Lesson no- 1

The Last Lesson

By- Alphonse Daudet
[al fons' do da']
(1840-1897)
Long Answer Questions

1. “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.” How does this line
become the last lesson in more than one? Value points for Q1
 The town of Alsace was coming to terms with the fact of being annexed by Prussians.
 M. Hamel, the French teacher was upset with the turn of events.
 He was told to stop teaching French from the next day.
 He tried to make his last day in school memorable by dressing in his Sunday suit and tried giving as much as he could to his students.
 He spoke about the French language very highly and felt that they were all to blame for their inefficiency.
 He stressed on the fact that they needed to guard the language and make efforts to keep it alive.
 Especially people who have been enslaved, for them it is their ticket to freedom.
 People can be enslaved but not their mind, not their souls and not their hearts.
 People should hold on to their language by thinking in their language, their thought are theirs and no one can take them away.
 One can be in prison yet be free mentally.
 Thus M. Hamel’s lecture was not only the last lecture, literally but it was the best parting advice that he could give.
 It was the most important lesson of their lives, as they realized the importance of knowing one’s language.
2. M. Hamel tried to be an idealistic teacher on the last day. Comment
3. Draw a character sketch of M. Hamel, the French teacher. Value Points of Q3.
 M.Hamel, the French Teacher has been portrayed through the eyes of a young boy.
 He has been depicted as a very strict teacher, who did not spare his ruler as and when required.
 Franz was scared of being admonished and humiliated in front of the whole class.
 Hamel was very particular about maintaining propriety, so on his last day he was in his best dress.
 He loved French and was proud of the language. He took pride in being a French national.
 He was an emotional person, who was attached to his students, things and village.
 At the end of the class he was overwhelmed with feelings
 The soulful look that he has when he looks around his class and tries to absorb as much as he could indicate his fondness for them.
 There is no match of his love, respect and loyalty towards his country.
4. In spite of his young years Franz shows maturity which sits well on him. Elucidate Value Points of Q.4
 Though Franz is only eleven years old yet he displays a mature head.
 He loves the outdoors but is conscious that it is a waste of time
 Has great regard for the senior members
 Empathizes with M.Hamel , understands the anguish Hamel must be going through
 Is sensitive to the feelings of others
 Has a strong conscience (realizes that he hasn’t learnt his lesson)
Master Card
Franz notices the changes around him and in the school:
 It was a bright day, birds were chirping and the Prussian soldiers were drilling
 A crowd was gathered around the bulletin board
 School was unusually quiet-
No sound of desks opening,Sound of lessons repeated,Sound of rapping teacher’s ruler
 Mr.Hamel didn’t scold him
 Mr. Hamel was wearing his best suit-green coat, frilled shirt and black silk hat
 The back benches were occupied by the adults of the villages-Hauser, postmaster and others.
 Mr. Hamel’s announced about that being the last lesson in French.
Franz’s reaction to the last lesson in French.
 He was shocked
 He realized his deficiency in the language and wished that he had not wasted his time
 He repented wasting his time in fruitless activities( chasing bird’s eggs,sliding on the saar)
 He appreciated the efforts of Mr.Hamel and accepted him with all his faults.
 He suddenly wanted to impress Mr.Hamel with his knowledge of French
 He understood why the village people had come to the class-
To thank the Master for his services
To show solidarity for the country that no longer was theirs.
To express their repentance for not attending school and making themselves proficient in their language.
Mr.Hamel laments and reflects upon the reasons for the students’ deficiency in the language
 The Germans will laugh at their inability to speak their language
 This is all because of their habit of postponing learning on tomorrow
 It’s too late to make amends that is there is no time to make up for the lost time
 They are all to blame for this situation.
 Parents preferred sending them to work at farms rather then to school.
 He himself sent them to water the plants, whenever he wanted to go fishing or needed a holiday.
Main Characters : Mr.Hamel
A French teacher, who is passionate about the French Language.
 Considers it the most beautiful, clearest and most logical language in the world.
 Feels that language is the key to a person’s sense of freedom.
 Advises them to hold on to their language despite the ban on using the language.
Is proud of being a French
 Is emotionally distraught by the annexation of Alsace at the hands of Germans
 Is attached to his town, school and people.
Is a hard Task Master
 He is particular about discipline and learning on the part of the students.
 The students are scared of him
 Last day also he gets the class to do exercises on every aspect of the language
A sensitive man
 The news of Alsace annexation shatters him
 Reproaches himself for being a little selfish at times
 His effort to absorb his surroundings is very touching.
 At the sound of the Prussian soldiers he becomes overwhelmed with emotions and his voice chokes
Franz
Loves the outdoors
 Enjoys the sunshine, watching the birds, chasing the butterflies, collecting bird’s eggs and sliding on Saar
Is conscious of his duties as a student
 Wishes he had prepared for the class
 Doesn’t like being singled out in the class
 Wants to impress him by his knowledge of French but when fails, is unable to face him.
An observant, sensitive and innocent boy
 He notices all little details on his way to school
 Is quick to observe the changes in his surroundings
 Reproaches himself for ignoring his lessons.
 Wonders about the change in the order and its repercussions
 In his innocence wonders if pigeons too will coo in German (The irony of the situation is highlighted).
 Understands the feelings of the old Hauser
Empathises with M.Hamel
 Franz is quick to understand M.Hamel’s sense of helplessness.
 After learning about the reasons for the changed atmosphere, Franz accepts him with all his faults.
 He observes Mr. Hamel’s effort to control his emotions

*****************************
Lesson No.2
Lost Spring: Stories of Stolen Childhood,
By-Anees Jung
1. How does garbage hold different meanings for adults and children?
 For elders-rag-picking –a necessary evil-the only means of survival
 Children-look at it as a gold mine—full of unexpected surprises
 There’s always the hope of finding a coin or a rupee while rummaging through the garbage
 So, it is wrapped in wonder for them
2. How is the line ‘Few airplanes fly over Firozabad’ symbolically significant?
 The author finds a spark of motivation in Mukesh who is quite determined about realizing his dream of becoming a motor-
mechanic-
 He is ready to travel to the garage –a long way from his home to fulfill his dream
 The author asks if he ever dreams of flying a plane-the question makes him embarrassed and silent and he answers in negative
 He is satisfied with the more tangible and attainable dream of the fast moving cars-something that he sees on the streets daily
 Airplanes symbolize something distant, just like a far-fetched dream –People of Firozabad are not exposed to grand dreams
like this.
Long Answer Questions
1. Elucidate the Significance of the title: Lost Spring: Stories of Stolen Childhood
Anees Jung writes about forfeited innocence in Lost Spring: Stories of Stolen Childhood
 The title is metaphorical, for it talks of the stealing of something abstract and effervescent.
 It is a portrayal of the broken spirit of millions of working children all over the country who are condemned to a life of
grueling toil and exploitation against the background of crushing poverty.
 These poignant stories are of real children who have been subjected a tough life and to merciless and cruel treatment
upon any recalcitrance. Instead of hands that reach for the stars, a child’s hands simply become an economic tool, an
extra pair of hands that can help out.
 They have lost the moments of spring—the time of growth, happiness, rejuvenation and development because they are
burdened under the evil of child labour.They have lost their childhood and have turned adults before time. In other
words they are deprived of normal childhood.
  Anees Jung exposes a national shame through the description of children cleaning floors and tables in small restaurants;
polishing shoes on railway stations; rolling ‘bidis’ for long hours; carrying loads in factories making bangles, slates, locks
and fire crackers, weaving saris and carpets, and slogging in slaughter-houses. They are the dark side of progress, caught
up in grinding poverty and untrammelled urbanization.
 Society’s role is unchanging and apathetic. It prefers to look away rather than trying to recognize the child in the child.
The guilty include not only those who visibly exploit the child in workshops, homes, shops, factories but also his own
family.
 Anees writes with passion and concern— for she has met children whose life stories of despair, must be told to others. In
exposing a shame brought on by society, she hopes for more compassion by society. She manages to stir the reader out
of his smugness and be reminded of the onus of recapturing the spring that is lost from the lives of innumerable children
in India.
What do you think is the theme of Lost Spring: Stories of Stolen Childhood?
 The lesson portrays through both the stories, the broken spirit of working children against the backdrop of crushing poverty
(substantiate this with the help of the lesson)
 These children are forced into labour early in life and denied the opportunity of schooling or even a normal childhood
 So much suffering can thwart a dream, and quite completely desensitize the ‘haves’ in the society in a relentless, terrible and
predictable way
 Official figures say that there are over 12 million children under 14 who live below the poverty line, which means that they
have to work. This is the world Anees Jung probes.
 She is pained at the governmental and bureaucratic callousness ,apathy and also the social values and cultural norms that
support and accept the concept of child labour
 She hopes for empathy from society—the stories cry out like an appeal to all the readers
2. “But promises like mine abound in every corner of this bleak world”. The author is highly sensitized towards the irresponsible
attitude of society when dealing with the deprived. How does this self –admonishing confession by the author bring out the apathy
of the society towards the problem of child labour?
3. Both Saheb and Mukesh nurture a dream each. While Saheb succumbs to the destiny of being a rag picker and later a worker at the
tea stall, Mukesh hopes to salvage his life. Do you think Mukesh’s dream is attainable or is it as the author says ‘like a mirage’?
Justify your answer.
 Both Saheb and Mukesh nurture a dream-one of being a tennis player and the other of being a motor mechanic and driving cars
 Saheb more pliable-succumbs to his destiny-resorts first to the fate of being a rag picker and later becomes a labourer at the tea stall at a
meager salary of Rs 800/-
 The author calls Mukesh’s dream a mirage/fantasy that can never be achieved
 Perhaps she feels that Mukesh won’t be able to break away from the tradition of making bangles that has been the destiny of their caste
for generations
 Also the vicious circle created by the money lenders etc. might deter him from fulfilling his ambition
 However,Mukesh’ unwavering approach is like a ray of hope—he is different from the youth of Firozabad—he still dares to dream and
with almost a passionate and single-minded devotion insists ‘I will walk’
 He has already made up his mind-persistence and passion for achieving his dream will see him through

