away or die out.
(d) According to Keats, what treasures does a beautiful thing store for us ?
The poet feels that a thing of beauty can never fade into nothingness, but will store for us, a quiet bower,
a sleep full of sweet dreams, and a healthy, quiet breathing.
(e) Explain : ‘sleep full of sweet dreams.’

The joy Beauty gives us is akin to the joy of a blissful sleep full of pleasant dreams.
(f ) What does ‘quiet breathing’ imply ?

The reference implies to the sense of peace and serenity that one experience on seeing beautiful things.
Beautiful sights act like nutrition for a healthy mind and thus refresh and relax us by driving away
aggression and restlessness.
STANZA - II :
. . . . .Therefore, on every morrow, are we wreathing A flowery band to bind us to the earth, Spite of
despondence, of the inhuman dearth Of noble natures, of the gloomy days, Of all the unhealthy and o’er-
darkened ways Made for our searching. . . . . .

(a) What, according to the poet do we try doing every morning ?

Life on earth would be a pain without the beauty around us, so the poet feels that every morning we weave
a wreath of flowers which bind us to the earth and make us live our life.
(b) Explain : ‘wreathing a flowery band to bind us to the earth.’

Keats, as a worshipper of beauty, felt that life on earth would not be worth living without its treat of
beauty. In this expression he expresses a similar feeling as he feels that every morning we weave a beautiful
string of flowers or memories which help us to live our life here, which would otherwise have been a pain.
(c) What does the expression ‘spite of despondence’ imply ?

The poet sees life as a struggle where man often suffers pain and hopelessness. The expression refers to the
suffering and hopelessness of man which he experiences at various junctures in life.
(d) Why is there an ‘inhuman dearth of noble natures’ ?

Man is selfish and self-centred by nature. There are only a few who enjoy such nobility of character as to
rise above their petty differences and show magnanimity and generosity. On this earth, there is surely a
dearth or shortage of such noble souls.
(e) What makes our days gloomy ?

Life is a struggle for success. Our path towards success gets obstructed by the deceit and selfishness of our
colleagues. We suffer the pangs of defeat and loss of hope which makes our life sad and disdainful.
(f ) Explain : ‘unhealthy and o’er-darkened ways.’

To be able to enjoy the light at the dark end of the tunnel, one has to cross and transcend the darkness. The
unhealthy and over-darkened ways refer to the trials and tribulations one encounters in this journey of life.
STANZA - III :
. . . . .yes, in spite of all, Some shape of beauty moves away the pall From our dark spirits. Such the sun, the
moon, Trees old, and young, sprouting a shady boon For simple sheep; and such are daffodils with the green
world they live in . . . . . .
(a) What does ‘in spite of all’ refer to ?
The expression refers to all the pessimistic and negative thoughts that obstruct our way to happiness. In spite
of the sense of hopelessness and gloom that overshadow and darken our ways, we are able to find our
happiness in the beautiful objects of nature.
(b) What, according to the poet, drives away the sadness from our life ?
Beauty, in any shape or form, helps in driving away the sadness and despair from the dark recesses of our
spirit.
(c) What images of beauty has the poet referred to here ?

The poet sees beauty at its best, through the various objects of nature. He appreciates this simple and
serene beauty through the image of the sun, the moon, the trees, the sheep, the daffodils and the green
pastures and rivers.

(d) How does the poet celebrate the beauty of a ‘tree’ ?

The poet sees the tree, whether young or old, a symbol of protection. Nature, through the trees showers
on us the blessing of ‘shade’, protecting us from heat, intensive light of the sun and also from rain.
(e) What does the reference ‘simple sheep’ symbolize ?

Lambs and sheep are envisioned as the embodiments of innocent and serene beauty. Jesus Christ, as an
apostle of peace, was a shepherd and was seen surrounded by his flock of sheep, his followers. The poet
has made specific reference to the sheep as symbols of divine beauty.
(f ) Explain : ‘With the green world they live in.’

Nature’s beauty is at its best in the lushgreen surroundings of meadows and pastures which provide the life
support to all plants and animals. No living creature can be happy away from nature, and it is in this green
world that they find the true joy and happiness of life.
STANZA - IV :
. . . . .and clear rills That for themselves a cooling covert make ‘Gainst the hot season; the mid forest brake, Rich
with a sprinkling of fair musk-rose blooms; And such too is the grandeur of the dooms . . . . .
(a) What does ‘clear rills’ refer to ?
‘Clear rills’ refers to the rivers and streams which are the natural source of water, the elixir of life.
(b) How are they beneficial to mankind ?
Streams are rivers, the elixir of human life. Their beautiful sight gives a cooling effect which provides
respite in the hot season.
(c) Explain : ‘the mid forest brake.’

Nature is beautiful in all its aspects. The poet enjoys nature’s beauty in the thick forest undergrowth which
is brimming with the growth of musk-rose flowers.
(d) What does ‘grandeur of the dooms’ imply ?

Growth and decay march hand in hand in nature and thus are the two vital aspects of life. The poet sees
beauty in the magnificent decay and death of these beautiful creations of nature.
(e) What contrasting aspects of life has the poet referred here ?
Life is a blend of warmth and coolness; growth and decay. Every season, every aspect of life contrasts with
the other and has its own charm and beauty. The lines beautifully bring to light these contrasting aspects
of life.
STANZA - V :
. . . . .We have imagined for the mighty dead; All lovely tales that we have heard or read; An endless fountain
of immortal drink, Pouring unto us from the heaven’s brink . . . . .
(a) Who are the ‘mightly dead’ ?
The ‘mighty dead’ refers to those great men and warriors who glorified death by embracing it most
gracefully and magnificently.

(b) Why does the poet make this reference ?

The poet refers to the ‘mighty dead’ because beauty can be seen not only in birth and growth, but also in
a magnificent death.
(c) What ‘lovely tales have we heard or read’ ?

A glorified and magnificent death gets recorded in the leaves of history, leaving an indelible imprint on it.
It remains an everlasting source of motivation to all those who read or hear about such great men who
achieved glory in death.
(d) What is referred to as an ‘endless fountain of immortal drink’ ?

Beauty, in all respects, whether in growth or in decay, is a perennial source of motivation. It is an endless
fountain from where we can drink the immortal elixir of life.
(e) Explain : “Pouring unto us from the heaven’s brink.”

Beauty is the greatest gift of God to man which has been showered upon us from the heavens above.
This beauty is eternal and everlasting, in whose glory men on earth bask and derive their perennial of joy
and happiness.

V. AUNT JENNIFER’S TIGERS

By Adrienne Rich (May 16, 1929 - March 27, 2012)
American poet, essayist and feminist. The poem Aunt Jennifer’s Tigers addresses the constraints
of married life a woman experiences.
Her works includes collection of poetry A World of Change
“Aunt Jennifer’s Tigers”

Feminist poem : Rhyme Scheme : aabb
1. “Tigers”: Symbolise- dominance, power
Tigers are magnificent, elegant, majestic, dignified creatures, representing male
panache and chivalry.
“prance”: move: springing/jumping : They have the freedom to move around as opposed
to the restricted environment and confinement of a women.
“screen” : The cloth on which Aunt Jennifer is making these tigers.
 Aunt Jennifer is doing weaving/needle work, which is a feminine activity.
This contrasts with the image of the tigers she is creating, which symbolises
freedom from dominance.
2. “topaz” : Yellow : The colour of the tigers.

“green” : the background : the forest
 The tigers are visible and stand out in the green surroundings. They have an
identity and are not lost in the world of green. (Whereas Aunt Jennifer loses
both her identity and presence after her marriage).
3. “do not fear the men” : A feminist message to women. Be fearless, confident, stand up for
your rights. Establish your identify. Assert yourself.
4. “pace” and “chivalric” : Attributes of the tiger that Aunt Jennifer is weaving.
1-4: Aunt Jennifer through her creativity expresses her desire to be like these tigers. This is the only
way she can assert herself. The poet takes a feminist stand and equates the tigers, which
usually are symbols of power, to women. It is a message to the womenkind to be confident,
take pride in themselves and stand up for their rights in this patriarchal society.
5. “finger fluttering” : alliteration :

Fluttering : has 2 interpretations :
(a) Her fingers are moving quickly. This implies she is skilled at the art of weaving. She has
become expertised in this field.

(b) Fluttering signifies nervousness. She is therefore, perhaps afraid of her husband and
physically weak as well. Her fingers’ flutter due to skittishness in being able to express
her buried emotions through her art.
6. “hard to pull” :
This implies that the second interpretation of fluttering might be more close to the real
interpretation. Women are percieved to be weak creatures by the patriarchal world who
requires male assistance in everything.However this is far from truth. It is difficult for Aunt
Jennifer to even pull the needle. She is confined and deprived of any opportunity to showcase
her individuality.
7. “massive weight” :
 It is difficult for the Aunt to weave because she is burdened by the heaviness of her
marriage ring (Literal meaning).
 Marriage to her is a restriction to express herself. It is a cause of her confinement. A
huge burden and the reason of her lack of freedom. She is unable to do what she
desires because of the patriarchal norm of subverting and suppressing women by
imposing domesic life over them in order to allay any aspirations from them.
“band” : The wedding ring. The symbol of her mental captivity and inhibitions.
8. “Sits heavily” :
 She is weighed down by family responsibility and domestic life.
 She is feeling oppressed and suffocated by the restrictions of marrige life.
9. “Aunt” :
It is to be noted that the poet has for the first time not written Aunt Jennifer but instead
‘Aunt’. This indicates the loss of Aunt Jennifer’s identity when she is dead. She will lose
her individuality. This can also be interpreted as the poet generalising the intense
subordination faced by Aunt Jennifer to all the “Aunt”s in the world i.e to all the women .
 This stanza predicts the future of Aunt Jennifer.
“terrified hands will lie” : The fear of her husband still remains even after her death.

10. “ringed” : The ring still remains in her hand. The ring is a sacred icon of the bond of
marriage, however to her it is a motif of her indentured servitude . She is still constrained
and restricted by marriage even after her death. She is still, not free. The ring also represents
the fact that she is encircled / surrounded .
“ordeals” : Hardships faced in marriage. Every moment is a test, an ordeal to pass.
“mastered” : The act of mastery. The relationship between the Aunt Jennifier and her
husband is same as a serf-master equation. She is succumbed to a partiarchal society.
11-12. Even if she dies, what will remain of her forever is the tigers she has made. Through her
identity is lost, she will still be known through her artwork. “Prancing, proud and unafraid”
express her desire to establish her individuality and break from all restraints. After her death
Aunt Jennifer will still be known through her tigers.
Irony:- 1) Aunt Jennifer fears men and they fear the tigers she has created. 2) Tigers themselves are
created in her art but they are free, courageous and brave. This is polar opposite to the aunt
herself who is too cowardly to express herself openly and verbally.


STANZA - I :
Aunt Jennifer’s tigers prance across a screen, Bright topaz denizens of a world of green. They do not fear the
men beneath the tree; They pace in sleek chivalric certainty. . . . . .
(a) What does the expression ‘Aunt Jennifer’s tigers’ imply ?
Aunt Jennifer was knitting a panel of prancing tigers. The poet refers to them as Aunt Jennifer’s tigers
because they are her creation, her work of art.
(b) What does prancing tigers symbolize ?

Prancing tigers are a symbol of the spirit of freedom within Aunt Jennifer which remains subdued. They
also symbolise her fear of her male counterpart.
(c) Why are they referred to as ‘denizens of a world of green’ ?

The tiger which symbolically refer to the male counterpart, are the natives of the ‘jungle’ or the green
world. Besides the general meaning of ‘the wild’ the world of green can symbolise the male animal instinct.
It can also symbolise the evil and viciousness of the male dominance and jealousy.
(d) What qualities of the ‘tigers’ are highlighted here ?

Fearlessness and ferocity of the tigers is highlighted here. Aunt Jennifer’s nervousness and timidity are in
sharp contrast to wild ferocity of the tigers who are not afraid of hunting men. Unlike Aunt Jeniifer, the
tigers fear nothing.

Answers to Important Questions Based on the Chapter/Flamingo

Chapter-1
1. The blacksmith’s remark implied that Franz would have plenty of time to reach the school.
The blacksmith knew of the orders being displayed on the bulletin board to discontinue the practice of
teaching French language in the districts of Alsace and Lorraine. Franz, on the other hand, was unaware
about the orders and thought the Blacksmith was making fun of him.
2. Before beginning the lesson, M. Hamel told the students that this was going to be their last lesson in
French language. The orders had come from Berlin that only German was to be taught in the schools of
Alsace and Lorraine. The shock of this news was a ‘thunderclap’ to the narrator.
3. The villagers had occupied the back benches of the class that day because they were sorry that they had
not gone to school more. They were showing their gratitude and thereby commemorating to M Hamel
who had been teaching French for forty years faithfully. The villagers were showing respect for the
country that was not theirs anymore.
4. The narrator wished that he would be able to recite the ‘dreadful’ rule for the participle all through, very
loud and clear, without any mistake. But on the contrary, he got mixed up on the first words and stood
there; holding on to his desk, fearing that he would be scolded.
5. M. Hamel’s last class was different from his previous classes as all the students and the old villagers
attended the class to show their gratitude towards M. Hamel. All of them paid attention to his words,
nobody spoke unnecessarily. M. Hamel glorified the French language by pointing out that it was the
clearest, most logical language in the world and the citizens should hold fast to it. It seemed almost as
if the poor man wanted to give his students all he knew before going away, and to put it all into their
heads at one stroke.
6. Franz’s feelings about M. Hamel and the school changed when he got to know that it would be the last
lesson in French. His books, which had seemed such a nuisance a while ago, so heavy to carry, his
grammar and history of the saints were old friends now that he couldn’t give up. The idea that M.
Hamel was going away, that Franz would never see him again made him forget all about his ruler and
how cranky he had seemed to Franz previously.
7. The story “The Last Lesson” is all about ‘linguistic chauvinism’ set in the backdrop of the Franco-
Prussian war. It is a story about the transition from the French language to German language and the
impact that this transition has on the people of the districts of Alsace and Lorraine. These districts were
under the control of Prussians. The native people had to give up the study of French language and were
forced to study German language instead. This was done to hamper the unity of the people of Alsace
and Lorraine. By doing this, the ruling body ensured that they won’t face opposition from the people
as they were taking away the only thing that bound them together, the ability to speak French language.
Once they would stop speaking French, they wouldn’t be able to organise themselves and revolt. This
marks an important change in the history of French as such linguistic submissiveness is often short
lived and redoubles the patriotic fervor and nationalism of the people.

8. In the chapter, ‘The Last Lesson’, the writer has tried to demonstrate the impact of the transition (from
French to German language) through the eyes of a young boy Franz. The writer has portrayed the
emotional upheaval in the minds of people of Alsace. Orders had come from Berlin and that day M.
Hamel’s French lesson was supposed to be the very last that the students would recieve. The students
and the villagers were feeling guilty for not having learnt the language. In this last lesson, M. Hamel tried
to impart all his knowledge to the people of Alsace. He asked them to hold on to the language which
united them as one. It was not only the last lesson in French language, but also the one that the people
of Alsace must learn, to stand against the ruling body; the one that will always keep them united.
The title Last Lesson is appropriate as it reflects the finality of the defeat of a country, its people, their
language and their culture.
9. At the close of the lesson, everyone is roused to emotions. M. Hamel was overwhelmed with emotions
that he could not speak further. He turned to the blackboard and with all his might, wrote, “Vive La
France”. He encouraged the students and the village elders who had gathered to stay united against the
Prussians. He asked them to never let go off their language, which, according to him is the ‘key to
prison’ The prison being a metaphor of the subjugation of their homeland by the foreign power and the
key symbolizes the escape offered to the soul of the country by the language of its people.
Chapter - 2
1. Saheb is not happy working at the tea-stall. Even though he is paid more and given his meals but he is
no longer his own master. The plastic bag was his own property, he was not accountable to anybody
but now he is bound by the rules of his master at the tea stall.
2. Mukesh, in contrast to his family, believes that he still has a chance. He has the hope of being a motor
mechanic some day. But, at the same time, he is rational and practical about his dreams. Mukesh
desperately wants to pursue his dreams of being a mechanic and would do anything, even go to a distant
workshop. With him, there is hope of breaking out of the mould and the traditions of being in the same
line for generations. Mukesh dares to think differently. He thinks of realising his dreams rather than
giving up to the traditions.
3. Saheb’s mother told him that there were many storms that swept away their fields and homes. Such
people who move from one city to another in search for a living are called migrants.
4. The author described children of slums as partners in survival as they support their family by rag-
packing, doing labour or other jobs. They help their parents to arrange for meals and to survive one
more day. However they are barely able to make ends meet.
5. Saheb indeed wanted to be a master of his own destiny. He was happier during his days of rag-picking.
His eyes would light up if he found a coin or a note in the garbage. He wasn’t accountable to anyone
else. While working at the tea stall, he was paid, even given his meals but he was not happy. He was
bound by the rules of the tea-stall owner. He was no longer his own master but obeyed someone else’s
orders.