Note: Students can give an alternate answer to this question. They only need to be convincing in their argument and should prove that
Mukesh is not empowered and supported enough by anyone to be able to break away and that it is an illusion that he nurtures. He will only
face defeat just like Saheb because it is not easy to fight against traditions and the system.
4. The joy of wearing bangles in seven colours of a rainbow is derived at the expense of the labour of ‘eyes that are more adjusted to
the dark than the light outside’. Justify this statement with reference to the plight of the bangle makers as describe in the lesson and
also highlight the irony contained therein.
5. ‘Years of mind-numbing toil have killed all initiative and the ability to dream’. Bring out the anguish and the absolute lack of hope in
the lives of the people at Firozabad in the light of this statement.
MasterCard:
 Lost Spring—story of underprivileged children in India

 The author brings out how they are like other children their age in their dreams and desires, yet their poverty and circumstances
are so different from ordinary children
 Suffer from immense poverty
 Suffer scarcity of food
 Are caught in the web of child labour
 Physical, mental and emotional suffering
1. Saheb-e-Alam —Young boy-migrated with his family from green fields of Dhaka in 1971
 Noticed by writer every morning digging for ‘gold’ in the neighbourhood garbage dumps
 Doesn’t go to school—poor and works barefooted
 Lives with many others in Seemapuri who survive by rag picking-lack basic amenities
 Dreams of going to school and playing tennis but is content just with wearing discarded shoes-resigned to his fate
 Loses his carefree look and freedom as he becomes a child labourer at a tea -stall
2. Mukesh
 Hails from Firozabad-famous for bangles
  slogs in the glass furnace ,welding glass making bangles in terribly high temperatures, dirty ,small place without any light--makes
bangles-- hazard of losing eye-sight
 follows the family lineage for the time being but he is ‘daring’ and different from the young men of Firozabad who have lost all
initiative due to years of mind-numbing toil
 nurtures a dream—wants to become a motor- mechanic and be his own master –determined about it—‘I will walk’, he says even if
the garage is a long way from his home
 Likely to fulfil his dream because he doesn’t really want to pursue the trade of bangle making-doesn’t want to be trapped in his caste
3. Working conditions in the glass bangle factory and the hazards of working there
 Bangle makers live in a state of intense poverty and sleep on empty stomachs
 Lanes of their shanty town stink of garbage, hovels have disintegrating walls, unsteady doors and no windows—are overcrowded with
humans and animals
 Thousands of adults and 20,000 children work in hot furnaces in Firozabad
 Toil for long hours in hazardous and detrimental conditions
 High temperatures, lack of ventilation and light
 Spirals of bangles lie in mounds in dishevelled yards—are pushed by young boys along narrow lanes of the shanty town
 Boys and girls sit in the dim light of flickering oil lamps to weld the pieces of circles-their eyes are adjusted to the dark than the light
outside
 Dust from polishing the glass of bangles adversely affects their eyes
 Moneylenders, the keepers of law,bureaucrats,politicians –all ranged against them and have entrapped the poor bangle-makers in their
web
 suffer constant fear of ill-treatment by police
 Possible hazards: accidents, loss of vision, skin burns, bronchitis, physical and mental weakness, mental retardation, ill health due to poor
hygiene and lack of ventilation, genetic problems due to exposure to chemicals
4. Seemapuri- settlement of Bangladeshi squatters
 illegal residents --uprooted from their own country that was devastated by storm in 1971-food and survival was the most
important
 Live in a state of perpetual poverty
 Is on the fringes of Delhi yet miles away from its glitter, glamour and affluence-ironical
 Is a wasteland where there are structures of mud with roofs of tin and tarpaulin
 No sewage, drainage or running water
 Home for 10,000 rag pickers who survive as they eke out a living from scrounging garbage
 Have lived here for 30 years without permit or identity and have mastered the art of rag-picking
 Garbage to them is gold.
Deep Water
by William Douglas

1. How did the near drowning experience at the pool affect him?
 Felt weak and trembling as he walked back home
 Shook and cried as he lay on the bed
 Couldn’t eat that night
 Haunting fear gripped him for days
 Slightest exertion tired him
 Knees felt wobbly
 Sick feeling in the stomach
 Why did Douglas determine to get over his fear of water when he grew older?
1. Realized that he fear of water had gripped him firmly
2. ruined his fishing trips ,deprived him of the joy of canoeing, boating swimming.
3. Could not enjoy his holidays with friends or relatives
4. came to know of the waters of the Cascades
5. wanted to get into them to overcome his fear, tried, but terrorizing memory of the pool came back
6. fear would grip him completely, legs would become paralysed.
7. Was uncomfortable and then decided to learn swimming
 How did Douglas know that he had finally conquered his fear? What was the lesson that the writer learnt during his lessons in
swimming and his conquest of the fear of it?
 Went to Lake Wentworth in New Hampshire
 Dived off at a dock at Triggs Island
 Swam across the lake to Stamp Act Island
 in the middle of lake-terror struck again
 tried to laugh it off
 residual doubts were still there
 went to Warm Lake-swam its length
 was not afraid this time, realized he had overcome fear
 Lesson learnt-one should not fear death but fear the fear of it
 Knew what being free of terror was being like
  Only those who have known stark terror and conquered it can appreciate its value. Do you agree? Refer to the chapter and give
reasons for your answer.
 “There is terror only in the fear of death”. Comment with reference to Deep Water.
 One should not be afraid of dying or drowning or the challenges that life poses
 It is the fear of facing and undergoing these ordeals that can cripple a man’s will to overcome them
 It requires sheer grit and determination to realize one’s potential and understand our strengths
 People who are strong on the inside can defeat and surpass the hurdles of life
 Terror lies only in being afraid of the unknown
 Once you overcome that fear one can defeat fear