6. It is illegal for small children to work in the glass furnaces with high temperature. There is no proper
ventilation and no light inside the dingy dark cells.The children spend almost all of their day in the dark,
working near the furnaces and away from sunlight.Their eyes become acclimatized to the dark which in
the long run ends up ruining their eyesight, thereby metaphorically stealing the “brightness in their
eyes” and rendering them almost blind.
7. Despite long years of hard labour, first as a tailor, then a bangle maker, he has failed to renovate his own
house or send his two sons to school. All he has managed to do is teach them what he knows - the art
of making bangles.
8. Being born in the caste of bangle makers has become both a destiny and a curse because the people
think of it as a God-given lineage and dare not break it, thus living in perpetual state of poverty for
generations. The bangle making population of Firozabad are metaphorically bound in the chains of their
caste which leaves them no other alternatives other than this bleak profession. It is trasnferred from
generation to generation simultaneously as an inheritance and as a hereditary curse. This has led to it
becoming a monotonus and devoid of life profession.
10. Mukesh’s dreams are likened to a mirage because he believes them to be possible and true however
everyone else believes his dreams are an illusion. No one has provided him with an opportunity to
make them true . Every one else thinks that he would carry on the tradition of working as a labour. His
dreams are just a delusion to others around him.
11. Saheb and Mukesh are brothers in penury and suffering. Both of them were forced by the circumstances
to start their struggle for survival at a tender age. The innocence of their childhood is lost as they’re
forced to live in perpetual poverty and misery. They are deprived of the basic needs that the other
children, who are born in more affluent families, enjoy. Their lives are full of squalor. They have to do
labour to support their families but they haven’t lost their hopes. They have their own dreams and are
willing to fulfill them even though they don’t have any resources.
Chapter-3
1. The Yakima River was treacherous and many people had drowned in the river. Therefore the mother
kept warning Douglas against River Yakima.
2. Boyhood experiences and misadventures leave an indelible imprint on one’s mind. The fears ingrained
during childhood can myriad shapes during adulthood. In Douglas’s case , his misadventure during
childhood haunted him forever and did not allow him to lead a normal life. Douglas was very determined
to overcome his hydrophobia that almost crippled him. It was a big deterrant for activities such as
fishing , canoeing and swimming.

3. Douglas’s father took the incident at California beach lightly when the child was buried in waves of
water as he knew it was not dangerous and in his perspective it was not a frightening experience.
4. The narrator fought his terror while struggling to come out of water. Though he was frightened, but he
was not petrified enough to give up. He planned to make a big jump, as soon as he hit the bottom in
order to come to the surface, like a cork, lie flat on it and paddle to the edge of the pool.
5. Douglas was traumatised by the events of his past which deeply affected his future. He feared water.
He couldn’t fish anymore. He was unable to go canoeing, boating and swimming. He decided to engage
an instructor and learn to swim. It helped him in overcoming his fear of water.
6. Douglas engaged an instructor to learn to swim. The instructor put a belt around Douglas. A rope
attached to the belt went through a pulley that ran on an overhead cable. He held on to the end of the
rope, and went back and forth across the pool. After three months, the tension of the narrator began to
easen. Then the instructor taught Douglas how to hold his breath underwater . Thus, piece by piece, he
built a swimmer.
7. Douglas overcame his fear of water by engaging an instructor at first to learn swimming. He would
practice 5 days a week for an hour each day. The instructor would attach a rope to his belt and with the
help of a pulley pulled him back and forth. Fear would return each time the instructor relaxed his hold
on the rope and Douglas went underwater. He learnt to breathe under water. Slowly he shed part of the
panic and gradually relaxed. Finally he could command his legs and soon he could swim the length of
pool on his own. Whenever he got an opportunity, he would go to places like Lake Wentworth and
Warm Lake and swam alone. He camped at the side of Lake Wentworth; he swam shore to shore and
shouted with joy proclaiming his victory , he realizes the wisdom in the words of Roosevelt “ All we
have to fear is fear itself” . He brushes aside his fear and enjoys the exhilarating pleasure of life
intensified. He was finally able to conquer his fear.
8. The experience had a deep meaning for Douglas. It taught him that in death there is peace, there is terror
only in the fear of death. It taught him that fear has more to do with the mind. One must have the will
power to face it and never give up. Even when fear tried to creep in he laughed at its face, the joy he
experienced after overcoming fear made him ecstatic. He understood that fear of death and sensation of
near dying intensifies the will to live.
Chapter-4
1. The peddler was amused by the idea of the world being a rat trap because he had a hard time living in
the world. He had to resort to both begging and petty thievery to keep body and soul together.
His clothes were in rags too.
3. The ironmaster had mistaken him for Captain Von Stahle, his old acquaintance from the regiment and
invited him home.

4. The peddler declined Ironmaster’s invitation because he thought that he might realise his mistake that
he was not a Captain. Also he feared that he might get to know that the peddler had stolen 30 kronors
from the old crofter and then he would hand him over to the police.
5. After the valet had bathed the peddler, cut his hair and shaved him, he was given good-looking suit of
clothes which belonged to the Ironmaster. The Peddler looked much like a Gentleman in his new
appearance. Only then the Ironmaster realized that he had mistaken the peddler for his friend, Nils
Olof.
6. Edla entertained the peddler even after she got to know the truth about him because she had felt happy
when she thought how homelike and Christmassy she was going to make things for the poor hungry
wretch. She thought that they must not deny him the Christmas cheer that he was promised. Also, she
was happy that they had company for this Christmas; she used to live alone with her father.
7. The peddler interpreted the acts of kindness and hospitality shown by the crofter, the ironmaster and
his daughter as the bait that the life offered him to fall into the rattrap that this world is.
He thought that the life lured him with these things so that he gets caught in the big rattrap. It was in the
end that he actually valued these acts of kindness.
8. The metaphor of the rattrap serves to highlight the human predicament. Man seems to be caught in this
big rattrap that the world is. Man is lured by the ‘baits’ that the life offers. The whole world with its
lands and seas, its cities and villages is nothing but a big rattrap. It seems that it exists only for setting
baits for the people. It offers riches and joys, shelter and food, heat and clothing and when anyone lets
himself be tempted to touch the bait, it closes in on him and then everything comes to an and.
9. The story “The Rattrap” focuses on human loneliness and the need to bond with others. The peddler,
the protagonist of the story, used to roam around the world being mistreated everywhere. Life had not
been nice to him. When he met the old crofter, he was surprised to be treated so well. The old crofter
lived alone and was happy to get some company. He provided the peddler with food, tobacco and even
played cards with him. The old man even shared his confidential secrets with the peddler which
highlights how the old man craved for a company, having trusted a stranger like him. Later, in the story
we get to know how the Ironmaster and her daughter crave for a companion on the Christmas Eve.
They live all alone and thus, wanted to take the peddler with them, thinking him to be an old acquaintance
of the ironmaster. Even after getting to know the truth about the peddler, Edla insisted on keeping the
peddler and not handing him over to the police. She wanted him to accompany them for Christmas.
This proved the fact that man is a social being and he can’t live in isolation. He needs to bond with
others so as to live happily in this world full of sorrows.
10. While riding up to the manor house, the peddler had evil forebodings. He was feeling guilty having
stolen the old crofter’s money. He thought that the life had lured him with 30 kronors as bait and he had
fallen for it and now he was trapped in the rat trap.

Chapter-5
1. Gandhiji told Shukla he had an appointment in Cawnpore (Kanpur) and was also committed to go to
other parts of India. Gandhiji visited Kanpur, Lucknow, Ahmedabad and Calcutta before his arrival in
Champaran.
2. Most of the cultivable land in the Champaran district was divided into large estates owned by Englishmen
and worked by Indian tenants. The chief commercial crop was Indigo. The landlords compelled all
tenants to plant 15 per cent of their holdings with indigo and surrender the entire indigo harvest as rent.
This was done by long-term contract. Later, the landlords learned that Germany had developed synthetic
indigo. British planters obtained agreements from the sharecroppers to pay them compensation for
being released from the 15% arrangement. The sharecropping arrangement was irksome to the peasants,
and many signed willingly. When the information about synthetic indigo, which was cheaper than the
naturally grown indigo, reached the illiterate peasants who had signed, they wanted their money back.
3. Gandhiji agreed to a settlement of 25% refund to the farmers because according to him the amount of the
refund was less important than the fact that the landlords had been obliged to surrender part of the
money and with it, part of their prestige. Gandhiji felt that survival and freedom from fear and
oppression was much more important for peasants than legal justice. In everything Gandhi did, he tried
to mould a new free Indian who would stand on his own feet and hus make India free. He tried to create
and inspire new Freedom Fighters in Champaran who could stand up to the British oppression.
4. Gandhiji considered the Champaran episode to be a turning point of his life because he openly declared
that the British could not order him about in his own country. Champaran did not begin as an act of
defianace. It grew out of an attempt to alleviate the distress of large number if poor peasants.
This according to the author was the typical style of Gandhi. His politics was intertwined with the
practical , day to day problems of the millions. He did not indulge in abstractions of freedom but in the
need of the poor and downtrodden.
5. Gandhiji visited Muzzafarpur on his way to Champaran to obtain more complete information about
conditions than Shukla was capable of imparting. J.B. Kripalani, professor at the Arts College received
him along with a large body of students.
6. During his investigations about the sharecroppers’ case, Gandhiji visited Motihari, the capital of
Champaran along with several lawyers. At the railway station, a vast multitude greeted Gandhiji.
He went to a house, and using it as headquarters continued his investigations.
7. Gandhiji stayed on in Champaran even after the sharecropper’s problem was solved as he saw the
cultural and social backwardness in the Champaran villages and wanted to do something about it
immediately.

8. Gandhiji opposed the idea of requesting the English pacifist, Charles Freer Andrews to stay on in
Champaran because according to him the cause of the struggle was just and the Indians must rely on
themselves to win the battle and not seek a prop in Mr. Andrews because he happens to be an
Englishman. He thought it to be a weakness to think that it would be helpful to have an Englishman on
their side.
9. Gandhiji helped the sharecroppers to get an honorable settlement in Champaran. Through his peaceful
protests and civil disobedience Gandhiji compelled the Governor to appoint an official commission of
inquiry into indigo sharecropper’s situation. Gandhiji was the sole representative of the peasants in the
commission. The official inquiry produced prominent evidence against the British. The British accepted
that they had illegally and deceitfully extracted money from the sharecroppers. They asked Gandhiji
how much should they pay in return. Gandhiji asked for 50%, but was offered only 25%. But still he
willingly accepted the 25%. In few years, British planters abandoned the estates. It was given back to
the peasants. Indigo share cropping disappeared.
10. To remove the cultural and social backwardness in the Champaran village.
(i) Gandhiji appealed for teacher to educate the people in the villages. Primary schools were opened
in six villages.
(ii) Kasturbai taught the ashram rules on personal cleanliness and community sanitation.
(iii) Health conditions were miserable. Gandhiji got a doctor to volunteer his services for 6 months.
Three medicines were available:
(a) Castor Oil: For anybody who had a coated tongue.
(b) Quinine: For anybody who had malaria fever.
(c) Sulphur Ointment: For anybody who had skin infections.
11. When the lawyers decided that they would follow Gandhiji if he was arrested and they would continue
their fight against the Britishers for the cause of the poor farmers, it was than that Gandhiji exclaimed
that the Battle of Champaran is won.
Chapter-6
1. Sophie wriggled when Geoff told their father that she had met Danny Casey because she knew her
father would get angry and would dismiss it as one of her wild stories. She was the laughing stock of the
family due to her wild goose stories.
2. Sophie imagined herself riding behind her brother Geoff. He wore new, shining black leathers and she,
a yellow dress with a kind of cape that flew out behind. There was the sound of applause as the world
rose to greet them.This was one of her delusions in which she prefered to live .
3. The only occasion when Sophie got to see Danny Casey in person was during the football matches that
were held every week. This is however not the way Sophie like to imagine. She wanted everyone
including herself to think she was somehow Danny Casey’s secret friend.

4. Sophie’s father always had a stern look on his plump face. He used to work all day. He worked a blue
collar job and couldn’t afford to indulge Sophie in her fantasies. He didn’t believe in her stories and even
scolded her for making up such wild stories. He is very much grounded and knew that their current
socio-economic condition ment that Sophie would most likely never get to live any of her fantasy.
5. Sophie’s family asked her to buy them a decent house to live in if she ever had money. They wanted her
to have a better idea of reality.
6. Sophie meant that Geoff was a very reserved person and he hardly spoke about anything to her,
voluntarily. It made her suspicious about the areas of his life that she didn’t know about.
7. Sophie confided in her elder brother Geoff. So she told him how she had met Danny Casey in the arcade
and the conversation that she had had with him, and that he asked her out.
8. Sophie wasn’t happy that Jansie got to know about her meeting with Danny Casey. She thought that
the entire neighbourhood would come to know about it. She trusted Geoff but not Jansie, with her
secrets.
9. Sophie’s dreams and disappointments are all made up- they are all her mind’s creations. Sophie is a
young school-going girl who dreams of big and beautiful things that have no connection to the real
world. She creates a fantastical incident of meeting the Irish footballer Danny Casey to become a part
of her brother’s world who is a great fan of Danny Casey. She tries to live in these imaginations and
hopes that this fantasy becomes a reality. She sits on the wooden bench near the canal and waits for
Danny Casey to come. She imagines him coming and when he doesn’t show up she thinks of carry the
sadness in her heart but the truth is different from her fantasies. The reality is that she is watching the
football game along with her father and brother. This is parallel to the fictitious world that she dreams
about living in. She loves to live in her own world which is far apart and often at odds with reality.
10. Sophie lives in a fantasy world, she dreams big and tries to escape reality whereas Jansie is practical in
life and reality whereas Jansie is practical in life and rooted to reality. Jansie was aware of the limitation
of resources at her end and hence she was quite clear in her mind that after school, she would work in
a biscuit factory to supplement her family’s income. She was wise enough to advise her friend Sophie
not to indulge in dreams which were not feasible for them. On the other hand, Sophie was dreamy in
nature and was unable to accept the harsh reality of her life, that they were poor. She wasn’t ready to
accept the limitation of resources at her end and was constantly aspiring for goals which seemed quite
inaccessible. Her mind was constantly flickering which was very much different from that of her friend,
Jansie.
11. Sophie does not belong to a very affluent family. Her father is the breadwinner of the house and is a blue
- collar worker. They do not even have a decent house to live in. Their house consisted of small rooms
and windows and the condition of the furniture wasn’t good either. This is exemplified by the fact that
Jansie asks Sophie to buy them a decent house to live in if she ever came into that kind of money.

I The Third Level 1
II The Enemy 5
III Should Wizard hit Mommy ? 9
IV On the face of it 12
V Evans Tries O-level 15
VI Memories of Childhood 18
Vistas Vidyamandir Classes
Vistas
I. THE TIGER KING
-Kalki
Story has elements of comic irony.
 Maharaja of Pratibandhapuram; Name of the King : Jilani Jung Jung Bahadur

Also known as the Tiger King
 The story has an unusual start by stating that the Tiger King is dead. It then later unfolds
the life of the King and the cause of his death.
 PREDICTION :
 When the (Tiger King) prince was born, astrologers predicted that he would grow up to
be great king, ‘a champion of champions’, ‘hero of heroes’ and ‘warrior of warriors’,
but one day he will have to die as he is born under a specific star.
 Jung Jung Bahadur, who was just 10 days old, miraculously said “These who are born,
will one day have to die”. One doesn’t need predictions to prove that. But it would be
of some use if the astrologers would tell the manner of death.
 The astrologers were astonished to see 10 day old child speaking and moreover, raising
intelligent questions.
 The astrologers stated that the prince was born under the hour of the bull. The bull and
the tiger are enemies. Therefore death will be caused by a tiger.
 On hearing this the brave prince warned the tigers : “Let tigers beware”
 CHILDHOOD DAYS :
Crown prince Jung Jung Bahadur grew tall and strong :
Board Notes | English 1 Class XII

Vidyamandir Classes Vistas
The state had been under the Court of Wards. Since the prince was a minor, the state was
ruled by the guardians.
When the prince turned 20, he was handed over with the kingdom.
 The King, justified himself that he would kill the tigers in self defence. According to the
astrologers, the King will be killed by the 100th tiger.
 SATIRISING the Astrologer :
The Tiger King challenged the astrologer. The astrologer viewed, that if he went wrong, he
would
 tear all astrology books  and set them on fire  He would cut his tuft,
 Crop his hair short and  become an insurance agent.
 The State banned tiger hunting for everyone except the Maharaja. If anyone defied this
law, his wealth and property would be confiscated. The Maharaja’s ambition was to kill
100 tigers. He did not take any responsibility of the province’s affairs and the functioning
of the kingdom.
When a British officer wanted to hunt tigers and be photographed with them, the Maharaja
denied permission. This led to a danger for the Maharaja to lose his throne. He thus spent
3 lakh rupees on rings for the British officer’s wife, as compensation in order to retain
his kingdom.
This shows that, for personal trivialities, the Tiger King was ready to put his kingdom at
stake. Moreover, he used the kingdom’s resources for private benefits rather than for
State development or aiding his subjects (citizens of State).
 He killed over 70 tigers within 10 years. When the tigers in his province became extinct
he decided he would marry so as to obtain a new province where he could kill tigers.
The irresponsibility and selfishness of the king is observed here. Firstly, he is not marrying
for love or to obey his dharma. Secondly, it is important for a King to marry and produce
an heir for the throne. For the King, this is the least of his concerns.
 He killed 99 tigers and now searched for the 100th tiger.
 Unable to locate the tiger, he got angry. In his outrage,
He (1) Increased the taxes (doubled the land tax)
(2) Rusticated jobs of many officers.

Ideally, a King is supposed to be patient and perseverant. Here the King has an uncontrollable
anger. He is impatient, irrational and unable to take practical decisions. According to the
Dewan, increase in taxes would make the people of the state unhappy.
As a result the state would fall under the rule of Indian National Congress which was under
the British.
 The Dewan, at the risk of job, took the tiger which had been brought from the People’s Park
in Madras and leaves it where the King was hunting.
 The tiger surrenders to the King. The tiger here becomes symbolic as it represents the
people of the kingdom.
 The King believes he killed the tiger, but in fact the bullet had missed the tiger. It had just
fainted from the shock of the bullet whizzing past it.
 In fear of losing their job, the King was kept under the belief by the hunters that he had
killed the 100th tiger and conquered his fate by escaping death.
 On his son’s 3rd birthday, the King buys him a wooden tiger.
 The actual cost of the toy is 2 annas and a quarter. The shopkeeper sells it to the king
for Rs.300. This shows the corruption and dishonesty in the kingdom. The shopkeeper
was scared to present a cheap price for an object that the king preferred.
 The wooden tiger was carved by an unskilled carpenter thus its finishing was not refined.
A sliver protruding out of the tiger, pierces the King’s right hand.
 This leads to infection and a sore all over the arm.
 Surgeons are brought all over from Madras, but they are unable to save the King.
 The King dies from the 100th Tiger.
 CHARACTER of the King : He is selfish; impulsive (takes decisions without thinking) ;

adamant ; corrupt, dishonest ; short tempered); likes sycophants/flatterers ; is not a good
administrator ; irrational ; superstitious ; determined.
 IRONY :
(1) The King is surrounded by foolish people like the astrologers and the dewan who are
selfish sycophants.
(2) A brave, courageous, strong and determined king, who killed 99 tigers, meets his death
with an inanimate toy wooden tiger.


1. What is the significance of child’s utterance “Let tigers beware!” ? Do you find some oddity here ?
2. Was there any justificaiton in the killing of so many tigers by the Maharaja ? What should he have done ?
3. What is the underlying idea behind the author’s detailed description of the bringing up of the Tiger King ?
4. What did the State astrologer say he would do ‘if the hundredth tiger were also killed’ ?
5. Why did the Maharaja and the dewan of the State decide to send gifts of expensive diamond rings to the
duraisani ?
Or
How did the Maharaja manage to save his throne ?
6. Why did the Maharaja’s tiger killing mission come to a sudden standstill ?
Or
What happened when the Tiger King had killed seventy tigers ?
7. How did the Maharaja feel on killing the hundredth tiger ? How did he decide to celebrate it ?
Or
Why was the Maharaj overcome with elation when he thought he had killed the hundredth tiger ?
8. Why did the king go to a shopping centre in Pratibandapuram ? What did he buy there ?
Or
What did the Maharaja buy as birthday gift for his son ?
9. How did the Tiger King meet his end ? What is ironical about his death ?
10. How did the Maharaja kill the hundredth tiger ?
11. The title of the Maharaja reflected grandeur but his death was an anticlimax. Justify.

II. THE ENEMY

-Pearl S. Buck
Theme : The dilemma of duties : as a doctor/humanitarian and as a patriot at the time of world
war.
: The dilemma/ambiguity between heart and mind, emotions and reason, right and wrong
and justice and injustice.
Dr. Sadao Hoki  Japanese citizen  surgeon and scientist
 He was perfecting a discovery which could render wounds entirely clean. Therefore he was
not sent abroad with the troops (for war)
 Also because the General might need an operation for which he was being medically treated.
He only trusted Sadao to perform his operation.
PAST :
1. Sadao’s father : education was the chief concern. So he sent Sadao to America to learn
surgery and medicine.
2. In America, Sadao met Hana (American) Professor Harley’s house.
3. Before falling in love with her, he had to make sure, she was a Japanese. Sadao’s father was
conservative and an orthodox, because he believed in the purity of race.
Sadao and Hana waited till they returned from America, and got married in a traditional
Japanese way.
THE ENEMY : During the World War, America and Japan were enemies to each other.
The man who entered their vicinity was:
1. A prisoner of war from the U.S Navy who had escaped.
2. He was wounded. He had been shot in the back, but had not been tended. His wound was
bleeding profusely.
3. He was young. The scars on his body indicated that he was tortured.
4. He had yellow hair and yellow beard.
5. He was pale, thin (half starved for a long time), inert/lifeless, tortured and unconscious.
THE DILEMMA: As a Japanese citizen, it was Dr. Sadao’s duty to handover the enemy to the
police or put him back to the sea to die. But as a surgeon and his doctor’s oath, it was also his
duty to save an injured man.
Here both Dr. Sadao and Hana are caught in the conflict between their mind and heart.

Their servants are definitive and certain that the enemy should be handed over to the police or
be left to die. Helping that man implied treachery to the nation. But, for Dr. Sadao and Hana,
it is the ideals of humanity that dominate over their political and nationalist belief.
Therefore despite the chance of getting arrested on the charge of harbouring the enemy,
he brings the enemy in, and conducts the surgery to save his life.
 Following his medical ethics, he save’s the man’s life and takes care of him. But he refuses
to interact with the enemy. Sadao only wants their relationship to be of a doctor and
patient, absolutely professional. He does not want an intimate relation with him.
 The servants like the old Gardner, the cook, and Yumi are superstitious, hypocritical and
contemptuous. Eg : When the cook cuts the neck of a fowl, the gardner does not allow
him to waste its blood. The blood is precious because it is the best of fertilizers and is
used by the gardner for the roots of wistaria vine.
On the contrary, human blood of an enemy is trivial and waste for them. The enemy must
be defeated at all costs even if it meant going against morals and principles. Human life
of an enemy is worthless and insignificant.
Though these servants claim themselves to be loyal and working since Sadao’s father was
incharge of the house, they withdraw their help, support and affiliation from Sadao’s family
till the time the enemy stayed.
 Despite his decision to aid Tom (the enemy) through his recovery, there is a constant fear
and insecurity of being arrested. Harbouring a prisoner of war at home would endanger
his children and Hana.
Therefore when he goes to the General for his medical examination, he reveals to him about
the enemy. The general assures Sadao, that he will send private assassins to his house and
execute the prisoner of war when he is asleep.
 Sadao waits for the assassins to execute the plan. But the General’s promise is never
fulfilled. Finally, feeling the terror of having assassins at home, he goes to check the
enemy. He informs Tom, that he has arranged a boat along with food and clothing, and he
must go to the nearby island, where he must wait for a Korean boat, get on it and escape.
 When he meets the general the following day, the general says that he had forgotten about
the promise. He justifies himself that it was not lack of patriotism or dereliction of duty.
It was just that his health was more important focus at that time. Sadao realizes that the
General was under his control. He was relieved from the fear of being arrested.

This signifies the triviality of war and the selfish concerns of the General. He has sent army
troops to defend his nation, but he is coward and is only concerned about his own health.
 Sadao as a human being is kind and considerate. He had stayed in America for a long time,
and thus knows and understands that they are humans equal to them. But the society
forces him to think them as enemies and thus he is caught up in the internal conflict. War
forces the best of men to think irrationally and forget the ideals of humanity.
 As a doctor, he is extremely skilled, excellent and true to his work.
The General says that since Sadao has used all his skills to save an enemy, it makes him a
more dependable and best doctor available.
While operating on the prisoner of war, Sadao was completely absorbed in his work.
He used his concentration and skills to the best level so as to save his patient.
It was his habit to murmur to the patient when he sincerely worked on the operation.
He always called his patients “My friend”. He did the same as he operated on Tom, forgetting
that this was not his friend, but his enemy.


1. Sadao “had waited to fall in love with her (Hana), until he was sure she was Japanese.”Why did he do so?
Or
Why did Sadao and Hana not marry heedlessly in America ?
2. Who was the ‘misty figure’ that had been washed ashore in front of Dr Sadao’s each house ? How did the
doctor and his wife establish his identify ?
3. Why did blood starts flowing out of the wounded man as soon as Sadao touched the wound with his
fingers?
4. How and why did Dr Sadao stop the bleeding of the injured man on the beach ? What dilemma did Dr Sadao
and his wife have to face soon after ?
5. Why do you think Hana believes that the man (the American P.O.W.) is “menace, living or dead” ?
6. What were the reactions of the servants when Sadao decided to operate on the American? (Views of the
three servants)
Or
Why do the domestic servants of the Sadao’s strongly react to the American’s presence in the house ?

7. Why does the General not want to be treated by a doctor trained in Germany ?
8. After the General’s assurance of getting the American prisoner slain, the doctor should have felt relieved,
but he spends sleepless nights. How do you account for his behaviour ?
Or
Describe the mental state of Dr Sadao during the three nights when he was waiting for the private assassins
of the General. Do you approve of his restlessness during the period ?
9. Why did Sadao feel that the General was in the palm of his hand ?
10. What are your views about the indifferent attitude of the General towards the presence of the American
prisoner of war in the doctor’s house ?
Or
What explains the attitude of the General in the matter of the enemy soldier ? Was it human considration,
lack of national lolyalty, derelication of duty or simply self-absroption ?
11. While hatred against a member of the enemy race is justifiable, especially during wartme, what makes a
human being rise above narrow prejudices ?
12. How did Dr Sadao help the American prisoner to escape ? What precautions did the want the man to take?
Or
What precautions did Dr. Sadao ask the American to take in order to make an escape ?
13. What were the two things that happened on the seventh day after the last stitches had been pulled out?

III. SHOULD WIZARD HIT MOMMY ?

-John Updike
 Jack tells his daughter Jo, a story before she takes her evening nap.
 The plot of the story usually remains the same; only the main character (protagonist)
changes. The protagonist is a creature named Roger, which is either a fish or squirrel or a
chipmunk.
 This time, Jo suggested it to be Roger Skunk.
 A skunk is an American animal, like a weasel that defends itself by emitting a foul
smelling fluid. It is black in colour with white stripe.
 Plot of the story : is derived from Jack’s childhood experience.
Roger skunk smells terrible. Therefore, none of the woodland creatures played with him.
He is sad. He goes to the old wise owl for advice. The owl tells Roger to go to the wizard.
The wizard is a tiny old man with a white beard and a blue hat. He casts a magic spell and
makes Roger smell like roses. In return, he asks for 7 pennies. Roger starts crying because
he only has 4 pennies. The wizard tells him that he would find 3 pennies in a well.
Roger goes to the well, gives the pennies to the wizard and returns to the woods.
Now since he smells like roses, all the other woodland creatures play with him.
 Twist in the Tale : Roger Skunk’s mommy thinks he smells awful. When explained by Roger
Skunk that the other creatures weren’t playing with him before, she replied that she didn’t
care. According to her, Roger had smelled just the way little skunks should smell. She takes
him back to the wizard. She hits the wizard on his head and asks him to give Roger back his
smell. The wizard agrees and Roger smelled bad again. Roger Skunk and his mommy return
home. His daddy returns home from Boston and the entire Skunk family have their supper
together. When Roger Skunk went, to bed, his mommy hugs him and tells him that he
smelled like her little baby Skunk again and tells him, that she loves him very much.
 When the first part of the story ends, Jo thinks that the story is over. She becomes distracted
and starts fidgeting. Like a stereotypical patriarchal figure, Jack doesn’t like women when
they took anything for granted. He liked them apprehensive and hanging on his words.
Therefore he adds a twist in the tale.
 Jo is highly unsatisfied with the twist. She wants Roger skunk to be accepted by his friends.
She finds his mommy doing wrong and wants the wizard to hit mommy instead of vice
versa.
For a little child of age four, it is very important for Jo to be with friends and have someone
to play with.

She doesn’t understand what her father wants to teach her through the story. He wants to
teach her that having one’s own individuality is very important. One must not change
one’s own personality so as to appeal more and be accepted by others. The little skunk
loved his mommy more than he loved his friends. He learnt that his mother knew what was
right for him.
 When Jo tries to escape from bed, despite her father’s instructions to sleep, Jacks calls out
to her that he will spank her. Jack being a parent uses his ultimate weapon, his parental
authority. This authority is superior to a child’s wishes.
 Through the story he wants to teach Jo that :

(a) There exists discrimination in this world.
(b) Never question the authority of an adult.
 The author advocates the unquestioning obedience of children.
 Jo’s constant questioning and her refusal to accept Jack’s ending of the story seems to be
a threat to his authority. He believes that an adult knows best. When he senses that she is
restless, after he comes downstairs, he uses the ultimate weapon of adult authority by
warning her that he will spank her.
 Being a child Jo is innocent. According to a child’s perspective, moral issues are not their
concern. They do what they feel is right. The most important factor for them is to be
happy.
 In the concluding part of this chapter, we see Jack helping his wife Clare. He feels himself
being trapped in a cage.
 In the 1960s and 1970s, gender dominance was questioned. Feminist movements
were resurged during this period.
The male chauvinistic attitude is reflected here. Jack didn’t like women, when they took
anything for granted. He feels weary being bound by responsibilities of his family and
is not given importance either by Jo or his wife.
 This story is written during the transition period where the perspective of men’s position
as dominant has changed. Now they are equally involved in being bound to
responsibility.