 “Persevere and conquer fear; if you do so success is yours.” Do you agree? Give reason.
Master Card
William Douglas- the author-
 had always feared water
 As a 3/4 year old went to a beach in California with his father
 Waves knocked him down and swept over him
 Felt suffocated and frightened
As 10/11 year old-
 Decided to learn swimming in a Y.M.C.A. pool in Yakima
 Pool safer as compared to the Yakima River
 2/3 feet deep at shallow end, 9 feet at the deep end, got a pair of water wings to learn
 Pool evoked the same childish fears—aped other boys or a few days
 Felt at ease, but feeling was short lived
Misadventure at pool-
 A big boy threw him into the deep end of the pool
 While going down to the bottom he decided to hit his feet on the bottom and surface back like a cork.
 Before his feet touched the bottom his lungs were ready to burst.
 He came up slowly, opened his eyes to see water everywhere.
 Was terrified, tried to scream but no sound came.
 Thrashed at the water, swallowed and almost chocked.
 Went down again, hit the bottom again and began to feel dizzy.
 Was paralised and with fear and absolutely stiff.
 Tried to hit, groped around for support, called for help but nothing happened.
 Went down into the water for the third time, stopped struggling
 Legs felt limp and blackness swept his brain
 Was quite, peaceful and drowsy
On becoming conscious-
 Was lying on his stomach by the pool and was vomiting
 Heard the voice of the boy who had thrown him
 Heard he had almost died
 On reaching home felt weak and trembling.
 Wept, couldn’t eat, was petrified and avoided water thereafter.
Years later-
 Decided to enter the waters of Cascades
 Whenever waded or took a bath in rivers, he felt terrified.
 Grew older but fear never deserted him, it spoiled his holidays.
 One October – decided to hire a swimming instructor
 Practiced in pool five days a week, an hour every day
 Used a belt that went through a pulley on an overhead cable.
 Three months later- his tension began to relax
 Instructor penitently taught him for six months, created a swimmer out of him who no longer feared water.
 Douglas still feared water, wasn’t confident
 Wondered if he would terrorized if alone in water
 Went to Lake Wentworth, dived off a dock and swam two miles across it
 Felt scared just once, kept swimming
 Again went to Warm Lake, swam across to the other side and back
 Was no longer afraid – realized with joy that he had finally managed to conquer his fear of water.
Once he was free
 Douglas felt only those who have known fear know how it feels to be free of it
 Recalled Roosevelt’s words that one must be afraid of fear only
 Understood that his will to survive and live life to the fullest had grown in intensity, felt confident of facing challenges of
life ahead
Lesson No. 4
The Rat Trap
 By Selma Lagerlof
What reasons does Edla give for allowing the peddler to stay after his identity is learned? What does she say when he says good night?
He walks and walks the whole year, not welcome at a single place, always afraid of being arrested and cross-examined and that she would want
him to enjoy a day of peace. Invites him again for next year.
8. After learning how the peddler treated the old man, what does the ironmaster wonder on the way home from church? What do he and his
daughter find at home?
9. What feelings about the world does the peddler's "rat-trap" theory express? What experiences have led him to evolve the theory?
That the world is selfish and cunning, it offers luxuries only to lure people. He believd in this because earlier he had been a prosperous man but
lost everything and had to live his life in poverty.
10. Based on the peddler's final actions, what seems to have become of his theory? Why does he sign his letter "Captain von Stahle"?
11. What message about human behaviour does the story convey?