1. Why was story telling “especially fatiguing” for Jack on Saturdays ?
2. What was Roger Skunk’s problem ? How did he get rid of it ?
3. Why did the woodland creatures avoid Roger Skunk “ How did their behaviour affect Roger ?
4. How did Jack enact the part of the wizard ?
5. Why in your opinion is the smell of roses obnoxious for the Skunk mother ?
Or
How did Skunk’s mother react to his new smell ?
6. Why did Jo not approve of Skunk’s mother scolding him for his new smell ?
7. why does mother Skunkm hug and part her son as he prepares to sleep ?
Or
How did Skunk’s mother feel when he had got his skunk smell back ?
8. Why does Jo call Skunk’s mother a stupid Mommy ? What did she want the mother to be punished for?
9. Why was Jack worried about his wife Clare ?
10. Why does Jack insist that it was the wizard that was hit and not the mother ?
11. What makes Jack feel caught in an ugly middle position ?

IV. ON THE FACE OF IT

-Susan Hill
 “On the face of it” is an idiom. It is used when describing the way a situation appears,
while allowing for possibility that things may be different.
 That is, by surface appearance Derry is defined as a boy who has an acid burn on his
face, and Mr. Lamb having a tin leg. But what is important is how they are as a person
and the positive outlook they must have in their lives.
 This play emphasises on the fact that what we think of ourselves and how we improve our
perception is more important than an outsider’s judgment of us.
 Derry is looked down upon people as an ugly child. That is what he feels people think him
to be. He believes that people were either afraid of him or sympathize with him, because
when they talk to him, they avoid looking at his burned face.
 Derry’s mother is overly protective towards him. She doesn’t allow him to go out much.
She is scared for his future because of the scar. Instead of giving him confidence, she
constantly reminds him of his unfortunate image. Thus Derry, has turned out to be a
pessimistic, easily irritable and introvert boy.
 He says that he hates people. He has a pessimistic attitude towards life. He gets easily
angry and irritated. He finds every conversation as negative and threatening and as a
comment on his appearance.
Age of Derry : 14 years
Characteristics of Derry before he meets Mr. Lamb: He is:
1. Introvert 2. Defiant (aggressive)
3. Scared 4. Defensive
5. Indulges in self pity 6. Bitter
7. Suspects affection (even of his mother) 8. Pessimistic
9. Escapist
He believes that nobody loves him and will never become his friend. He feels that his
mother loves him and kisses him because she pities her son.
He has a negative outlook towards the world around him. For him the difficulties in life are
burdens. The weeds at the wall of the garden are rubbish for him. On the other hand, Mr.
Lamb equates these weeds to fruits and flowers since they both are living
things/ growing plants. He grows them as a weed grain.

 Mr. Lamb: Also known as Lamey Lamb by the kids of the neighbourhood.
 His leg got blown up during war. Therefore he has a tin leg (artificial metal attachment).
 Characteristics of Mr. Lamb: He is :
1. Open minded 2. Courageous 3. Calm
4. Confident 5. Celebrates life 6. Loves people
7. Very welcoming 8. Optimistic 9. Positive
 He is the owner of the garden. He always keeps the gates open so that people can enter
the garden anytime they want.
 He lives in a house with no curtains. He doesn’t like shutting things up. He likes the
light and the darkness. He also keeps the windows open so that he could hear the
wind.
 He is fond of his crab apples and bees. He is close to nature and enjoys tending his
garden.
 He likes to watch, think and listen, observe the world around him.
 He has a positive outlook towards life. He says, that when people say bees buzz,
for him, the bees sing. Despite the physical deformity, he has a lively spirit. With this
conversation, he is able to influence Derry to think optimistically. It is not important
how you appear physically. What is essential is the way you think, react, and how you
are from the inside.
 He gives him courage to make his own choice and speak up to his mother. Derry becomes
more independent and breaks away from being over protected.
 Mr. Lamb gives a new definition of friendship. He says everybody is your friend.
Their name is an insignificant detail. It is not necessary to know that person’s details to be
his friend.
 Though he has always tried to be hopeful, he knows, that people who promise him that
they’ll come back, never do. Therefore he doesn’t expect Derry to return back.
 Derry for the first time had the strength to tell his mother, that people should not be judged
by their appearance, there is a lot more to them. Defying his mother’s instruction, he goes
back to the garden, only to find Mr. Lamb fallen from the ladder, on the ground.
 By the end of the play, we find Derry completely reformed. He is now :

1. Optimistic : He believes he can lead his life better and change himself
2. Confident
3. Stand up to his mother
4. He wants to conquer the world
5. He has love for things outside his world :
 He wants to interact with Mr. Lamb.
 He wants his own house to lack curtains and have a beautiful garden.

1. Why does Derek want to go back home as soon as he comes face to face with Mr Lamb ?
2. Mention some incidences that highlight the positive outlook of Mr. Lamb towards life.
3. Why hasn’t Mr Lamb put curtains on his windows?
4. Why is one green, growing plant called a ‘weed’ and another ‘flower’ ? What does Mr Lamb mean by this
statement ?
5. Why does Mr Lamb narrate the story of a man who locked himself in a room because he was afraid ?
6. What does Mr Lamb do in his free time.
7. What condition does Derek put on his friendship with Mr Lamb ? What doubt does he have about this
friendship ? How does Mr Lamb dispel this doubt ?
8. What is Mr Lamb’s fear about Derek’s going back home ? What light does this throw on Mr Lamb’s life and
character ?
9. Why does Derek, at one point of the story, think that Mr Lamb is crazy ?
10. How does Mr Lamb’s conversation transform Derek ?
11. Why do you think Mr Lamb keeps the gates of the house and garden open ?
12. Do you find any wisdom in the statement, “blind people only ought to be with other blind people” ?
13. What concept of the world does Mr Lamb propound when Derek asks him if his old garden is a world ?
14. What makes Derek observe that, “... if I don’t go back there, I’ll never go anywhere in this world again” ?

V. EVANS TRIES AN O-LEVEL

-Colin Dexter
 The prisoner : James Roderick Evans : a congenital kleptomaniac (constant tendency

to steal)
 known as “Evans the Break”. He is called so by the prison officers because to has
escaped the prison thrice.
 Interested in giving the O-level German examination
 Wearing grubby string vest, trousers and, red and white bobble hat.
 Evans was not a real burden but just a persistent nagging presence. He had no record of
violence.
 Evans attains a thrill figuring out ways and means to escape from prison. For him it’s like
a game where one out does the other using his wits. Evans sharpens his wits and skills by
constantly challenging the prison authorities.
 Prison officers : Jackson : Senior prison officer D wing

Stephens : recently recruited : falls into Evan’s trap
Incharge: Governor
 Invigilator Reverend S Mc Leery : a parson from St. Marry Mags
THE ESCAPE PLAN :

 Mc Leery : carrying his glasses and a suitcase
 suitcase consisted of : an envelope, ‘The Church Times’, Holy Writ, and a semi inflated
rubber ring.
 The semi inflated rubber ring was explained by Mc Leery that it was used for his
haemorrhoids/piles. Whereas, the rubber ring actually used to store blood.
 Blood Composition : The blood used was Pig’s blood. But for the blood to not clot,
human blood must be mixed with the pig’s blood.
And 3.8 percent trisodium titrate must be mixed with one tenth of its volume.
 Mc Leery who was invigilating was helping Evans escape. He was disguised as
Mc Leery. The real Reverend Stuart Mc Leery was securely bound and gagged in his
study in Broad Street.
 The aliased Mc Leery was wearing 2 black fronts and 2 collars.

 Evans :
 He pretends giving the exam.
 He feels cold and asks for a blanket.
 Using the blanket as a cover, he disguises himself as Mc. Leery.
 When the exam gets ever, Mc Leery is escorted out of the prison.
Evans, disguised as Mc Leery is inside the exam cell, where he pretends to be attacked
and hurt.
 The inspectors believe that the Mc Leery, whom they escorted out, was actually Evans
in disguise. Thinking that this wounded Reverend is the actual Mc Leery, they send
him through an ambulance to the hospital.
 Evans escapes and goes to the Golden Lion hotel where he finds the Governor waiting
for him.
 Governor : Deciphers Evan’s actual location, while everyone thought he ran off to Newbury
 During the Examination there is a correction in the spelling of Golden Lion which is
actually the name of the hotel.
The index number column is to be filled as 313 and centre number as 271. According
to the Ordnance Survey map of Oxfordshire, 313/271 will take you to Chipping
Norton.
 To execute this plan Evans had help from the man pretending to be his German teacher,
aliased Mc Leery, the person pretending to be Governor on the phone. That is, the escape
was a well planned strategy.
 As Evans entered his room at the Golden Lion, he saw the Governor waiting for him with a
police back up and a van. He questioned Evans to gain knowledge of how the escape was
planned and executed. This had been a challenge to his investigative thinking. Evans was
proud of making this intellectual strategy.
 He was taken to the prison van where he was handcuffed by a prison officer.
 In the end we are shown Evans settling himself comfortably. The prison officer unlock his
handcuffs, and instead of going to the prison the driver asks Evans, where they should go.
Evans suggests Newbury.
 The ending is an unexpected twist. Evans outwits the Governor. The prison officer and the
driver of the van were his partners.


1. Why was Evans know as ‘Evans the Break’ by the prison officers ?
2. Why do you think Evans does not become conversant with German is spite of having been taught for more
than six months ?
3. Who were the two visitors Evans received in the morning of the day of his examination ?
4. What makes Evans’ comment that his ‘bobble hat’ is a ‘kind of’ lucky charm’ for him ?
Or
Why did Evans not take off his hat when Jackson had ordered him to do so ?
5. Why do you think Jackson asks Evans to remove the ‘pin-ups’ from the cell ?
6. Why do you think Jackson tells Evans, ‘Nobody in his senses would take any chance with you’ ?
7. Escape from the Recreational Block would have been much easier. Why did Evans not try to escape from
there ?
8. Who do you think made a call regarding a correction in the question paper ? What did it really want to
convey?
9. Why did Evans drape a blanket round is shoulders ? What did Stephens think about it ?
10. Who is Carter ? What does the Governor want him to do and why ?
11. Is the Governor justified in considering Jackson as a stupid person ?
12. How did the Governor manage to reach Evans in the hotel ?
13. Who do you think is the driver of the van who eventually takes Evans to freedom ?
14. Give an account of the blunders commited by the prison authorities which resulted in making Evans’
escape-plan a success.

VI. MEMORIES OF CHILDHOOD

[PART:A] “The Cutting of my Long Hair”
- Zitkala Sa (pen name) Actual name : Gertrude Simmons Bonnin

 Native American (American Indian) a marginalised community
 Prejudice and oppression towards Native American culture and women
 Autobiographical account
 An episode in which she is sent to school where each day is a struggle for her since she
belonged to a marginalised community.
 “My spirit tore itself in struggling for its lost freedom, all was useless”
Being in the school, though she received education, she had lost her freedom. Her spirit
was constrained by rules and regulations. She felt hopeless there; the struggle was useless.
 The school followed a strict mechanical routine:
 A bell rang to indicate the time for breakfast.
 The girls and the boys walked towards the table.
 The girls were wearing tight fitted clothes, sleeved aprons and had shingled (cut) hair
in the snowy cold weather. The author’s moccasins (slippers make of deer skin or
soft leather, used by Native Americans) were taken away she was made to wear shoes.
 A small bell was tapped. The pupils drew a chair from under the table.
 A second bell instructed them to sit.
 Then as per ritual they all hung their heads over the plates and prayed.
 The third bell allowed them to start with their food.
 This was so new and mechanical for the author so she started crying. For a child, it is
usually expected to live a life that is free and without constraints and responsibilities.
But here in the school, the children were bound to follow a set regime, follow a
schedule, and obey instructions. They were deprived of the carefree innocence.
 According to what Judewin overheard, the paleface woman incharge was talking about
cutting their hair.
 In the Native American culture :

1. Only unskilled warriors who were captured by the enemy had their hair shingled.
2. Short hair was worn by mourners (i.e. upon somebody’s death) and shingled hair
was worn by cowards.

The cutting of one’s hair was matter of shame. This insulted their norms of culture and
belief. This is what the children were conditioned and taught by their mothers.
 Judewin says that they will have to submit to the school authorities, because they are
strong.
The author whereas, pledged to rebel. She was determined, not to submit. “I will struggle
first”.
 The author hid under the bed, but she was soon found. She was dragged out despite
her kicking and scratching.
 With the loss of her hair, she lost her spirit.
 She was in anguish (extreme physical and mental pain)
 At the school she was all alone, deprived of her mother’s care and protection.
 She had become as insignificant as one of the animals driven by a herder. She had
become like a wooden puppet played by the strings of the school authorities. She had
lost her individuality and pride of her tradition. She was shingled like a coward is.
[PART:B] “We too are Human Beings”
-Bama (1958)
 Pen name for Faustina Mary Fatima Rani
 Tamil Dalit woman from a Roman Catholic family
-The extract is from her autobiography Karukku (1992)
Theme: Caste Discrimination of Dalit Community

 Narrative from the outlook of a small girl studying in third class. She hasn’t heard people
speak of untouchability openly, but she had already seen, felt and experienced it.
She had been humiliated by this.
 While returning home from school, she enjoys the journey of a long walk by observing her
surroundings.
 The Dalit community were considered untouchables and of low caste. They were made to
do all the hard work and they were ordered by the landlords.
 One day, she sees an elderly man of their street coming from the direction of the bazaar.
 He was carrying a small packet by its strings. Seeing such a big man carrying such a small
packet in that manner made the author laugh.

 The packet consisted of vadai, and he was very careful not to touch the packet even if the
vadais would fall.
 He handed it over to the landlord who opened the packet and started eating the vadais.
 For an innocent child this was just a funny incident which she narrated to her brother
Annan.
 Annan explained her, the truth about the situation. Landlords believed that they were of the
upper caste; therefore they must not touch the Dalits.
Touching the Dalits meant they would become polluted. This is the reason why the elder
had to carry the package by its string.
 The author felt disgusted, terribly sad and rebellious. She was furious on how they were
treated. An important elder of their community had to reverently bow and shrink before
the landlords.
 Similarly, when Annan who studied at a university was coming home from the library,
he was interrogated by a man who asked his name. He then asked which street Annan lived
in so that he could know what Annan’s caste was.
 Because they are born into this community, they are never given any honour or dignity or
respect. They are treated as inferiors. The so called ‘upper caste,’ dominate and rule over
them and treat them as slaves. Being termed as ‘untouchables’, they are deprived of human
rights and independent individuality.
 The only way to throw away these indignities is to study and progress, and work hard.
 Annan advised the author to learn as much as she could, be ahead in her lessons. This way,
people will come to them and respect them.
 In both extracts, the authors faced discrimination: Zitkala-sa for being a Native American
and hence considered to be savage and Bama for being a Dalit and hence considered as an
untouchable.
 Both authors experienced oppression in their childhood. This instigated their rebellion
against it and a declaration for their equal rights which is expressed by them through their
writings.



1. How did the writer struggle hard to resist the cutting of her hair?
2. Why did the author begin to cry in the dining hall ?
3. What idea do you form about the author’s friend Judewin from her comment about hair cutting “We have
to submit, because they are strong” ?
4. How do you account for Bama’s statement “I hadn’t yet heard people speak openly of untouchability” ?
5. What did the mother of the narrator teach her about short and shingled hair?
6. Who was Annan ? How did he justify the strange behaviour of the elder ?
7. What advice did Annan give to Bama ? How did his words of advice affect her life ?
8. Why would it take Bama half an hour or more to reach home even when it was possible to walk the
distance from her school to home in 10 minutes?
9. What impressions do you form about the entire situation from the strange and humiliating manner in which
the man was walking and carrying the eatables ?
10. Had Bama not been guided properly by her elder brother regarding unsociability, she would have grown
up into a complex - torn woman. Do you agree ? Support you answer.
11. It is better to have tried and failed than never to have tried at all. How would you relate this observation to
the author of the episode “The Cutting of My Long Hair” ?
12. The authorities of Carlisle Indian School believed in imposing their will on the children. So you think this
is the correct way of dealing with small children removed from the shelter of their homes ?