That it is human behaviour which makes or mars a personality and one should always be compassionate, kind and empathetic to others.
12. What do you learn about industrialization and its effect on society in the chapter.
Long Answer Questions (Answer in 125 – 150 words)
1. Do you think that one act of kindness can really change a person's view of the world? Discuss
Value Points for Q1.
 Yes, I do agree that one act of kindness can really change a person’s view of the world.
 This has been exemplified in the chapter by the man selling rattraps.
 In the beginning of the chapter the man is dejected and disillusioned because he could not live a contented life in spite of
his doing work to make his living.
 He had no positive experiences about life and considered the whole world with its lands and seas, its cities and villages to
be a big rattrap.
 The ironmasters daughter treats him with respect and shows compassion and understanding towards his condition.
 She does not force herself upon him but tries to persuade him to spend the Christmas eve with them.
 He reposes trust in her due to her friendliness
 Later she persuades her father not to send the man away when his identity is revealed as they had invited him and
promised him Christmas cheer.
 She also tells him that he is welcome again next year if he wishes so.
 This brings about a change in the man and he is reformed.
2. Compare and contrast the characters of the ironmaster and his daughter.
3. Narrate the experiences of the man selling rattraps before he meets Miss Willmanson.
4. Justify the title ‘The Rat Trap’.
5. Write the character sketch of the rattrap man.
6. Show how the man who sold rattraps got caught in his own rattrap. What did he learn about human life?
7. What do you learn about life of people who lose their livelihood as a consequence of industrialization?
8. What are the similarities of between the lives of farmers living in India and the rattrap man?
9. In what way does the story reflect similar problems of people living in India who are uprooted and relocated due to
industrialization?
Mastercard
The Man and his idea of life being a rattrap.
 Once upon a time there was a man who made his living by selling rattraps made of wire.
 The business was not very profitable and he had to resort to both begging and petty thievery to make his ends meet.
 In spite of all this he was in a state of penury.
 He decided that the life was a giant rattrap and if one takes the bait one is caught.
 It became his cherished past time during his dreary moments to think of people who had been drawn into the dangerous snare and
were still imprisoned in it.
 That same day he stays the night at an elderly man’s house.
 The elderly man was happy that he had someone to talk to in his loneliness.
The simplicity of the old man
 The old man was a simple and generous man.
 He made the man comfortable, offered him food and also confided with him his personal secrets of his past prosperous days and
how he made his living now.
 He had been a crofter at Ramsjo Ironworks and had worked on the land.
 Now that he was no longer able to do day labour his cow supported him and he could earn around thirty kronor a month.
 Since it was difficult for the guest to believe it, the host showed him the pouch in which he had kept the three, ten kronor bills.
 The next day the guest steals the old man’s money.
The man loses his way
 As he walks along with the money in his pocket.
 He realizes that he could not go along the public highway but must take the way through the woods.
 But he lost his way finding the right way out.
 It dawns on him now that he himself has let himself be befooled by a bait and had been caught.
 Tired exhausted he laid his head on the ground.
 He felt a ray of hope when he heard the sound of hard regular thumping of hammer strokes from an iron mill and he walked in the
direction of the sound.
  The master smith and his helper were sitting near the forge doing their work and they took no notice of the man.
 Later the blacksmiths glanced casually and indifferently at the intruder and granted him permission to stay.
The old man and his daughter
 The Ramsjo iron mill was owned by a very hard working and conscientious man.
 He did not ignore the stranger but walked up to him and addressed him as Nils Olof saying that he looked very weak.
 Though the man with the rat traps did not recognize him, it occurred to him that if the fine gentleman thought he was an
acquaintance , he might perhaps give him a couple of kronors.
 The ironmaster invited the stranger to his home to spend Christmas__ with them.
 To be received by the ironmaster at his home – manor house as an old regimental comrade did not please the tramp.
 But the stranger had to the finally relent when the ironmaster’s daughter came to request him to stay with them over Christmas eve.
 He was overwhelmed by her compassionate and friendly manner and agreed to go.
The secret is revealed
 The next day was Christmas Eve and the ironmaster and his daughter talked about the stranger and his ill fate.
 But when the guest was well groomed the iron master realized his mistake that he was not an old acquaintance.
 Even the stranger saw that and he made no attempt to hide the fact. In fact he was ready to leave wearing his rags again.
 The ironmaster took offense and blamed the man that he had tried to deceive him and wanted to refer the matter to_the sheriff.
 At this the stranger repeated his belief that this whole world is a rattrap .
 “All the good things that are offered to you are nothing but cheese rinds and bits of pork, set out to drag a poor fellow in to
trouble.”
 And that a day may come when one day he may also get caught in the trap.
 The ironmaster laughed and asked him to leave.
 The daughter who was listening to the conversation felt embarrassed and requested her father that they must allow him to stay for
the evening as they had promised him Christmas cheer.
The man turns a new leaf
 The man with the rattraps quietly helped himself with the food the daughter offered.
 He did not cause any trouble but only slept.
 The next day the old man and his daughter went to Church early in the morning.
 There they heard that one of the old crofters of the ironworks had been robbed by a man who went around selling rattraps.
 The daughter really felt dejected. But on their return they were informed by the valet that the man had left behind a package as a
Christmas present for Miss Willmansson.
 In it was a small rattrap and in it lay three wrinkled ten kronor notes and a note.
 The note said that he wanted to be nice to her in return as if he was a real captain and wanted her to return the money back to the
old man on the roadside.
 He confessed that he made a mistake and got caught in his own rattrap.
 He thanked the daughter for giving him a second chance and helping him out.
 Thus he behaves like a real Captain at the end and signs himself as Captain von Stahle saying that the rattrap was a Christmas
present from a rat who would have been caught in this world’s rattrap if he had not been raised to Captain.
The story has a philosophical bent.
 The first being the entire rat trap theory that life is one big rat trap.
 This often does seem to be the case after all, if you take something you want wrongfully you will usually get trapped in life by your
consenquences.
 However the tale also says something about second chances, stating that everyone should get another chance.
Lesson No.5
Indigo
By-Louis Fischer
1. What according to Gandhiji was more important than getting legal justice for the peasants in the courts?
 Gandhiji felt that the farmers were so crushed and fear stricken that just getting legal justice was neither enough nor helpful
 Legal justice would also bring them limited profits
 Instead the attitude to tyranny needed to be changed
 Farmers didn’t have sufficient finances to fight legal battles against the landlords
 The best solution was to give them lessons in courage so that they would fight oppression lifetime and not allow anyone to take
advantage of them.
2. Why did the planters obtain a new agreement from the sharecroppers to pay them compensation for being released from the 15%
agreement?
3. How did the Champaran episode change the plight of the farmers?
 Champaran episode—brought about drastic change in the plight of peasants
 Moral victory of farmers over the corrupt landlords
 gave freedom from fear of the British landlords to the peasants
 made them aware of their rights and of the fact that they had people to defend them
 they got a very important lesson in courage and also got 25% of the compensation money back
 this was the first step towards their transformation
 soon the Britishers left their estates which reverted to the peasants
4. What problems were the indigo sharecroppers facing?
5. What kind of reception did Gandhiji receive at Motihari?
6. How was it driven home to the Britishers that their authority could be questioned
7. What made Gandhiji exclaim that the Champaran battle was won?
8. What argument did Gandhiji have for not obeying orders to quit Champaran?
9. What message does the Champaran episode carry?
 Justice can be achieved through argumentation and negotiation
 Oppression needs to be fought against and not taken lying down.
 If we continue to be dominated by the tyranny of the oppressors, we would never be free.
 Determination, persistence freedom from fear, self reliance and independence are qualities that we need to develop.
Long Answer Questions
1. How did the civil disobedience succeed?
2. Why did Gandhiji consider freedom from fear more important than legal justice for the poor peasants of Champaran?
Value Points for Q.2
 exploitation of indigo farmers by British landlords
 farmers resorted to legal help to fight cases against the landlords
 Not too many got encouraging results and also, this could only get them short term benefits
 Farmers terrorized and crushed under the exploitation by landlords
 Gandhiji-practical and farsighted approach-felt that if the downtrodden farmers could be released from fear, rest everything
would fall into place
 Started an exercise in empowering the farmers and giving them lessons in courage through his own example
 Dealt with all the clever moves of the Britishers fearlessly and boldly without getting intimidated by their orders
 Felt that lessons in courage would remain with the farmers all their lives and they would never be taken advantage of exploited
3. Why did Gandhiji’s casual visit to Champaran get extended over a year?
Value Points for Q.3
 A small request by a farmer made Gandhiji go to Champaran to look into the problems of the oppressed sharecroppers
 The English landlords compelled sharecroppers to grow indigo on 15% of their holdings.
 The entire indigo harvest was to be given as rent to the planters
 News of synthetic indigo in Germany
 Farmers asked to pay compensation to get release from the 15% agreement
 Gandhi became the spokesperson for the indigo sharecroppers and started a mission to help them
 Decided to go to Muzaffarpur to get the real and complete picture
 Looked into each minute detail and gathered information from lawyers
 Gathered evidence against the landlords
 Arrived in Champaran at the point when the crooked landlords were scheming against the poor peasants and making them pay
compensation
 Attempted to meet secretary of the British landlord’s association and the British official commissioner of Tirhut division to get their
viewpoint
 The lackadaisical and non-cooperative attitude of the authorities delayed matters
 Was asked to quit Champaran—was summoned to court since he disobeyed the order
 Resulted in spontaneous demonstrations by thousands of farmers
 Convinced lawyers to support the peasants
 determinedly worked from April to June
 Civil disobedience successful as the Lt Governor ordered the case to be dropped
 Since Gandhiji deeply empathized with the sad plight of the farmers, he persisted in his efforts and continued to make enquiries,
collected depositions
 After 4 interviews with Gandhiji,the Lt.Governor constituted a commission of enquiry where the deadlock of the issue of
compensation was broken and the farmers got 25% of their money back
 Then he started looking after the health conditions and social and cultural backwardness of the farmers
 All these activities were very time consuming and so a casual visit got prolonged into an over one year stay
4. On the basis of your reading of the account of Champaran in Indigo, write a brief character sketch of Mahatma Gandhi.
 Gandhiji –man of outstanding qualities
 Unassuming and modest
 Dogged determination
 Thorough and organized
 Empathy/compassion for sharecroppers
 Persistent worker
 fearless
 farsighted and practical
 persuasive and good convincing power
 Humanitarian and holistic approach—thinks not only of political or economic solutions but also concerned with social and
cultural progress as well as health issues
MasterCard
Sequence of events:
 Annual Convention of Congress in 1916-several delegates and visitors present
 Poor peasant-Rajkumar Shukla- approaches Gandhi with woeful tale of Champaran indigo sharecroppers
 Gandhi very preoccupied with prior engagements but Shukla is persistent
 Agrees to go with him immediately after his Calcutta visit.
 Visit to and stay at Rajendra Prasad’s house
 Gandhiji stops enroute at Muzaffarpur to gather more information about the problem
 Received by Kriplani and his students. Stays at Professor Malkani’s house.
 Peasants come to Muzaffarpur-Gandhiji like a ray of hope for them
 Meeting with lawyers—brief Gandhiji about the cases and the fee charged by them from peasants—chided by Gandhi for charging so
much from the poor
 Gandhiji concludes that need to free them from fear is more important than getting them legal justice
 15% agreement very unfair-entire indigo harvest charged towards rent
 Clever move by landlords-with the advent of German synthetic indigo—they charge compensation from peasants for release from the
agreement
 Farmers see through the game –demand their money back
 Gandhiji arrives at Champaran
 Tries to arrange meetings with secretary of British Landlord’s Association and British official commissioner of Tirhut to get more details—
refused information and bullied
 Ordered to leave Champaran
 Defies order-leaves for Motihari with several lawyers-welcomed by peasants-decides to visit a maltreated peasant
 Issued official notice –prevented from meeting peasant- notice to leave Champaran—Gandhiji openly flouts the order—summoned to
appear at the court
 Keeps awake all night to send a telegram get support from Rajendraprasad
 Wires full report to the Viceroy
 Peasants gather in thousands to support Gandhiji by staging demonstrations in protest against the treatment being given to the champion
of their cause—shelve all fear
 Gandhiji proves that British power is no longer unchallengeable—authorities puzzled-propose to postpone trial
 Released without bail when he refused to furnish it--remained free while judgement was withheld
 Gandhiji motivates lawyers to stand up against injustice to the peasants –lawyers decide to court arrest
 This is the beginning of the victory in the Champaran struggle
 First triumph of Civil Disobedience—Lt Governor drops case against Gandhiji—intensifies investigations about farmers’ complaints
 Gandhiji summoned by Lt Governor-Sir Edward Gait
 Chalks out civil disobedience plan with associates before reporting to him
 Commission of enquiry appointed by Governor
 Planters agree to reimburse money to peasants—propose 25%refund—approved by Gandhiji
 Gandhiji satisfied with the moral victory of the peasants-refund was not as important for him
 Landlords surrender their prestige and peasants feel courageous
 Land reverted to peasants as the landlords leave the estates
 Gandhiji looking beyond political and economical solutions
 Aims to improve social and cultural status of Champaran with the help of volunteers
 Also aims at improving health services
 Ashram managed from Champaran especially finances and sanitation
 Champaran episode –turning point-result of efforts made to relieve the suffering peasants—showed that Gandhiji could not be ordered
around in his own country
 Meaning of politics for Gandhi—very different –dealt with day to day problems and living human beings
 Teaches Indians and self-reliance and independence
Theme
 Indigo--Deals with a battle between the oppressor and the oppressed --is an uneven battle
 The issue of indigo harvesting and the high handed attitude of the Britishers becomes a road to freedom for the sharecroppers
 The only way out to win it is to develop qualities like self –reliance, strong –will, courage
 Must openly stand up against injustice of any kind and not accept it lying down
 Persistence and patience of Gandhiji helps him in procuring justice for the peasants
 Talks about the need to fight our own battles in times of adversity instead of depending on others
 It is very important to be first free of any kind of fear
 The account is also a reflection of the efforts made by Gandjhiji to improve the health conditions as well as social and cultural life of the
peasants
 Carries a universal message for all to adapt to.
Going Places
By A R Barton