Answers to Important Questions Based on the Chapter/ Vistas

Chapter-1
1. The astrologers warned that the child will die one day and the death would come from the tiger as tiger
and bull are enemies and the child was born in the hour of the Bull. The child was not afraid listening
about the tiger. Rather, he uttered the words, “Let Tigers beware!”.
2. It was not a feasible idea to kill so many tigers neglecting the other duties that the King had. Instead he
could have focused his energy on his own kingdom as he was accountable to the people he ruled. If the
death really had to come from the hundredth tiger, he should have waited for it rather than fastening up
the process by hunting down tigers one after another.
3. The underlying idea behind the author’s detailed description of the bringing up of the Tiger King is that
India was colonized by the British at that time. An aspect of this is represented by the fact that, an
Indian Prince was brought up more naturally like a British citizen. This is ironic because a King’s duty
is to protect his country and its culture and traditions.
4. The Tiger King challenged the astrologer. The astrologer viewed, that if he went wrong,
he would tear all astrology books and set them on fire. He would cut his tuft, crop his hair short and
become an insurance agent.
5. Maharaja prevented a British officer from fulfilling his desire and thus, he stood in danger of losing his
kingdom itself. The Maharaja and the dewan of the State decided to send expensive diamond rings as
gifts to the duraisani. The Maharaja was happy that though he had last 3 lakh of rupees he had managed
to retain his kingdom.
6. The Maharaja managed to kill seventy tigers in ten years but the tiger population became extinct in the
forests of Pratibandapuram. This brought Maharaja’s tiger killing mission to a sudden standstill.
7. Maharaja was overcome with elation. He ordered the tiger to be brought to the capital in grand
procession and then left for the kingdom in his car proud of the fact that he had fulfilled his vow.
8. The King went to the shopping center in Pratibandapuram to buy a special gift for his son’s third
birthday. He bought a wooden tiger from a toyshop and gifted it to his son.
9. The wooden tiger that had been a gift from the Maharaja was carved by an unskilled carpenter.
Tiny slivers of wood stood up like quills all over it. One of those slivers pierced the Maharaja’s right
hand and later he died due to the infection. The King who had killed so many live tigers, in the end was
killed by a wooden tiger.
10. On the orders of the Maharaja, the Dewan had brought a tiger which was kept hidden in his house.
The tiger came and stood in front of the Maharaja. It seemed as if he had surrendered himself to the
Maharaja. The Maharaja took careful aim at the beast and shot him dead. But later, after the Maharaja
left, it was realized that the bullet had missed the target.

Chapter-2
1. Sadao’s father was conservative and on orthodox. He believed in the purity of race. Dr. Sadao was an
obedient son. So, before falling in love with Hana, he had to make sure that she was Japanese. Sadao and
Hana waited till they returned from America and got married in traditional way.
2. The misty figure had been a prisoner of war from the US Navy who had escaped. Dr. Sadao came to
know about him through his battered cap. He was a sailor from an American warship.
3. Blood flowed freshly at the touch of Dr. Sadao’s hand because the man had been shot and had not been
tended. The man might have fallen on a rock and it would have struck his wound.
4. Dr. Sadao, with his trained hands, unconsciously packed the wound with the sea moss that strewed the
beach. Dr. Sadao and his wife were in a dilemma whether to turn him over to police as he was their
enemy or to save him because it was the duty of a doctor to save a life if it is possible.
5. Hana believed that the man was a menace, living or dead because if he lives it would be difficult for
Dr. Sadao to hide him and if he dies it would be a moral burden on his conscience.
6. The domestic servants were unhappy with their master’s decision to keep the prisoner of war in their
house. They hated the soldier and were very repulsive towards him. Yumi refused to touch the
US soldier when she was asked to wash him. She was of the opinion that the future of the children
would be very bleak if their father is condemned as a traitor. The Gardener felt that Sadao should have
allowed the soldier to bleed to death. He believed that the Sea and the Gun would seek revenge if Sadao
saved the soldier. The Cook said that Dr. Sadao was so proud of his skills, that he would save any life.
According to him, Dr. Sadao was using his skills irresponsibly.
7. The General did not want to be treated by a doctor trained in Germany because the doctor would
consider the operation as successful even if the General died.
8. The General promised Dr. Sadao that he would get the American soldier killed by his assassins.
Dr. Sadao went home thinking about the plan and decided he wouldn’t tell Hana about it.
On the first might, Sadao slept badly. Time and again he woke up because of the thought of assassins
entering the house and taking the soldier away. But the next morning, the soldier was till there. On the
second night too, he couldn’t sleep well. There rose a wind that night and he listened to the strange
sounds of bending boughs and whistling partitions. But the next morning the soldier was still there.
On the third might, it was raining outside. Sadao slept a little better but he woke at the sound of a crash
and leaped to his feet. Hana volunteered to go and check but he stopped her from doing so. Still, he
found the American soldier there, in his room the next morning. Dr. Sadao could not sleep peacefully for
three nights and still the soldier was there in the house.
9. Dr. Sadao felt that the General was in the palm of his hand because the General had confessed himself
that he had forgotten his promise due to his illness. Till the time, the General was ill; Dr. Sadao was safe
because the General wouldn’t let anything happen to him.

10. The General was a selfish person. He thought of nothing but himself. He forgot about the promise that
he had made to Dr. Sadao. He didn’t care what Dr. Sadao and Hana went through. He only thought about
his health and his illness. He tried to justify himself by saying that it was not lack of patriotism or
dereliction of duty but simply self-adsorption.
11. Hatred against a member of enemy race is justifiable but what makes a human being rise above narrow
mindedness is his ability to understand that humanity is above all the races and religions. One must
never forget the ideals of humanity. It is true that compassion is a natural instinct but he must be able
to make out that political enemies are not personal enemies. One must not neglect reason and logic while
dealing with a situation. It is easy to get carried away by emotions but one must be just and considerate
in his actions not allowing the mind to overpower oneself. The person who can control his mind and
take his own decisions in difficult times; rises above others.
12. Dr. Sadao decided to help the prisoner escape. He instructed him to use his own boat and escape to an
island not far from the coast from where he could catch a Korean fishing boat. He gave him his own
flashlight and instructed him to flash it two times if he runs out of food before catching a boat at the
same instant the run drops over the horizon. He warned him not to signal in dark as it could be spotted
by someone else. He advised him to eat raw fish because a fire would be seen. He asked him to signal
once if everything was alright. He gave the soldier Japanese clothes and a black cloth to cover his blonde
head.
13. On the seventh day, two things happened

(i) In the morning the servants left together, their belongings tied in large square cotton kerchiefs.
(ii) In the afternoon, Hana, working hard on unaccustomed labour, saw a messenger come to the door
in official uniform.
Chapter-3
1. Story telling was especially fatiguing for Jack on Saturdays because Jo would never fell asleep in naps
any more and knowing this made the rite seem futile.
2. Roger Skunk smelled so had that none of the other little woodland creatures would play with him.
He consulted the wise old owl who directed him to a wizard. The wizard magically gave Roger Skunk
the smell of roses.
3. The creatures of woodland would run away at the sight of Roger Skunk. Roger Skunk would stand there
all alone, with tears falling from his eyes.
4. Jack enacted the part of the wizard by scrunching up his face and somehow whining through his eyes,
which felt for the interval rheumy.
5. Skunk’s mother didn’t like the smell of roses. She found it obnoxious and awful. She took Roger Skunk
with her to the wizard to change back how he smelled.

6. Jo did not approve of Skunk’s mother scolding him for his new smell because for a small child it does
not matter much if the skunk loses his identity. Smell of roses fascinates everyone especially small
children and Jo wants Roger Skunk to have the smell of roses forever.
7. The Skunk’s mother felt happy when he got his smell back. When Roger Skunk was in bed, she came up
and hugged him as he smelled like her little baby again. She loved him the way he was.
8. Jo is highly unsatisfied with the twist. She wants Roger skunk to be accepted by his friends. She finds
his mommy doing wrong and wants the wizard to hit mommy instead of vice versa. For a little child
of age four, it is very important for Jo to be with friends and have someone to play with. Being a child
Jo is innocent. According to a child’s perspective, moral issues are not their concern. They do what
they feel is right. The most important factor for them is to be happy.
9. Jack was worried about his wife Clare because she was six months pregnant with their third child and
she shouldn’t move heavy things or furniture during pregnancy.
10. He wants to teach her that having one’s own individuality is very important. One must not change one’s
own personality so as to appeal more and be accepted by others. The little skunk loved his mommy
more than he loved his friends.
11. In the concluding part of this chapter, we see Jack helping his wife Clare. He feels himself being trapped
in a cage.
 In the 1960s and 1970s, gender dominance was questioned. Feminist movements were resurged
during this period.
The male chauvinistic attitude is reflected here. Jack didn’t like women, when they took anything
for granted. He feels weary being bound by responsibilities of his family and is not given
importance either by Jo or his wife.
 This story is written during the transition period where the perspective of men’s position as
dominant has changed. Now they are equally involved in being bound to responsibility.
Chapter-4
1. Derek wants to go back home as soon as he comes face to face with Mr. Lamb because he doesn’t like
to be with people. He has this mindset that others would pity him for his burnt face.
2. Incidences that highlight the positive outlook of Mr. lamb towards life:
(i) He treats both weeds and flowers as equals. According to him, both of them are green growing
plants, and there’s no difference between the two.
(ii) He believes it’s not what you look like; it’s what you are inside. Handsome is as handsome does.
(iii) According to him the bees human which means they ring. Rest of the world thinks that the bees
buzz but according to him they sing.

3. Mr. Lamb hasn’t put curtains on his windows because he is bold enough to face life as it comes. He is
brave enough to face darkness and welcomes it just as he welcomes sunshine.
4. Mr. Lamb meant that the difference is in the perspective. While one green growing plant is called a
‘weed’, the other is called a ‘flower’. Life doesn’t treat the two as unequals. It is the human race which
has classified them in two categories. One is loved by the people while no one pays any heed to the
other. It is all about how you look at life and the things around you.
5. Mr. Lamb narrated the story of ‘a man who locked himself in a room because he was afraid’ because he
knew Derek was afraid of people too. He wanted Derek to realize that it was of no use locking up
oneself.
6. Mr. Lamb prepares jelly from crab apples and candy from honey that he collects from his
bee-hive.
7. Derek thought that Mr. Lamb didn’t know his name so how could he be his friend. Also he doubted if
they would ever meet again but Mr. Lamb told him that he need not know his name or meet him
regularly to be his friend.
8. Mr. Lamb feared that if Derek went back to home, he would never come back. This reflects that nobody
ever came back to meet him again. He lives there all alone, disappointed that he had no company for
him, no one to talk to.
9. Derek thought that Mr. Lamb was crazy because he told him strange things. He was very different from
the other people he had met till now. It didn’t matter to him if they knew names of each other, as long
as they could be friends.
10. Mr. Lamb’s conversation transformed Derek into an optimistic and self-confident person. Earlier, he
was an introvert, defiant and a bitter person. Mr. Lamb encouraged him to love the world around him,
to be a more out-going person, to be able to stand up to his mother. He no longer pitied himself for his
burnt face.
11. Mr. Lamb kept the gates of the house and garden open because he liked to welcome the changes in
weather. He liked to talk to other people. Anybody was welcomed in his house, to come and enjoy the
beauty of the garden.
Chapter-5
1. Evans was known as “Evans the Break” among the prison officers because he had escaped the prison
thrice.
2. Evens did not become conversant with German in spite of having been taught for more than six months
because he had no interest in learning German. All this while, he was planning how to escape from the
jail.

3. Prison Officers Jackson and Stephens were the two visitors Evans received in the morning of the day
of his examination.
4. Evans did not take off his hat when Jackson had ordered him to do so because if he had done so,
everyone would have come to know that he had clipped his hair short and that would’ve alerted
everyone.
5. So that they couldn’t be used anyhow in escaping the prison or holding the examiner hostage.
6. Jackson told Evans, ‘Nobody in his senses would take any chance with you’ because Evans had
escaped the prison thrice.
7. Escape from the Recreational Block would have been much easier, still Evans did not try to escape from
there because Evans attains a thrill figuring out ways and means to escape from prison. For him it’s like
a game where one outdoes the other using his wits. Evans sharpens his wits and skills by constantly
challenging the prison authorities.
8. One of the friends of Evans made a call regarding a correction in the question paper. The real purpose
of the call was to know exactly when the exam started.
9. Evans draped a blanket round his shoulders to disguise himself as McLeery. Stephens thought there
was never any sun on that side of the prison even in summer months, and it could get quite chilly in
some of the cells.
10. Carter is Detective Superintendent in the police force. The Government asked him to take ‘McLeery’
with him because he was the only one who seemed to know what was happened.
11. The Governor is justified in considering Jackson as a stupid person because it was Jackson who had
spent two hours in Evans’s cell the previous evening and had confidently reported that there was
nothing hidden away there. Also it was Jackson who mistook a stranger’s voice on phone to be the
Governor’s.
12. The Governor deciphered Evans actual location, while everyone thought he ran off to Newbury. During
the Examination there is a correction in the spelling of Golden Lion which is actually the name of the
Hotel where Evans had decided to hide. The index number column is to be filled as 313 and center
number as 271. According to the Ordnance Survey Map of Oxfordshire, 313/271 will take you to
Chipping Norton.
13. The driver of the van who eventually took Evans to freedom was his friend who pretended to be his
German teacher and McLeery.

Chapter-6
1. The writer crept up the stairs, passed along a hall and then entered a room with three white beds in it.
She hid herself under the bed which was farthest from the door. But later she was dragged out.
She resisted by kicking and scratching wildly but she was carried downstairs and tied in a chair.
2. The author began to cry in the dining hall because she was not accustomed to such rigid discipline.
3. Judewin was not a rebellious child. She had surrendered herself to the authorities very easily. So, she
asked the author to bow down before the school authorities.
4. Bama’s statement reflects on the mindset of the people at that time. Untouchability was considered to
be a taboo subject and no one ever discussed it openly. The people were ashamed of discussing about
it even with their children.
5. The narrator’s mother had taught her that only unskilled warriors who were captured had their hair
shingled by the enemy. Among them short hair was worn by mourners, and shingled hair by cowards.
6. Annan was Bama’s elder brother. He told her about the caste system that was prevalent. He told her
how the landlords considered themselves to be superior to others, thus justifying the strange behaviour
of the elder.
7. Annan advised Bama to study hard and make progress so that they could throw away all the indignities
related to Untouchability. He said if she remained ahead in her lessons, people would come to her on
their own accord and attach themselves to her. He told her to work hard and keep learning. These words
made a very deep impression on her and she stood first in her class and made many friends.
8. It would take Bama at least thirty minutes to reach home because she would move slowly through the
market watching all the fun and games that were going on, all the entertaining novelties and oddities in
the streets.
9. The man was walking in a strange and humiliating manner, carrying vadai. He was holding out the
packet by its string, without touching it. This shows that discrimination amongst different caste was
prevalent at that time. The landlords believed that they were upper caste and therefore the people of
the caste of that man must not touch them or their food. If they did, the people of upper castes would
be polluted.

Writing Skills
The Questions paper consists of 3 Sections :
Section [A] : Reading : 20 marks Section [B] : Writing : 35 marks
Section [C] : Literature : 45 marks
1. Attempt Section [C] first. Answer all Question of this section.
2. Then attempt Section [A].