1 Describe the meeting between Sophie and Casey in the arcade?

_ Sophie meets Casey at Royce’s window
_ was looking at clothes
_ Sophie speaks first-asks for autograph
_ neither had paper or pen
_ Casey promises to give her the autograph next week
2.What is the ‘Weekly pilgrimage’ in the story ‘Going Places’?
Long Answer Questions
1 Sophie’s dreams and disappointments are all in her mind. What was her extent of fantasizing as a teenager?
– Sophie – poor, mediocre family
– aspires to have a boutique; but no means, no resources
– could become manager or an actress
– she is a day dreamer
– wants to see the vast would
– father does not permit
– dreams of meeting Danny Casey
– imagines meeting him in the arcade
– extent of fantasy – feels she has really met him
– Tells her brother who doesn’t believe her
– father feels it is another of her wild stories.
– she goes again to meet Danny but he doesn’t come.
imagines meeting him again in the arcade
2 Describe the meetings between Sophie and Casey.
3 What do you gather about the socio-economic background of Sophie and her family from the story ‘Going Places’?
4 Why do you think the story has been titled ‘Going Places’?/Justify the title “Going Places”.
Value Points for Q4.
_ A R Barton takes readers to several places through Sophie’s longingness
_takes the readers in search of work
_ to far sides of city, outlying districts of city
_to Royce’s window
_to Weekly pilgrimage on Saturday to watch United
_to the distant and quiet place where lovers meet
-into a world of fantasy through Sophie
Q.5 Where does hero worship take Sophie?Comment on the pathos in Sophie’s dreams which revolve around Casey ?
Q.6 Would you like to be like Sophie_a dreamer,or like Jansie-a realistic? Give reasons for your answer.
Value points for Q6.
Like Sophie
_ world of fantasy make you realize what you cannot have in reality
_ It is a way to escape from unpleasant or stressful situations
_ controlled daydreaming fosters imagination, enhances creativity.
Like Jansie
_ daydreaming shuts one out of reality
_ person becomes absentminded
_ one is able to achieve goals only when one lives in reality and struggles
Master Card
Sophie’s ambition and unrealistic dreams
- Wants to start a boutique
- To earn money can become
 A manager
 An actress
 Or a fashion designer
- Why unrealistic
 Because of weak socio-economic background
 Does not even have a decent house to live
Fantasizing in teenagers
- Sophie’s hero is an Irish player Danny Casey
- Dreams of meeting him
- Is so much obsessed with the thought of meeting him – starts believing she has met him
- At home nobody believes her
- Goes to meet him again
- But is disappointed
- Still imagines meeting him in the arcade
- My Mother at Sixty-Six
- By Kamala Das
Answer the following questions in about 30-40 words:
What does the poetess notice about her mother?
Why is she pained at the sight of her old and weak mother?
Why does she look at the trees and the children?
- Value Points:
- To distract her mind from unhappy thoughts
- gets a feel that if life seems to fade on one hand, it grows on the other hand
- looks at the freshness of life
- What does she notice on reaching the airport?
- What is the ‘childhood fear’ that the poetess talks about in line-20?
 - Value Points:
- That her mother will grow old and weak
- That one day she will lose her mother to death
- Why does she keep smiling as bids good-bye to her mother?
- Through the thoughts of the poetess how does the poem complete a cycle?
- Value Points:
- Poem begins with a despondent note and talks about the sadness associated with ageing
- In the middle, the reference to green trees and merry children drive the sad thought s away
- Towards the end the reference to old age and dying again brings the subject of ageing-a reality that the poetess can’t
escape
- Read the following extracts and answer the questions that follow:
- (a) …………..and realized with pain
- That she was as old as she looked, but soon
- Put that thought away, and
- Looked out at young
- Trees sprinting, the merry children spilling
- Out of their homes,
- What is the thought being talked about in line 1?
- Why does the poetess look at ‘young trees’ and ‘merry children’?
- Name the poetic device(s) used in the lines above. Give e.g. of the same
- Value Points:
- Personification: ‘trees sprinting’
- Imagery: ‘children spilling’
- (b) I looked again at her, wan, pale
- As a late winter’s moon 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
-
- Mention the poetic device used to describe her mother.
- Value Points:
- Simile- ‘as a late winter moon’
- The mother’s old and weak face sports a pall of gloom and has been equaled to the fading, dying moon of the winter. It
presents a contrast to the freshness and brightness of the spring moon.
- What is the ‘familiar ache’ that the poetess talks about in line 3?
- Why does she smile and smile and smile?
- Master Card
- Poetess is travelling back in a car from her parents’ place to Cochin
- Old mother also accompanying- to see her off at the airport
- Poetess notices that she has dozed off and mouth remains open
Her face has a dull, colourless appearance---reminds her of a corpse
Thought is painful, realizes she is now an old woman and could be nearing death
Turns to look at the racing green trees outside, sees happy children running out of their homes
A welcome change from the gloomy thoughts that grip her
Reaches the airport, after the security check looks at the mother again
Sees her pale and ageing face, is reminded of the winter moon with all the vitality and brightness gone
Feels pained at being reminded of a childhood fear--- had always been scared of losing her mother one day
Does not want to show her agony and fear to her mother now
Tells her that she would see her soon and bids her goodbye with a bright smile on her face
An Elementary School Classroom In A Slum
By Stephen Spender
 Some of the figures of speech used in the poem:
 Repetition: “far far from the gusty waves”-
 Helps to emphasize how far removed from life’s joys are these children
 Simile: “Children’s faces compared to rootless weeds”
 Through this comparison the poet is able to convey the disorder, lack of direction and instability in the lives of these children.
 Other examples of simile: ‘like bottle bits on stones’ (conveys that their spectacles are really chipped),’like catacombs’, ‘slums as big as
doom’(slums where life is worse than death)
 Symbolism: “weighed down head”
 A head burdened both literally (physically) and figuratively (mentally).It shows the subjugation being suffered by victims
 Metaphor: “paper-seeming boy, with rat’ s eyes”(Emphasizes the fact that the boy is malnourished and terrified of the world)
 ‘History theirs whose language is the sun’
 Other examples of metaphor: ‘squirrel’s game’, ‘tree room’, ‘future painted with fog’
 Antithetical imagery : opposition, or contrast of ideas or words
 Used in Stanza2—the poet in the following line wants to contrast the world of slum children with the world of rich people--
o Shakespeare's head, Cloudless at dawn, civilized dome riding all cities. Belled, flowery, Tyrolese valley (world of rich people) contrasted with
fog, A narrow street sealed in with a lead sky(world of poor people)
 Asyndeton: lack of conjunctions between coordinate phrases, clauses, or words. For example:
 On sour cream walls, donations. Shakespeare's head,
Cloudless at dawn, civilized dome riding all cities.
Belled, flowery, Tyrolese valley.
 Transferred Epithet: ‘his father’s gnarled disease’
 What message does the poet want to convey through his poem?
 Value Points for Q.6
 Spender exposes how social inequality and injustice affects children of all nationalities, races, and ethnicities
 Presents two contrasting worlds-one of the capitalists and the other of the slum children
 He feels that words of literature and the world of art and culture can have meaning for slum children only if the barriers and divisions
between the two worlds are bridged.
 The slum children have to be allowed freedom of expression so that they can create their own history.
 How can teachers and governors etc play an important role in changing the life of the slum children?
 Value Points for Q.8
 The physically and mentally imprisoned children need a release from the oppression that they suffer.
 People in significant positions like governors, inspectors and visitors can make efforts to bridge the gap between the worlds of the rich and
the deprived.
 They can help children to break free from the filthy and unkempt surroundings by giving them exposure to the right kind of education and
allowing them freedom of expression. This will empower them to break free of the constrictive world, change their future and recreate
history.
MasterCard
Stanza 1
 Portrayal of an elementary school classroom in a slum-the children there are hardly like the carefree, fun loving and enthusiastic children of
an elementary school
 Pictures joyless, pale children who are unhealthy and bogged down by too many burdens and lead a miserable life
 They suffer from genetic disorders and stunted growth
 Imagery of despair and disease
 End of the stanza—shift from bleak picture to a little spark of hope even in this bleak world
 A young and sweet boy at least has a dream to be away from this dull classroom and play games like a squirrel
 Stanza 2
 The poet is cynical of the way donations are ‘bestowed’ upon the slum children
 Their social and economic reality is far removed from the utopian world of beautiful valleys and civilization presented to them
 Their future is dark and dismal-no change is brought about in their physical, social or intellectual state
 So all the donations can be called a farce or a fraud perpetrated by the capitalists
 They don’t really mean to bring any transformation in the lives of the underprivileged.
 Stanza 3
 The poet here reinforces what he said in Stanza 2-he is cynical about the tactics used by the capitalists
 The world of Shakespeare and maps showing foreign lands holds no interest for the underprivileged
 They are doomed to live in uncertainty and ignorance .They are destined to struggle in a restricted existence
 The world presented by capitalists only tends to tempt them and build illusionary dreams
 They are hungry , emaciated and extremely poor
 The maps of the world of the underprivileged are blotted with all the misery associated with slums-they have been relegated to a pathetic
existence
 Stanza 4
 Optimistic tone
 The poet invokes people of importance to make efforts to bridge the divide between the underprivileged and the bourgeoisie.
 The children must be freed from exploitation and oppression and released from their deathlike existence
 The people in position must take these children into their own fold/care and expose them to the open green fields and endless skies
 The poet wants children to delve deep into the books and be drowned in new knowledge with a hunger that they have not known till date
 Education will help to broaden their horizon, make them truly liberated and empower them to create their own history
 Theme
 The poet is not commenting directly on any particular nation in his poem; instead, he exposes the widespread neglect of children of all
nationalities, races, and ethnicities.
 Poet deals with the idea of social discrimination, inequality and injustice
 Presents two widely contrasted worlds-the world of the rich capitalist class and that of the underprivileged
 Appeals to bridge the gap and bring equality by breaking the barriers
 Feels the need for exposing children to the beauty of nature and real education as opposed to their ugly surroundings and restricted mental
development
 This would bring a new warmth, confidence, motivation and power in the underprivileged and they will be able to create their history anew
 The poem carries a universal appeal and it makes a definite shift from pessimism/cynicism in the first three stanzas to optimism in the final
stanza

Keeping Quiet, By Pablo Neruda

“Life is what it is about” Explain
Value Points for Q5.
Life is about living and not about killing
We need to take pleasure in our existence
The killer forces need to be wiped out
The single-mindedness of human beings maybe the undoing of Man. Comment
Value Points for Q6.
Man’s journey of civilization highlights one thing,
The single desire to conquer all elements
In this pursuit he has been trampling nature and
depleting resources, which support life
This situation is posing a threat to humanity
What lesson do we need to learn from the Earth?
Value points for Q8.
Earth exemplifies the strength and tenacity to hold on this burden without a whimper
It holds so much life yet it goes on quietly
Life springs up gently (plants) and enhances the beauty of this earth.
We can learn to be quiet and still be involved in the process of living.
What are the images of war that the poet uses in the poem?
What does the poet convey through the poem, ‘Keeping Quiet’
Value Points for Q10.
futility of war
need to be like brothers
not harm others/nature
understand ourselves
not threaten life

Stanzas for comprehension

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 language,
Let’s not stop for one second,
And not move our arms so much.
Why does the poet ask us to be still?
How will not speaking with each other help?
Explain “not move our arms”

It would be an exotic moment

Without rush, without engines,
We would all be together
in a sudden strangeness.
Fishermen in the cold sea
Would not harm whales
And the man gathering salt
would look at his hurt hands.

What would be the exotic moment?

Why has togetherness been referred to as strange experience?
How does the sea appear to be cold?
In the quieter moment what would Man be expected to do?
Who is cold- fishermen or the sea?

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.

What suggestion does the poet have for people involved in making wars?
Identify the figure of speech in the above lines and explain.
What does, ‘walk about with their brothers’ mean?
How does clean clothes contrast with, ‘wars with gas’ and ‘wars with fire’?
What I want should not be
Confused
With total inactivity.
Life is what it is about;
I want no truck with death.
If we were not so single-minded
About keeping our lives moving,
And for once could do nothing,
Perhaps a huge silence
Might interrupt this sadness
Of never understanding ourselves
And of threatening ourselves with
Death.

What does the poet want?

What does he fear?
‘I want no truck with death’ Explain
What is humanity obsessed with according to the poet?
How and why have we lost the ability to understand ourselves?
How are we a threat to ourselves?

Perhaps the Earth can teach us

As when everything seems dead
And later proves to be alive.

What can we learn from Earth?

How do things appear dead?
Master Card
The Poet is addressing his fellow brethren and appeals to their reasoning, asking to pause for a while in their mad rush for more and more.
He requests them to keep quiet for a while and Not use any language to communicate
Not use any form of gestures to draw the attention
Share a sense of togetherness in the quietness
The moment of quietness will give time for introspection and
Bring respite to the flora and fauna from the human onslaught
Give time to humans to assess their damage.
Provide opportunity to people to absolve themselves from the guilt of killing so many
Appease their conscience by wearing clean clothes(metaphorically)
Generate a feeling of brotherhood
The poet clarifies that what he desires should not be confused with coward ness.
On the contrary he issues an ultimatum to warring agencies that
He is not ready to exchange anything with death
If for once people can stop being obsessed with victory, conquering more and more
May be we will learn to understand ourselves better
May be we will be able to break that blanket of sadness that clouds our perspective
May be we will stop being a threat to ourselves
May be we will learn from this earth that one can start afresh; that life (hope) can spring from the dead
 A Thing of Beauty
by John Keats

Stanzas for Comprehension

– A thing of beauty is a joy forever
Its loveliness increases, it will never
Pass into nothingness; but will keep
A bower quiet for us, ……………

1. How is a thing of beauty a joy forever?

2. Explain ‘never pass into nothingness.
3. How does a thing of beauty keep a ‘bower quiet for us’?
Q.2 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…. ….

a) Why does man wreathe a flowery band every morning?

b) What is the cause of despondence in human beings?
c) How does a thing of beauty help in making us happy?

Value Points
a) life is full of sufferings
- yet beautiful things bring joy
- they make us love this world
- man begins every day with new hope

Q.3 And such too is the grandeur of the dooms

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) Besides the objects of nature, what else helps in lifting the spirits of man?
(b) What is the grandeur of the dooms’?
(c) Explain the metaphor in last two lives.
Value points for C
b)-the magnificence of the tragic end of the mighty heroes
-very exciting and inspiring for Man

Short answer Questions (30 to 40 words)

1. How is a thing of beauty a source of everlasting joy?
2. How does a thing of beauty keep a quiet bower over us?
3. Why does man every morning wreathe a flowery band?
4. How does Nature remove the pall of sadness?
5. What are reasons for despondence in human beings?
6. What are the objects of beauty in nature?
7) Besides Nature, what else is a source of everlasting joy for man.
8) Explain, “An endless fountain of immortal drink’
9) What is the central idea of the poem, ‘A thing of Beauty’?
Value points for Q9.
— thing of beauty-endless fountain of nectar.
— They dispel darkness & sadness from our lives.
— Beautiful things are in different forms – nature, heavenly bodies, art literature.
Man is inspired by beautiful things on Earth to live happily
10) What is the grandeur associated with the mighty dead?
Value points
— glorious achievements of mighty heroes - as exciting as their tragic end
— great men have great fall – fill us with awe and wonder.
— -Lived a glorious life.
A Thing Of Beauty
By John Keats
Master Card
-A beautiful thing is a source of everlasting joy
-It lifts the spirits of Man
-It has a soothing effect on the soul of Man
-It promotes health and happiness.
-That is why, in spite of disappointments, hard ships and sorrows

- We weave garlands of flowers

- They bind us to earth
- Remove sadness from our spirits

Beautiful objects of Nature

- Sun, moon
- Young and old trees
- Shady bower
- Daffodils
- Small streams
- Thick plants
- Fair musk rose, flower

Beautiful art and literature

- Tales of mighty heroes
- Their glorious lives
- Their great fall and end
- Endless fountain of immortal drink
_All have a lasting impression on Man
Aunt Jennifer’s Tiger
By Adrienne Rich

Stanzas for Comprehension

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. Which screen do Aunt Jennifer’s tigers prance across?

b. What world do they inhabit?
c. What do the tigers symbolise?