(a) For Comprehension :
Before reading the passage given , read/ go through the questions asked.
 There‘s no need to write the entire paragraph or copying exactly.
 Never write answers in incomplete sentences or beginning with Because‘ and letting
the sentence incomplete. Leave a line after writing answer to each part.
 All the answers should be to the point, precise, concise and within the word limit.
 If the answer is to be written in between the sentence, take care that it‘s not begun
with capital letter.
(b) Notes and Summary :

 Read the passage. Keep underlining the important/relevant words and
sentences.
 Use the underlined sections to create your notes and summary.
 The notes should be short and brief, and in points. Elaborate these points for
the summary.
3. Attempt the writing skills : Section [B] : Last. Always adhere to the format.
 Take care of time limit and word limit.
Contents
Guidelines
S.No. Details Page
1. Comprehension 1
2. Note-making 1-2
3. Notice 2
4. Invitations and replies 3-4
5. Advertisements 4
6. Posters 5
7. Report writing 5
8. Factual description 6
9. Letter writing 6-7
10. Article/speech/debate 7
Formats & Examples

1. Notice 8-9
2. Advertisements 10-11
3. Posters 14-18
4. Note-making 20-23
5. Report Writing 23-25
6. Letter Writing
Business Letters 28-36
Letter to Editor 37
Job Application 38-39
Applications 40
7. Invitations & Replies 41-46
8. Article Writing 47
Writing Skills Vidyamandir Classes
Guidelines and Formats

Class XII
English Core
Section A - Reading (20 Marks)

1. Comprehension (12 marks)
 Skim once as rapidly as possible to determine the main idea.
 Underline the words that you do not understand.
 Look through the questions carefully. You are advised to keep to the order in which the
questions appear in the paper.
 Concentrate on the Vocabulary items and puzzle out the meanings.
 You must write complete sentences as answers.
Please Note : Four marks are for word attack skills (out of 12)
2. Note Making : (8 marks)

 Read the passage to get an idea about the theme and the subject matter it deals with.
 Identify the topic sentence in each paragraph.
 Now add the sub-points.
 Language should be simple, direct and clear. Avoid using complete sentences. Articles,
connectors, prepositions need not be used.
 Suitable Abbreviations should be used. Underline the abbreviations in the notes for better
presentation.
Try to keep all the sub-points less than 6-7 words long.
What kind of abbreviations can be used ?

 Capatalizing initial letters e.g. EQ for Emotional Quotient.
 Using first and last letters of words e.g. ‘stg’. for something, ‘edn’ for education.
 Using contraction of words e.g. ‘won’t’ for will not, ‘couldn’t’ for could not etc.
 Using symbols that are universal e.g.. ‘’ for therefore, ‘=’ is equal to etc.

Vidyamandir Classes Writing Skills
Marking Scheme for Q2

Title (1 mark)
Content (Minimum 3 headings and sub-headings
with proper indentation and notes) (3 marks)
P.S. Avoid sub-sub points
Abbreviations (Any Four) (1 mark)
Summary (3 marks)
Section B - Advanced Writing Skills (30 Marks)
3. Q.3 can be a “notice”, “advertisement”, “poster” or “invitation/reply to invitation”. It is a

short writing skill, with a word limit of 50 words. No marks will be awarded only for format.
 Notice :
The notice must be placed in a box.
Use capital letters for name of issuing authority.
The notice is largely written in the future tense.
Adhere to the word limit.
Marking Scheme for notice

 Title, Date, Signature & Designation (1 mark)
 Content (2 marks)
 Fluency (1 mark)
 Accuracy (1 mark)

 Invitation and reply to an invitation :

[a] Informal invitation
To invite a friend/relative particularly
Informal letter format
Use 1st and 2nd person form (I, you)
In 1 paragraph; short and precise
[b] Formal invitation (to 1 person)

To invite someone to be chief guest/judge
Formal letter format
1st and 2nd person form (We, you)
[c] Formal invitation (to many people)

For family functions and school programmes
Card format and placed in box
 3rd person
Name of host on top
Formal phrase : request the pleasure of your benign presence
seek your benign presence
solicit your gracious presence on the auspicious occasion of.....
cordially invite you on the auspicious occasion of...
Day, date, time and venue of event
Chief guest (in case of school function and inaugarations)
R.S.V.P. (Write in bottom-left corner; to give contact no)
[d] Informal reply

Informal letter format
1st and 2nd person
If accepting, use sentences like “I am delighted to attend the occasion....”
If declining, use sentences like “I am sorry to be unable to attend....”

[e] Formal reply (Chief guest/ judge type)

Formal letter format
1st and 2nd person form
 If accepting, use sentences like “I shall be delighted to preside over the
function”
If declining, first thanks for inviting and then use sentence like “However, I
regret to inform you . . . . . . due to a prior engagement”
[f] Formal reply (For others)

Single paragraph placed in a box
3rd person form
Note: While declining any invitation, first thank for the invitation, then express your
inability to attend due to prior engagement (in informal letter, write the specific reason)
and then express best wishes (for family fxns).
 Advertisements :
 Advertisements test the ability to write specifically and concisely.
 Provides maximum input using a minimum number of words.
 Heading should be bold and thick, capitals.
 Single paragraph.
 Minimal use of conjunctions, pronouns, connectors etc.
 Strictly adhere to the word limit given.
 Types: Situation vacant, Situation wanted, Property for sale, To let, Educational institutes,
Lost & found, Missing persons/pets, Travels & tours, Matrimonial, Accomodation
wanted

 Posters
 An important aspect is its presentation.
 Different styles of handwriting used be used to make it catchy.
 Bold letters should be used for the title to make it stand out.
 Presentation should be appealing.
 Strictly adhere to the word limit.
 Posters are of 2 types: Event and social message
 Event poster : organising group, event name, date, time, venue and features.
 Social message poster : Slogans, visuals and suggestions (do & dont’s)
Marking Scheme for posters

Content (2 marks)
Expression (3 marks)
Credit will be given for creativity in presenting ideas coherently and clearly.
4. Q4 will be “Factual description” OR “Report Writing” (100-125 words)
Marking scheme for “School magazine report”

Format (1 marks) (title and name of the writer)
Content (4 marks)
Expression (5 marks)
Marking scheme for “Newspaper Report”

Format (1 marks) (Title and reporter’s name) (Date and Place optional)
Content (4 marks)
Grammatical accuracy and spellings (2.5 marks)
Coherence, relevance of ideas and style (2.5 marks)

Describing Object
(a) Defining the object
(b) Describing its parts or physical characterstics
(c) Describing its operation and functioning
(d) Describing its uses
Describing People
(a) Age (young, middle aged, elderly, teenagar etc.)
(b) Figure (Stout, lanky, stocky, well-built etc.)
(c) Height (tall, short etc.)
(d) Complexion (fair, dark, wheatish etc.)
(e) Face (round, oval, clean shaver etc.)
(f) Appearance (good-looking, charming etc.)
(g) Voice (low, high pitched, squeaky etc.)
(h) Dress (loose, tight/well fitting, elegant etc.)
(i) Identification marks.
(j) Personality traits (kind, affectionate, loyal etc.)
Describing Places
(a) Where it is situated.
(b) Its population.
(c) Its monuments.
(d) The high rise buildings.
(e) The places of interest (etc.)
5. Q4 is of Letter Writing (125-150 words). Letters can be : “Letter to the editor”, “Business
letters”, “Job application” or “Application to Principal”.
 Applications:
(Simply a formal letter. Not likely to come.)

 Letters to the Editor

 The letter must be written in the appropriate format.
 Formal language must be used.
 Sentences should not be very long.
 Divide the letter into three paragraphs.
 In the first para, state the problems, in the 2nd, write about the causes and results and in
the 4th, suggest solutions.
 Job application
A letter and a CV/resume/biodata is written.
 Letter is short and formal
 Biodata contains the following details :
Name, Age, Date of Birth, Father’s Name, Sex, Marital status, Address, Tel. no.,
Email address, Educational Qualification (School level, College level, Professional
qualification(relevant to work field)), Experience (Years, Present employment),
Salary expected, Strengths (eg: communication skills), Hobbies(Optional),
References (any 2)
 Business Letters
Following types of letters come under this category :
1. Enquiry 2. Reply to enquiry
3. Placing order 4. Letters of Complaint
5. Cancellation of Order
6. Q6 will be an Article, Speech or Debate :

 Start speech with an introductory line such as “Good morning everyone, myself XYZ would
like to throw some light on ....”. Rest matter is similar to an article.
 Debate starts with a line such as “Good morning. This is XYZ to speak for/against the
motion <topic>. “ Unlike speech where you speak both pros and cons, here you have to
stick to one side only.

Format and Samples
1. Notice Word Limit : 50
Format:
ABC School (Issuing organisation)

Notice
Date
Heading
__________________________________________________________________
__________________________________________________________________
Body of notice. Must contain:
1) Purpose/Event 2) Date, time, venue 3) Details of event
_________________________________________________________________
_________________________________________________________________
Name of the person issuing the notice
Designation
Notice example 1:
You are Nakul Purohit, the President, Cultural Forum of your school. You have organized an
inter-school patriotic singing competition on Republic Day. Write a notice in about 50 words,
informing the students about this event.
Notice example 2:
Your school is conducting a trip to Shimla during summer vacations. As Ajay, head boy, draft a
notice giving all relevant details in about 50 words.

Solution to example 1:
ABC school, New Delhi

NOTICE
1st January 2015
Cultural forum
The cultural forum of the school has organised an Inter-school patriotic singing
competition on the occasion of Republic day. More than 20 schools from the city
will participate. The program will be held immediately after the flag hoisting
ceremony at 8 A.M.
The students interested in participating should give in their names by the 10th of
January to the undersigned.
Nakul Purohit
President
Cultural forum
Solution to example 2:
XYZ public school, New Delhi

NOTICE
1st January 2015
Trip to Shimla
This is to inform that the school is conducting a trip to Shimla during the summer
breaks. The details are as follows:
Date : 2nd June - 5th June
Charges : 3000/- per head
Stay : 3 star hotel
Those interested may submit their names, money along with consent slip to their
respective class teacher latest by 20th May 2015.
For further details, contact the undersigned.
Ajay
Head boy

2. Advertisements :
Two basic types of advertisements are : (a) Classified (b) Commercial
[A] Classified
1. Situation vacant:
Heading(SITUATION VACANT), start with word “WANTED”, name of organisation,
post, requirements/qualifications, pay scale(or better write “Excellent remuneration”),
mode of applying, contact
Example : Ahmedabad International School needs a secretary to the Pricipal.
The Administrative Department drafts a classified advertisement for the classified
advertisement section of a newspaper. Write the advertisement.
SITUATION VACANT
WANTED for Ahmedabad International School a secretary possesing
good correspondance skills, good command over written and spoken
English and a pleasant personality. Working knowledge of computers
is essential with a good typing skills. Excellent remuneration. Apply
with complete biodata within 15 days to Admn. officer, Ahmedabad
Internatonal School, Ahmedabad. Contact: 9876543210
2. Situation wanted :
Heading(SITUATION WANTED), start with degree/work field, job experience, strengths
and/or achievements, expected salary, contact
Example :You are a badminton coach who once played at national level. You are looking
for placement in school/college for both part-time and full-time job. Write an advt. to be
published in the situation wanted column.
SITUATION WANTED
BADMINTON coach, former national level player, coached for 15 years.
Seeks placement in school/college, both part-time or full-time. Trained
students won national awards. Excellent conversational skills, friendly
with students, experience of other sports too. Expected salary- min 5
lacs P.A. Contact: XYZ, 17, Tagore Garden, Delhi. Ph: 9876543210

3. Sale and Purchase :

Heading(FOR SALE), start with property type, details, price, contact
Example : Mukesh Kapoor of B-2,Sector 19, Ludhiana wishes to sell his house as he is
shifting to Delhi. Draft an advt.
PROPERTY FOR SALE

3BHK, 2nd floor in sec 19, Ludhiana. Modern construction, according
to Vaastu, spacious, well ventilated, green surroundings. Car parking,
lift, servant quarter available. Centrally located with all facilities nearby.
Freehold and independant. Cantact: Mukesh Kapoor Ph: 9876543210
Example :You want to sell your old car. Draft an advt.
FOR SALE
-VEHICLE-
MARUTI ZEN, silver, 2008, 16000 km. Single hand driven. Original
parts. Company service. Insurance updated. Fully loaded. In good
condition. New tyres. Papers redy for immediate sale. Price approx
1.5 lacs. Contact: XYZ. Ph: 9876543210.
4. Property to-let :
Heading(TO LET)), start with “AVAILBLE on rent”, rest similar to property for sale.
Example : You are running a real estate agency in Mumbai. You have to give an advt. for
tenements and apartments available for rent at Pali hill, Linking road. Draft the advt.
TO LET
AVAILABLE on rent at Pali hill, Linking road, 3rd floor, 3BHK flat with all
amenities and parking space. Well-ventilated and modern construction,
24-hour water supply, power back-up, lift facility. Contact: ABC property
dealers, 4, Nehru road, Mumbai. Tel: 45678900.

5. Educational institutes and tutions:

Heading(TUTOR WANTED/TUTOR AVAILABLE/Name of course)
For TUTOR WANTED type, start with “WANTED tutor for..”, tell about student(s) and
subjects, school level/competitive preparation, preferred time, contact.
For TUTOR AVAILABLE type, start like “SCIENCE tutor for class..”, some personal
qualities, school level/competitive preparation, preferred time, expected fees, contact.
For courses, mention duration, targeted age group, timings, registration, contact with
institute address.
Example : Shenaz Ali, has to start her Yoga Centre for school children at her residence, 234,
Navrangpura, Allahabad. Draft an advertisement to be published about it in a local daily
giving all relevant details.
Yoga classes
THREE WEEK course in Yogic exercises for school children.
Training by experts. Classes for girls from 6 a.m. - 7a.m. and
for boys from 6 p.m. - 7 p.m. on all weekends. Classes start
on 10th May. Fees: 100/-. Contact: Shehnaz Ali, Director,
Yoga center, 234, Navrangpura, Allahabad. Ph: 98765432109
6. Lost and Found :

Heading(LOST/FOUND) .
For lost, starts with: LOST on <date> a <luggage> while travelling by <transport>
around <time>. Then mention details saying informer shall be suitably rewarded.
“Whoever finds it, please contact .....”
For found, start is similar. Mention basic details saying will be returned after giving
details. Give contact.
Example : You have found a briefcase while traveling by the Rajdhani Express. Write an
advertisement giving description of the briefcase that may help in finding the owner.

FOUND
FOUND last monday a black VIP briefcase while travelling by
Rajdhani express (Mumbai to Delhi). It will be returned to the
owner after giving the particulars and details of the content.
Please contact: XYZ, Delhi. Ph: 9876543210.
7. Missing Persons/Pets :
Heading: MISSING, start with BOY/GIRL etc. Name, age, height and physical description,
dress, missing from date and place, language, any other detail, reward, cantact of police
station.
Example : You had gone to the market that was very crowded and your 5-year-old son
got lost in the crowd. He has been missing since then. Write an advertisement for the
newspaper.
MISSING
BOY MISSING, Rohit Batra, 5yrs, 3’4” tall, fair, slim,
wearing black T-shirt and white shorts since 5.12.2014
from C.G. road market. Speaks Hindi & English. Informer
will be suitably rewarded. Inform: CG road Police station,
Baroda. Ph: 23456789
8. Travels and Tours :

Example : You are the proprietor of Raj Travels and have organized a 15-day tour of Europe
for Rs.35,000/- inclusive of two meals a day. Draft an advertisement for a national daily to
draw people to it.
TOURS
TRIP to Europe for 15 days, stay at 3-star hotel, lunch and dinner
included. Rs. 35000 per person. 10% discount for booking before
15 Nov. Contact: Raj travels, Karol Bagh, Delhi. Tel: 23456789

[B] Commercial/Display :
Corporate or Industrial Advertisements (for publicity and promotion of their products.)
(Note: Not expected to come as every year, qstn comes from classified advts.)
Example : You manufacture a popular brand of shampoo and wish to launch a new economy
packing for your product. Draft an advertisement for the new packing.
3. Posters :
Format :
Event Poster Social Message Poster

Issuing authority
Main slogan
Event name(Drama/Exhibition etc)
Visuals
Date Time Venue
Visual
More slogans & visuals here and there
Details, Artists, Chief guest (if any)
Suggestions (do’s n dont’s)
Tickets/further info
Issued in public interest by:
Issued by:
<Relevant organisation>
<Name of issuing organisation>

Example: Draft a poster for a diwali mela in society

Example: Draft a poster to spread awareness about benefits of reading.

Example: Draft a poster to spread awareness about saving Earth.

Example: Draft a poster to spread awareness about road safety

Example: Draft a poster on Save water.

4. Note Making :
Format:
Heading
1. Point
1.1 Sub point
1.2 ____________
1.3 ____________
2. ___________
2.1 ____________
2.2 ____________
3. ___________
3.1 ____________
3.2 ____________
Abbreviations
1. _____________
2. _____________
3. _____________
4. _____________
Summary:
Heading
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Q. Read the following passage and answer the questions that follow :
1. A study conducted by the experts of the Tata Energy Research Institute (TERI) here has
predicted acute water shortage in the coming summer months, unless immediate remedial
steps are initiated. The report, which is yet to be made public, claims that the water table in
most parts of the metropolis is falling rapidly and in many places in South Delhi is almost
bone-dry. The crumbling of the over half-century-old supply infrastructure and the
burgeoning population have compounded the problem.
2. According to the report, Delhi “attracts more than 4 lakh people each year. Even as it
accepts, within its fold, all these new citizens, the city’s infrastructure is on the verge of a
breakdown”. The study suggests that the groundwater level is receding steadily, and at
places, rather rapidly. Due to unbridled urbanisation, the scare rainwater runs off without
being tapped, which is a complete waste of resources. Delhi receives its water supply from
surface flow and groundwater. The availability from surface sources, that is, Yamuna, Ganga,
and Bhakra is approximately 1150 MCM (million cubic metres) and, of this,
60% of available from Yamuna.
3. Delhi gets an average rainfall of 600 mm per year, of which 80% is received in three months
(July-September). More than half the rainwater runs off into the Yamuna. It is ironical that
while the Yamnua is frequently ins pate, during monsoon it reports ‘zero flow/ and that too
in peak summer. The pressure on ground water is already beyond capacity and recent
reports suggest that people are increasingly tapping this water resource.
Even the DJB depends on groundwater.
4. Though the courts have put curbs on new tubewells, those already installed are gnawing at
the dwindling reserves. The latter operate without any restrictions, some even for
24 hours. According to the study, the groundwater table in the Delhi region, at varying
depths of 20 to 50 metres below ground level, is saline. In some areas near the Yamuna,
these saline aquifers occur at a depth of about 65 m. This effectively makes the water unfit
for consumption within that level. Electrical conductivity is also reported to be high, making
the groundwater further unfit for consumption. The status is similar with respect to fluoride
levels in certain areas. Already, the average level of water table for blocks away from
Yamuna is between 15 to 20m. The water table has receded by 10m in many areas during the
last two decades. Nazafgarh and some city and Mehrauli blocks have shown a decline of
more than 10m. South and south-west districts have shown a fall of 10 to 30 m in the last four
decades.
5. As if the scarcity is not enough, the municipal infrastructure is 50 years old and
ill-maintained. This is evident from the fact that nearly 15 per cent of the water supply is lost
in transit and a whopping 40 per cent remains unaccounted for.
6. The gap between waste water discharge and treatment capacities is seriously worsening
the quality of the existing water sources and, if not managed properly, it will increase in the
future.

(a) On the basis of your reading of the above passage make notes on it, using headings
and sub-headings. Also use recognisable abbreviations, wherever necessary
(minimum 4). Use a format you consider suitable. Supply a suitable title to it.
(b) Write a summary of the above passage in about 80 words.
Solution:
(a) Water Crisis in Delhi

I. Research by TERI
1.1- Acute water shortage in coming months.
1.2- Groundwater level falling rapidly
1.3- Inc. population & poor infra. are causes
1.4- Major sources of water : Surface flow and ground water
2. Surface flow
2.1- Includes Yamuna, Ganga, Bhakra rivers
2.2- Accounts for 1150 MCM
2.3- Yamuna accounts for 60% of surface flow
2.4- Avg. annual rainfall is 600 mm
2.5- More than half of rainwater goes in Yamuna
2.6- Yaet Yamuna reports to zero flow in peak summer
3. Ground water
3.1- Consumption beyond capacity
3.2- DJB too depends on groundwater
3.3- Curbs put on new tubewells
3.4- Old tubewells depleting ground water
3.5- Groundwater table depth varies from 20 to 50 mts.
3.6- Groundwater has become saline
3.7- Unfit for consumption directly
3.8- Water table receding fast
4. Poor Infrastructure
4.1- 50 yrs. old
4.2- Ill maintained
4.3- 15% water supply lost in transit
4.4- 40% water supply remains unaccounted for
4.5- Vastgap between waste water discharge & treatment capacity
4.6- Problems will inc. if not managed properly
Abbreviations
1. inc - increasing
2. infra - infrastructure
3. MCM - million cubic metres
4. avg - average
5. mts - metres
6. yrs - years

(b) According to a recent survey by TERI, Delhi is faced with an acute water shortage. Due
to unplanned urbanization the pressure on ground water has increased substantially.
The MCD infrastructure is about fifty years old. The main source of water supply is
Yamuna. However, in peak summer it reports ‘zero flow’. The watertable is receding fast
and in certain areas, the ground water is not fit for consumption due to high salt or
fluoride content or electric conductivity.
5. Report Writing :
Format :
Headline
Byline (Name of the person who is writing)(For newpaper reprt write “By staff reporter”)
Date Place
Para 1: Introductory. Write basic/important details like where, when, how,what etc
Para 2: Further details like chief guest(for functions), detailed timeline of event etc
Para 3: Follow up. Consequences, compensation and action(for accidents), reviews(for fests,
workshops) etc.
Example 1:
Some students of the Senior Wing of St Mary’s School, Safdarjung Enclave, New Delhi, collectively
authored a book, ‘Childhood Days’ that recounts episodes from the childhood of Indians who
achieved legendary success in their field. As student reporter for ‘The Hindustan Times’ PACE
programme write a report in about 80 – 100 words.

BUDDING AUTHORS OF ST. MARY’S

XYZ
5th Dec. New Delhi
Senior wing students of St. Mary’s school, Safdarjung enclave, New Delhi have
collectively authored a book, ‘Children days’ that recounts episodes from the childhood of
some great Indians.
Replete with coloured illustrations, this enthology of short stories recounts interesting
episodes from the childhood of those great Indians who have achieved phenomenal
success. The book, written by the students of classes XI and XII, is dedicated to the
Principal, Mrs. Ananta Koshi and was released yesterday on the occassion of her birthday.
‘It has been a great learning experience’ say the budding authors who look forward to many
more such projects in the future.
Example 2: A severe train accident occurred near Kanpur causing a huge loss to life and
property. Write a report for a daily national.
TRAINS COLLIDE , 39 KILLED

Staff reporter
5th Dec. New Delhi
A severe head-on collision between Rajdhani express and Lucknow Shatabdi occurred last
night around 10:30 p.m. about 3 kms from Kanpur. 39 were killed and hundreds were injured.
It was a gruesome sight of blood, cries of people and a mangled heap of metal.
The collision took place after the two trains came on the same track due to a failure in the
signalling system. The local residents of the nearby Harsa village were the first to reach the
accident site and help in rescuing the passengers. At around 11:30 p.m., the police, army
personells and ambulances rushed in. The injured were rushed to the nearest hospital
where they are battling for life.
The railway minister, Mr. Sadananda Gowda, reached the accident site. He announced a
compensation of Rs. 2 lakh to the kin of the killed and Rs. 1 lakh to those injured. The railway
commissioner has ordered an enquiry into the accident.

Example 3: Your school conducted a workshop on career counselling for senior classes.
As the head boy of the school, write a report for the school magazine.
WORKSHOP ON CAREER COUNSELLING

XYZ
Head boy
A workshop on career counseling was organised by the ‘New Careers India’ on 10th
May in the school premises. It was a highly and an enlighting session for the students of
all streams- Science, Commerce and Humanities.
Experts and professionals from various fields were invited to counsel & guide the
students. They introduced the students to the latest upcoming careers such as
cosmotology, fashion technology, media management, acturial sciences to name a few. It
was an informative session in which there was a healthy interaction between the students
& the experts who gave detailed information about the eligibility and prospectus of
different careers. Students had their doubts and queries cleared.
The workshop proved to be a boon for students as it helped them to acquire the latest
knowledge about the new upcoming careers. They will now have a wider choice before
them. Such workshops should be organised on an annual basis as it is an aid for the
confused students.

6. Letter writing
(A) Format of Informal letter
Examination hall Sender’s address

New Delhi
Date
Dear ______
____________________________________________________________________
____________________________________________________________________
________________________
____________________________________________________________________
____________________________________________________________________
________________________
____________________________________________________________________
Yours truly
Sender’s name
(B) Format of Formal letter
Examination hall
New Delhi
Date
Receiver’s address
Subject: ______________________
Sir/Ma’am
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________
_____________________________________________________
Yours truly/sincerely
Name
Designation

(a) Letter of Enquiry :

Subject as “Enquiry about ....”
Mention reference (if applicable)
 Tell briefly about your plan and ask for details(in points).
Ask for immediate response and mention Encl (Enclosure)
Example 1: The history section of your school wants to organise a historical tour to Agra.
Write a letter to the manager of Indian tourism, New Delhi enquiring about convence, hotel
etc. Sign yourself as Suresh Malhotra, Adarsh Niketan, Rohini, Delhi.
Adarsh Niketan
Rohini
Delhi
5 Sep 2014
E-mail : sureshmalhotra@gmail.com
Tel. no : 011-23456789
The manager
Indian tourism
New Delhi
Sub : Enquiry about school trip to Agra
Sir
We are pleased to inform you that we would like to conduct a 2-day educational tour
to Agra. We are a group of about 40 students along with 3 teachers. We would like to
conduct the trip during the Dussehra vacations i.e. 2nd October to 6th October. Kindly let
us know the following details:
 Availability of A/C buses
 Availability of rooms in 3-star hotel
Total per head cost (including boarding, lodging &meals)
Student discount
Advance to be paid
Please send us the details at the earliest so that we may inform our students. An immediate
response will be highly appreciated.
Yours sincerely
Suresh Malhotra
(Head boy)
Encl: N/A

Example 2: You are Ajay Arora of B-106, Janakpuri, New Delhi. You are interested in doing a
basic computer course from NIIT Raja garden, New Delhi. Write a letter to the Manager
making al relevant enquiries.
B-106
Janakpuri
New Delhi
1st Apr 2014
E-mail : ajay@gmail.com
Phone : 9876543210
The manager
NIIT
Raja garden
New Delhi
Sub : Enquiry about Basic computer course
Sir
This is with reference to your advertisement published in The Hindustan Times dated
28 Mar 2014 for the above mentioned course and I would like to apply for the same.
I have recently given my XII std.(science) board exams and my result is awaited. I
would like to utilize my time by doing the Basic Computer Course from your prestigious
institute. Kindly let me have the following details:
Date of commencement
Duration
Charges
Mode of payment
Batch size
Faculty
Evaluation system
Kindly send me the details at the earliest so that I can take my decision. Please treat it as
urgent.
Yours sincerely
Ajay Arora
(student)
Encl : N/A

(b) Replies to letter of enquiry :

Subject as “Details of .... / Reply to course enquiry”
Include some important details in body and mention that a brochure/prospectus has
been enclosed.
Reply to Example 1 of “Letter of enquiry”:
Indian tourism
New Delhi
8 Sep 2014
Email : indian.tourism@gmail.com
Tel no : 011-34567890
The Principal
c/o Suresh Malhotra { c/o : carried over }
Adarsh Niketan
Rohini
Delhi
Sub : Details of trip to Agra
Dear Suresh,
We are pleased to know that the students of your school would like to go for an
educational tour to Agra. We would be happy to make all the required arrangements.
The details are as follows:
Volvo buses
Accomodation in Evergreen hotel (3-star)
Rs. 4500 per head charges (incl of boarding, lodging, meals)
15% student discount
Dates available 3rd and 4th Oct
Rs. 5000/- as advance
Please confirm about your programme so that we may make your bookings. We are
enclosing a copy of our brochure. An immediate response will be highly appreciable.
Yours sincerely
XYZ
(Manager)
Encl : Brochure

Reply to Example 2 of “Letter of enquiry”:
NIIT
Raja garden
New Delhi
3rd Apr 2014
E-mail : niit.rajagarden@gmail.com
Phone : 9087654321
Ajay Arora
B-106
Janakpuri
New Delhi
Sub : Details of Basic computer course
Dear Ajay
We are pleased to know that you are interested in doing a course from our institute.
We are enclosing our detailed prospectus along with the enrollment form. Our new
batch commences from 10th April.
We look forward for a favourable response.
Yours sincerely
XYZ
(Manager)
(c) Letter of Placing order:

Subject as “Order for ....”
Briefly tell what you are ordering and then write the list with quantity
Ask for discount, mode of payment and quick response
Optional : Remind for good packing

Example 1: You are Jeevan Santhalia, Sports instructor, ABC school, Dhanbad. The principal
of the school has asked you to place an order for buying sports equipment. Write a letter for
the same to Roshan sports, Dhanbad.
ABC school
Dhanbad
5 Dec 2014
E-mail : abc.dhanbad@gmail.com
Tel no : 34567890
The Sales Manager

Roshan sports
Dhanbad
Sub : Order for bulk sports goods
Sir
We wish to place a bulk order of various sports equipments for our school. The particulars
of the order are :
S.No. Item name Quantity
1. Cricket bats 10
2. Cricket balls 5
3. Cricket gloves 10
4. Cricket pads 10
5. Volleyballs 5
6. Footballs 5
7. Badminton racquets 5
Kindly let us know your terms and conditions for the supply of these articles and also the
discount you offer. We would also like to know the mode of payment. Hope to hear from you
at the earliest.
Yours sincerely
Jeevan Santhalia
(Sports Instructor)

Example 2: You are Ajay Malhotra, manager of the restaurant Red chillies, 17,
Rajouri garden, New Delhi. Write a letter to the sales manager of A.A. enterprises,
Azad market, Delhi placing an order for bulk crockery and cutlery.
Red chillies
17, Rajouri garden
New Delhi
10 Dec 2014
E-mail : redchillies@gmail.com
Phone : 011-23456789
The sales manager

A.A. Enterprises
Azad market
New Delhi
Sub: Order for crockery and cutlery
Sir
We are pleased to inform you that we would like to place an order with your company
for bulk crockery and cutlery. Kindly note the order:
S.No. Name of item Quantity
1. White dinner plates (full-size) 100
2. White dinner plates (half-size) 150
3. Tablespoons 300
4. Serving spoons 100
Kindly see that the above mentioned order reaches us within 20 days of its placing (by
30th Dec 2014) otherwise the order may be treated as cancelled. Also see that the items are
clean and well-packed.
We are enclosing an advance of Rs. 1000/- by cheque and the rest shall be paid within
30 days of delivery. Please let us know the discount you offer for our order.
Yours sincerely
Ajay Malhotra
(Manager)
Encl : Cheque no. 654321 of Rs. 500/-

(d) Complaint Letter :

Subject as “Complaint about/against...”
Give reference to order no./bill no./warranty card no and item name
Briefly explain the problem
What action you want
Enclosure of relevant documents
Example 1: You are Suresh Jain of 20, Jawahar Nagar, Delhi. 2 months ago, you had
bought a desert cooler from Naveen electronics, Model town, Delhi. Now you discover
that it is not working properly. Write a letter to the Manager complaining about the
manufacturing of the gadget and asking them to repair and if needed to replace it against
warranty.
20, Jawahar nagar
New Delhi
18 Oct 2014
Email : suresh@gmail.com
Phone : 9876543210
The manager
Naveen Electronics
Model town, Delhi
Sub : Complaint about desert cooler
Sir
This is with reference to the Bajaj cooler I purchased from your company showroom.
I regret to say that after two months of purchase, it is malfunctioning. Its details are:
Model : Bajaj super cool
Date of purchase : 15-8- 2014
Bill no : 4186
Warranty card no : NE67861
The cooler has the problems of water leakage and makes a heavy noise while working.
It is causing great inconvenience.
I request you to send your technician to repair the defect. In case it is irrepairable,
kindly replace it with a new piece as it carries a warranty period of 3 years.
I am enclosing the photocopies of the bill and the warranty card.
Please treat it as urgent.
Yours sincerely
Suresh Jain
Encl : Photocopies of bill and warranty card