Aunt Jennifer’s fingers fluttering through her wool

Find even the ivory needle hard to pull.
The massive weight of Uncle’s wedding band
Sits heavily upon Aunt Jennifer’s hand.

a. Explain ‘fingers fluttering through her wool’.

b. Why does she find even the ivory needle hard to pull? What does it show?
Value points for b.
She is terrified of her husband. It shows her husband terrorises her.
c. What is Uncle’s wedding band? Is it actually heavy? Value point: Uncle’s wedding band
is the ring. No it is not the ring that is heavy but life that has become heavy as a result of
marriage. It symbolises the heavy weight of a marriage that confines and limits her –
takes away her freedom.
d. Why does the poet use ‘massive weight’ and ‘Sits heavily’ for uncle’s ring?
Value points for d
Lack of confidence, nervousness

When Aunt is dead, her terrified hand will lie

Still ringed with ordeals she was mastered by.
The tigers in the panel that she made
Will go on prancing, proud and unafraid.

a. What were the ordeals that Aunt Jennifer was mastered by?
b. What do the tigers represent?
Value point: freedom of spirit, strength and boldness and continuity of life.
Short Answer Questions.(Answer in 30 – 40 words)
1. Why has Aunt Jennifer created animals that are so different from her own character?
What might the poet be suggesting, through this difference?
Value points: Aunt Jennifer has created animals different from her own character to bring out the
contrast. The poetess wants to suggest the struggles and dreams of the human spirit. They
represent her dreams of escaping from the terrifying power of the husband. She produces the
very image of her oppression, yet her art is presented as positive, bouyant, triumphant,
transhistorical (the tigers will "go on prancing, proud and unafraid," presumably forever). Her
innermost desire for freedom from oppression she finds expression in her art. That is the medium
through which she gives an outlet to her innermost desires.

2. What is the poetess’ attitude towards Aunt Jennifer? Give examples.

3. What kind of image do we form of Aunt Jennifer after reading the poem? How does she
try to overcome her fear?
4. What is the rhyme scheme of the poem? What are the other poetic devices used?

Value points: aabb. The poet has used personification whe she calls the tigers ‘Chivalric.’
Transferred epithet - her terrified hand will lie.Aunt Jennifer is terrified not the hand.
5. How does Aunt Jennifer find an outlet of her suppressed desires?
6. Explain: ‘Bright topaz denizens of a world of green’.
7. Mention the difference in the nature of Aunt Jennifer’s tigers and the men she is afraid of.
Value points: tigers – chivalrous, brave; men – suppressive, orthodox
8.Is it easy for Aunt Jennifer to give an outlet to her feelings through her art?
Value points: No, her fingers flutter and she finds the needle hard to pull. It seems as if all her
actions and thoughts are controlled by external forces( here – men).
Master Card
Introduction
 The poem portrays an image of a wife dismayed with her married life.
 Aunt Jennifer is an abused wife unable to escape her husband's brutality.
 The poem focuses on Aunt Jennifer's dreams and the harsh world she calls her reality.
 She escapes her harsh world through her stitching and needlepoint, and the tigers that she
creates are everything that she is not.
 Rich uses comparison to convey to us the difference between Aunt Jennifer and her
tigers.
 Women who are dominated by their husbands live their lives in a state of mental
confinement.
 The poet Adrienne Rich expresses the life Aunt Jennifer wishes to lead through artistic
creations as she is trapped in an abusive marriage.
 Her tapestries portray her inner feelings conveying the constant terror she’s living in.
 The only way for Aunt Jennifer to escape the expectations of her husband is to live on,
after death, through her artwork.
 Rich reveals, through the simple lines of Aunt Jennifer's Tigers, a woman's struggles with
expression, rebellion, and a society where power is defined as masculine.
Stanza 1
The first stanza serves to explain what the tigers represent.
  Rich begins her poem with a beautiful picture, setting the scene for the dream world of
Aunt Jennifer.
 We see that Aunt Jennifer has ownership over the tigers in some way.
 They are free to "prance" and run across the screen.
 The tigers are bright like "topaz" and they inhabit a world that is green .
 Aunt Jennifer's tigers do not fear men .
 They conduct themselves in a heroic, manly fashion.
 The tigers that Aunt Jennifer's owns are confident and certain of who they are and what
they want.
Stanza 2
The second stanza explains who Aunt Jennifer is.
 Aunt Jennifer is described to be working with a piece of wool.
 She is doing needlepoint to a panel that will be placed in a pillow, quilt, or screen of
some kind for the home.
 Her fingers are fluttering to create the beautiful image of the tigers.
 Aunt Jennifer is expressing herself through the creation of her tigers.
 She wants to be confident and fearless .
 However, she finds it difficult to create those tigers and express those feelings.
 Those feelings are repressed by the weight of marriage, gender roles, and a dominating
society.
 "Uncle's wedding band" represents a patriarchal society in which she lives.
 This weight is not something she enjoys as the band is described to sit "heavily" on her
hand and keeps her from the only sense of expression she has, her needlepoint.
Stanza 3
The last stanza of the poem gives us a surprisingly truthful look at the reality and end of
Aunt Jennifer and women in her position all over the world.
 Aunt Jennifer never does win.
 Even in death she must conform to the patriarchal society in which she lives.
 The ring around her finger symbolizes the weight she must bear dead or alive.
 Just as she created and controlled her needlework, society and gender roles created and
controlled her .
 In the last two lines Rich is simply stating that Aunt Jennifer was too late.
 She tried to express herself and to overcome the oppression that she probably could not
even explain, but she only knew how to do it through masculine images.
 Those images were all she had ever known.
 Aunt Jennifer never got to see women standing strong and proud because they were
simply women.
 She missed out on watching women become astronauts, businesswomen, artists, and
policemen.
 The reason her tigers went "on prancing and proud and unafraid" was because the tigers
represented all things masculine and therefore, had nothing to fear.
 Vistas
The Tiger King
By Kalki
Short Answer Questions
1. How did the Maharaja of Pratibandapuram come to be known as The Tiger King?
2. What astonishing thing happened at the time of his birth?
3. What did the astrologers predict at the birth of Crown Prince?
4. How did the Crown Prince react to the prophecy?
5. On what pretext did the Maharaja begin killing the Tigers?
6. “I shall cut my tuft, crop my hair short and become an insurance agent” Explain the context.
7. What measures did the Maharaja take to reserve the tigers for himself?
8. Maharaja’s obsession almost cost him his throne. Comment.
9. What hurdles did the Maharaja ran into after killing seventy Tigers?
10. What caused the Maharaja to go into depression?
11. Why did the hunters choose not to disclose the reality?
12. What is ironical about the Maharaja’s death?
13. Do you think the Shop keeper depicted a good understanding of human nature?
Value Points for Q13.
 Yes, because he knew that Maharaja had liked the toy
 But if the actual worth of the toy would be insulting to Maharaja’s choice
 He knew that people in power think that to like anything less costly is below their standard
 So to save the situation he quoted a much higher price, calling the toy a rare piece of craftsmanship
 It appeals to the ego of the King to find something exclusive for his son.

14. What lesson do we learn from the story ‘The Tiger King’?
Value Points for Q14.
 false prestige attached to petty things by people in power
 blind belief in astrologers

Long Answer Questions

1. The Dewan of Pratibandapuram proved to be very resourceful. Elaborate in the light of the story ‘Tiger King’.

Value Points for Q1.

 The Tiger King is a legendary story about the King of Pratibandapuram
 How He came to be known as the Tiger King
 His Dewan played a very important role when the Crown Prince came of age
 The Dewan looked after the State when Maharaja was busy meeting the target of killing hundred tigers.
 The Maharaja was in danger of being dethroned due to his refusal to permit Tiger hunting to a British officer
 The Dewan came to his rescue by suggesting that he should present some unique jewelry to the Officer’s good
Lady
 Then when the Maharaja wanted to get married, it was he who found the right estate with the right
population of tigers and the right girl.
 Another time when the hunt for the hundredth tiger had frustrated the Maharaja to an extent that he wanted
to double the tax, it was the Dewan who advised him against it as it would jeopardize the state’s interest.
 Finally when his job was at stake he ordered a tiger from Madras to save everyone from the Maharaja’s wrath.
 All the incidents reflect the resourcefulness of the Dewan.

2. “The operation is successful. The Maharaja is dead” Comment on the irony of the situation.
Value Points for Q2.
 The three famous surgeons were called from Madras to treat the Maharaja
 The whole incident is a satire on the life of rich and people in power.
 Everything in their life should be grand be it disease, purchases or treatment
 So when the Maharaja got hurt by a wooden splinter, specialist from Madras were called
 The surgeons discussed and debated for some time and decided to operate
 At the end of the operation they said the operation was successful but the Maharaja was dead!
 As if the procedure was important to them but life had no meaning for them
 The job of Doctors is to save people and not highlight the technicalities of the treatment
 But here it was just that, poor Maharaja was relegated to a nonentity whose life was not of much consequence to them.