Example 2: As Mr. R. Singh, head of Dept. of Chemistry, Bluebells High school, Delhi, you
had placed an order with Scientific equipments, Daryaganj, Delhi for test-tubes and
beakers. When the parcel had received, you found that some test-tubes were damaged
and some beakers were without markings. Write a letter of complaint seeking immediate
replacement.
Bluebells High School

Delhi
20 Oct 2014
Email : bluebellsdelhi@gmail.com
Tel no : 011-23456789
The manager
Scientific Equipments
Daryaganj, Delhi
Sub : Complaint about lab material
Sir
This is with reference to our order no 23456 dated 3rd Oct 2014 for test tubes and
beakers for our Chemistry lab. I regret to inform you that 20 test-tubes were broken and
10 beakers were without markings.
Therefore, I request you to immediately replace the test-tubes and the beakers.
Please see that such a negligence does not occur in the future. I am enclosing the photocopy
of the order.
Kindly treat it as urgent.
Yours sincerely
R. Singh
(HOD, Chemistry)
Encl : Photocopy of order

Example 3: Hazel Gore is the secretary of Sarita Apartment C.G. Road, Pune. The complex
subscribes to ‘New Cable Services’, M.G. Road, Pune, The proprietor Mr Sidhraj has increased
the monthly subscription but he has done nothing to improve the quality of transmission.
The sound is low and nuclear, the colours blurred, and the selections of channels limited as
compared to other cable serivices. She writes a letter complaining about the same.
RWA, Sarita Apartments

C.G. Road
Pune
22 May 2014
The proprieter
New cable services
M.G. road, Pune
Sub : Complaint against cable services
Sir
I am writing this letter on behalf of around 350 cable subscribers belonging
to Sarita Apartments, C.G. road, Pune, who are very dissatisfied with your services.
The complaints are many, some are old but unheaded to and the others more
recent. The latest grouse is the unethical increase in the monthly subscription
charges from Rs 300 to Rs 350 without corresponding improvement in transmis
sion.
The earlier complaints remain as well; the sound is low and unclear, the colours
blurred. There is continuous disturbance on certain channels and the selection of
channels limited as compared to other cable services.
Kindly take notice of the complaints else I will be forced to adhere to the
members’ demand to cancel the subscription.
Yours sincerely
Hazel Gore
Secretary
RWA, Sarita Apartments

(e) Letter of cancelling order

Give reference to the order no.
State the reason in para 2
Example : You are Anurag Rastogi, the G.M. of Harrison furnishings, Ashok Vihar, Delhi.
You had placed order with Ramnath & sons, Chandni chowk, Delhi for a bulk order of
furnishings for the approaching festival seasons. However, you are compelled to cancel that
order due to delay. Write a letter for the same.
Harrison furnishings
Ashok Vihar, Delhi
19 Oct 2014
Email : anuragrastogi@gmail.com
Tel no : 011-23456789
The Manager
Ramnath & sons
Chandni chowk
Delhi
Sub : Cancellation of order no 14123
Sir
This is with reference to order no 14123 for furnishing in bulk. Kindly treat it
as cancelled.
Your company has never delivered orders on time. This order is also over
one week delayed. Also, you have given us very poor aftersales service. Hence,
we are compelled to cancel the order.
We regret the inconvenience caused.
Yours sincerely
Anurag Rastogi
(G.M, Harrison furnishings)
Encl : Photocopy of order no 14123

(f) Letter to the Editor

‘E’ of Editor must be in capitals
State problem in para 1; consequences/impact/details in para 2; suggestions in para 3
Generally ends on a note like “I hope my voice will reach the concerned authorities
and some concrete step will be taken”.
Example: You are Rajyalaxmi Walia, living at 4, Defence Colony, Allahabad. Write a letter to
the Editor of a newspaper about the burden of the heavy bags that young children carry to
school.
4, Defence colony
Allahabad
22 May 2014
The Editor
The Times of India
Allahabad
Sub : Problem of heavy bags of school children
Sir
Through the columns of your esteemed newspaper, I would like to draw the
attention of the concerned authorities to the burden of the heavy bags that young
children carry to school.
It is a pity that tiny kids carry a heavy load on their shoulders. The load is uncalled
for on their little shoulders. Infact, the load is much heavier than their physical strength.
It is even difficult at times to mout the bus. In this day when imparting education is not
solely dependant on books and notebooks, it makes it all the more redundant for
children to carry heavy bags.
Modern psychologists have evolved games and methods of stress-free learning
without books. This ought to be coupled with the optimum use of computers. All this
needs to be incorporated to lessen their burden.
Tangible changes in the techniques of imparting education will go a long way in
helping the little children.
Yours truly
Rajyalaxmi Walia

(g) Job application
Example: You are Mr. KL Sareen. You have seen an advt. in the Hindustan Times for the post
of marketing manager. Write an application with complete biodata.
C-216, Kamla nagar

Delhi
6 Nov 2014
Email : klsareen@gmail.com
Phone : 9876543210
Head of HR
Wipro pvt. Ltd
New Delhi
Sub : Application for the post of marketing manager
Sir
This is with reference to your advertisement published in the Hindustan Times
dated 2nd Nov for the above mentioned post. I wish to apply for the same.
In view of my qualifications, I consider myself suitable for the job. If selected, I
shall prove to be a valuable asset to the company and endeavour to satisfactorily meet
the requirements of the job.
I am enclosing my CV along with for your favourable consideration. I can be
available for interview any time.
Yours sincerely
K. L. Sareen
Encl : Curriculam vitae, Photocopies of degrees and testimonials, 2 passport photos

Curriculam Vitae
Name : Kunal Lal Sareen

Age : 36 yrs
Date of birth : 4th May 1978
Father’s name : Mr. Hari Narayan Sareen
Contact no. : 9876543210
Address : C-216, Kamla nagar, Delhi
Marital status : Married
Educational qualifications : 12th (Science) - CBSE board
B.Sc (Statistics) - Delhi University
MBA - IIM Shillong
Professional qualification : Adv. Computer application course (1 yr)
Experience : 12 yrs. at Reliance as Marketing executive
Expected salary : min. 15 lpa
Strengths : Excellent communication skills
Excellent at designing presentations
Hobbies : Reading, organising cultural events
References : 1. Mr. Mridul Arora
HR head, Reliance Ltd, Delhi
Ph : 8976543210
Email : mridularora@gmail.com
2. Mr. Akash Nayak
Vice-chairman, Reliance Ltd, Delhi
Ph: 9087654321
Email : akashnayak@gmail.com

(h) Applications
Example: You are Atul Kumar, student leader of class XI. Your floor does not have a
drinking water cooler which compells the students to go in other corridors which in turn
causes problems. Write a letter to your Principal requesting him to get one water cooler
installed on your floor.
Examination hall
New Delhi
22 December 2014
The Principal
XYZ Public School
New Delhi
Subject : Request for water cooler
Respected sir
This is to bring in your kind attention that the XI class floor is
deprived of a water cooler. This causes immense problem, especially of
indiscipline.
The students go to the other floors for cool water and thereby cause
disturbance there. Also, some students take it as an opprtunity to bunk
classes.
On behalf of class XI std students, I request you to get one water
cooler installed as soon as possible. We would be highly obliged.
Yours sincerely
Atul Kumar
(Student leader - XI class)

7. Invitations
(a) Informal invitation
Example: Your brother is getting married and you would like to invite your friend
Manish to it. Write a letter inviting him. Sign yourself as Arun/Arunika.
Self address
20 Nov 2014
Dear Manish
I am delighted to inform you that my brother Tapan’s marriage has
been fixed for Saturday, 30th Nov 2014 at 9 p.m. at Amitabh banquet hall, Civil
lines,Delhi. I invite you and your family members to the occassion. Our other
batchmates will also be there. I am sure we will have a great time.
Yours lovingly
Arun
(b) Informal reply
Example: (Refer to the example of informal invitation) Due to his cousin’s marriage,
Manish is unable to attend the wedding of Arun’s/Arunika’s brother. As Manish, write a
reply expressing your inability to attend the function.
Sender’s address
Date
Dear Arun
Thanks for your invitation to your brother’s marriage on 30th

November. I am sorry to say that I will not be able to come as I have my
cousin’s wedding the same day.
My best wishes are always with you.
Yours affectionately
Manish

(c) Formal invitation letter (to 1 person)
Example: Your Principal wants to invite Rtd. I.P.S. officer Kiran Bedi to the school on the
occasion of the school’s Annual function. Write a letter inviting her.
ABC school
New Delhi
5 Aug 2014
Email : abcdelhi@gmail.com
Tel no : 011-23456789
Rtd. IPS Kiran Bedi

Police lines, New Delhi
Sub : Invitation to Annual function
Madam
It gives us immense pleasure to inform you that we are celebrating
our school’s Annual Day function on 15th September 2014 at 4:30 p.m. in the
Mahatma Hansraj Auditorium of the school.
We shall consider it a great honourif you could grace the occassion by
presiding over the function as Chief Guest and give away the prizes.
We look forward for a favourable response.
Yours sincerely
PQR
Principal

(d) Reply to ‘(c) part’ type invitations
Example: Dr Sanjay Gupta was invited to preside over the Inter-school Declamation com-
petition to be held on October 5th, 2014 at 10:00 a.m. by Neha Sharma, the President of the
English Literary and Debating society of Government Model Senior Secondary School,
Chandigarh. On behalf of Dr Sanjay Gupta, write a letter to Neha Sharma accepting the
invitation.
(Sender’s address)
20th September 2014
Dear Miss Sharma
Many thanks for inviting me to preside over the Inter-school Declamation

Competition to be held on October 5th, 2014 at 10:00 a.m. I shall be delighted
to attend the function and spend time listening to the views of young minds.
However, due to a prior engagement in evening, I would like to leave by 3:00
p.m.
Yours truly
Dr Sanjay Gupta

(e) Formal invitation (for many persons)
Example 1: Your school is celebrating its annual sports day. Draft an invitation for the
parents of school students.
The Principal and Staff

of
ABC Public School
solicits your gracious presence on
the auspicious occassion of
ANNUAL SPORTS DAY
ON
Saturday, 23rd September 2014
from 9:00 a.m. to 11:30 a.m.
AT
Shivaji Stadium
Honourable Sh. Ravish Shukla (Minister of sports)

has kindly consented to grace the occassion
RSVP
Tel no : 011-23456789
Mob : 9876543210
[ P.S. - Kindly occupy your seats by 8:45 a.m. ]

Example 2: Mr. Raj Kumar Gupta wants to celebrate his son’s (Rohit) success for
topping IITJEE. Draft a formal invitation inviting family and friends on behalf
of Mr Raj Kumar Gupta
Mr Raj Kumar Gupta

solicits your gracious presence on
the auspicious occassion of
GRAND CELEBRATION PARTY

to celebrate Rohit’s success in IIT exam
ON
Saturday, 25th June 2014
7 p.m. onwards
AT
Utsav Banquet Hall
Civil Lines, Delhi
RSVP
9876543210
9012345678

(f) Reply to formal invitations ( for parties etc )
(Refer to Example 2 of (e) part)
I) Accepting the invitation
Sender’s address
Mr. and Mrs. XYZ received with thanks the kind invitation of Mr Raj Kumar Gupta to
attend the Grand Celebration Party on Saturday, 25th June 2014 at the Utsav Banquet
Hall. They have great pleasure in accepting the invitation and will be there on time.
Mr. XYZ
II) Declining the invitation
Sender’s address
Mr. and Mrs. XYZ received with thanks the kind invitation of Mr Raj Kumar Gupta to
attend the Grand Celebration Party on Saturday, 25th June 2014 at the Utsav Banquet
Hall. However, they regret their inability to attend the occassion as they have a prior
appointment on the same day. They send their best wishes for Rohit’s success.
Mr. XYZ

8. Article writing
Example: As a concerned resident, you are worried about the harmful effects of stray
garbage dumping in your town. Write an article expressing your views on the
neccessity of proper garbage disposal. Sign yourself as Bhumika.
Cleanliness is next to Godliness

-by Bhumika
So many of us believe in keeping our homes beautifully decorated from inside
and throwing our waste and garbage just outside the house. As a result, huge garbage
dumps are formed outside. These dumps attract mosquitoes, flies, pigs and stray
cows. This is a real ground for transmission of diseases. Then there are shallow
ponds infected with mosquitoes. This breeding ground of mosquitoes further adds to
the spread of deadly diseases like malaria, meningitis, dengue etc. There are no
cleaning operations to remove all this garbage. The authorities seem to be the most
indifferent and least concerned to the plight of citizens.
The ironic thing is that even the city hospital is not spared. All the wastes from
the hospital is thrown just outside the gates. As the result, the lives of so many
patients are on stack due to awful hygienic conditions. Basic civil amenities are not
looked after by the municipalities and the basic needs not fulfilled. For thousands of
poor people who live in the JJ clusters, the conditions are pathetic and inhuman. The
rains make it worse as the sewers get choked and overflow. The civic sense of an
ordinary citizen is extremely inadequate. There is no sense of responsibility towards
sanitation or an awareness of the ill-effects that improper sanitation can produce.
There is need to create awareness about the ill effects of bad hygiene. The NGOs
should help to educate the ordinary citizens by arranging one-day programmes. We
can also create this awareness by educating the people living in the slums near
schools and helping them to take up preventive measures.. The Government should
help by making an effort to fulfill the basic needs of food, clothing and shelter for all
citizens. The need to improve the hygenic conditions in surroundings should be felt
by everyone and suitable steps be taken for the cause.

Copyright © reserved with Vidyamandir Classes Ltd.
Conceptualised, Designed & Developed at :
Plot No. A-7, 3rd Floor, Aggarwal Corporate Heights, Netaji Subhash Place, Pitampura, Delhi - 110034.
Ph.: 45221191-93 | website: http://www.vidyamandir.com
The booklet or its part may not be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopy, recording, or any information storage and retrieval system, without the
permission in writing from Vidyamandir Classes Ltd. Any infringements will be very strictly dealwith.
Published by Vidyamandir Classes Ltd. for private circulation only.

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I The Last Lesson 1

 Franco-Prussian war (1870-1871): France was defeated by Prussia

Board Notes/English 1 Class XII

 Wanting to run away and spend the day outdoors. Temptation :

Board Notes/English 2 Class XII

 Sudden change in opinion of Franz:

Board Notes/English 3 Class XII

Board Notes/English 4 Class XII

6. How did Franz’s feelings about M. Hamel and school change?

8. Justify the title of the story “The Last Lesson”.

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II. LOST SPRING

Lost Spring : Stories of Stolen Childhood

[A] Saheb-e-Alam (Lord of the universe)

 Survival is more important to them than an identity.

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 Garbage is equated to gold. But its perception varies:

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 Sterotypical conventions and customs of patriarchal Indian family :

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 Lost significance of the Bangles:

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III. DEEP WATER

Theme: William’s attempt to conquer his hydrophobia is an exemplary account of courage

 The Struggle and The Emotions experienced:

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 Overcoming the fear :

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IV. THE RATTRAP

 THE RATTRAP PEDDLER :

 THIS STAY AT THE OLD MAN’S HOUSE :

 On witnessing such an abrupt reaction, Edla infers that :

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IMPORTANT QUESTIONS BASED ON THE CHAPTER

4. Why did the peddler decline ironmaster’s invitation ?

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 Incident at the house of Rajendra Prasad : Untouchables.

 Condition of the Peasants : Problems faced

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VI. GOING PLACES

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IMPORTANT QUESTIONS BASED ON THE CHAPTER

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By Kamala Das (1934 - 2009)

“My Mother at Sixty Six”

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(b) Where was the poet’s mother ?

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(c) How poet the poet describe her mother ?

(d) Who does ‘she’ refer to in the last line ?

(b) What thought did she try to drive away ?

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(c) Why does the narrator ‘look at her again’ ?

(d) Explain : “wan, pale as a late winter’s moon.”

(b) What could have been the poet’s childhood fears’ ?

(e) Why did the poet only ‘smile’ ?

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