3. How did the hundredth tiger take its final revenge?

4. ‘The Tiger King’ is a political satire laced with humour and exaggeration.Elucidate.

***********

The Tiger King

By Kalki
Master Card
A political satire, the story highlights how the rich and powerful people misuse their position and power to fulfill their vested
interests. The story also depicts the callous attitude of the people toward the animals. The self centeredness of the Maharaja mocks
the very ethics of being a Maharaja.

Maharaja Pratibandapuram’ s childhood:

 Ten days after his birth, Astrologers predicted that he would die one day.
 In a miraculous situation the ten day old Prince insisted to know about the manner of his death.
 The chief astrologer then informed that since the prince was born under the hour of the Bull, death would come through a Tiger.
 The information didn’t worry the Prince, who declared a crusade against the Tigers.
Growing up Years
 The King was brought up in the Royal style –everything was from London_ nanny, food, milk, tutor and entertainment.
 The Common man continued to talk about the challenge/threat facing the Prince
 The Prince grew up and took over the reins of his kingdom
 After killing the first Tiger, he challenged the astrologer, who told him that the threat was from the hundredth Tiger.

Maharaja’s obsession with Tigers

 He banned anybody from killing Tigers and imposed heavy penalty if anybody disobeyed.
 Many times he risked his life to fulfill his vow to kill hundred Tigers.
 In fact he also risked his throne by not allowing a British officer to hunt for Tigers.
 He got out of this situation only by spending a huge amount to placate the Officer.

Consequences
 The tiger population started depleting by this massive hunting spree.
 He had to resort to marriage to a Princess whose Estate would have plenty of tigers.
 Marriage gave him further opportunity to kill.
 Soon the number of tigers of his wife’s estate also started getting exhausted.
 The hundredth tiger become a point of discontent as the tiger refused to show up
 The frustration level of the Maharaja increased as the tiger kept eluding him
 Officers started losing their jobs as the Maharaja’s anger made him unreasonable
 The common man reeled under the double tax

Deewan’s resourcefulness:
 Manipulated the Maharaja to forget about doubling the Tax
 to save the situation ordered an old tiger from Madras
 left him at strategic point so as to allow the Maharaja to have easy access to the Tiger
 when the King missed killing the Tiger, the Deewan chose to keep quiet to save everyone from the bother of waiting for the king to
kill hundredth Tiger.

The ironical end:

 The prediction was that the King would be killed by the hundredth Tiger.
 the king under the impression that he had fulfilled his vow of killing hundred tigers became careless
 he thought he was invincible
 spent all his leisure time with his son
 bought a wooden Tiger for his son’s birthday
 hurt himself with a wooden splinter
 the wound became poisonous
 he was operated by best surgeons but didn’t make it through.
 the doctors claimed that the operation was successful but the king died.
 It is ironical that the king spent a life time trying to kill a hundred tiger but his death came due to a toy tiger.

Main Character
Maharaja Pratibandapuram
 Portrayed as a typical Prince, who insisted on things being exclusively for him.
 Was conscious of his status( wanted to buy exclusive or expensive item)
 Didn’t have a balanced approach.
 Obsessed with fulfilling his vow (showed persistence)
 Was daring to the extent of staking his Kingdom in order to fulfill his vow.
 Was not a man of ethics and values-

 Marriage was a business proposition,

 Killing so many tigers was justified in the name of defense tactics.
Expected people to make gifts to him (didn’t pay the shop keeper.)
The Enemy
By Pearl S Buck
Short Answer Questions:
1. Who was Dr.Sadao? Where was his house located?
2. Why wasn’t Sadao sent along with the Japanese troops though he was such a good surgeon?
Value points Q.2
 Sadao-very able doctor and famous scientist-should have ideally been sent with the troops-would have served the Japanese troops
 Wasn’t sent because he was perfecting a discovery that was likely to ‘render wounds clean’
 Also because the General was ailing and might need him for his operation
3. Why had Sadao not married heedlessly in America although he liked Hana at first sight?
4. How did Sadao and Hana establish the identity of the ‘misty figure’ that was washed ashore?
5. Why did blood start flowing from the soldier’s wound as soon as Sadao touched it?
6. What moral dilemma did Sadao and his wife face?
7. ‘We must think of the Children and your position”. Why did Hana say this?
8. Why was the POW a “menace living or dead”?
9. Do you think Sadao was justified in helping the ‘enemy’? Give reasons for your answer.
10. What was the reaction of the servants to the presence of the POW In the house?
11. What does Hana think about the scars on the POW’s neck?
12. What two things happened on the seventh day after the soldier was brought into the Sadao household?
13. Why did the messenger’s visit frighten Hana?
Value Points Q.13
 The messenger had come because the General was in pain and needed the services of Mr Sadao
 However Hana thought that the servants had given them away before the police and he had come with summons to arrest them
 So she was mortally scared
14. What is an ‘absolute state’? Why are assassins necessary in such a state?
Value Points Q.14
 An absolute state is one that is dictatorial and tyrannical and is ruled by an autocratic ruler
 resistance of any kind is not tolerated in such a state
 During the world war two, Japan was in this state and it was necessary for rulers to keep assassins in order to repress and silence any
kind of disgruntlement or hostility.
15. Although the general assures Sadao that he would send assassins to take care of the POW, why wasn’t Sadao able to sleep?
16. Why did Sadao feel that the General was in the ‘palm of his hand’?
Long Answer questions
1. Give a character Sketch of Sadao Hoki on the basis of your reading of ‘The Enemy’.
Value Points Q.1
 As a young boy he obeyed his father and honoured the fact that his education was his father’s chief concern.
 Sadao was a skilful Japanese surgeon who lived in Japan during World War II.
  Together with his wife, Hana, and the servants, Sadao had a comfortable life.
 Earlier, he had spent several years in the United States during medical school.
 While in the United States, Sadao experienced cultural prejudice and bias first hand. Even though he did have a few positive
experiences including that of a teacher and landlady Americans did.
 Is a dutiful son, an excellent husband and a thorough professional—believes that it is a ‘cardinal sin’ on part of a surgeon not to
know the human body completely
 Faces a dilemma whether to help the POW or to assert loyalty to the country and finally gives in to the call of humanity.
 His instinctive affinity transcends cultural and national prejudices and barriers.

2. Why did the servants in the house refuse to co-operate with Sadao and Hava? What were their reactions?

Value Points-Q.2
 True Japanese—symbolize the typical reaction that any nationalist would have
 Yumi refused to touch the white man
 old gardener thought that if they saved the soldier, the gun and the sea would take revenge -- superstitious nature .
 They wanted Sadao to hand over the soldier to the police.
 They feared that the presence of the POW endangered their lives as well as labelled Dr.Sadao and his wife as traitors
 The servants thought Sadao and Hava liked Americans and they were wanting in patriotism-they accused Sadao of having a soft
corner for the American as they had lived in America
 The cook believed that Sadao had saved the American as he was proud of his skill as a doctor and would just save anybody
irrespective of his /her nationality
 They deserted the couple even after having had such a long association with them when Sadao continued to treat the American
 Are quite blunt and critical in their disapproval of Sadao and speak their discontent within the haering of Hana
 Yumi had a soft corner for the child and so she offered to come back in case the baby cried too much.
 She is also worried about the impact of this on the children of Sadao-she feared that they would be labelled as conspirators’
children
3. Sadao and Hava were true patriots and human beings. Justify with reference to the story.
Value Points for Q.3
 Both full of patriotism, proud of Japan and its culture.
 Hated Americans, found them repulsive, full of prejudices against Japanese.
 Both Sadao & Hava considered humanity above patriotism
 As a doctor, he could not leave his patient in distress, could not stop himself from saving the life of the wounded American soldier
 Both risked their lives and reputation by helping and sheltering the soldier
 Hava was equally compassionate-- washed the soldier’s wounds herself when Yumi refused
 Considered every soldier as a human being in distress
 Did not hand him over to police initially as the soldier was weak and could die
 Did not want to keep the American soldier when he fully recovered
 Sadao told the General about the soldier. He had no objection if the soldier was killed by the assassins—but was ill-at ease and
worried that harm may come to him—shows that he is essentially kind
 Helped the soldier to escape, gave him food, clothes and water on his boat
 Sadao found relief when the soldier did not give any signal through his flash light as he was safe
 Saved the soldier as true human beings
 Wanted to get rid of him as true patriots
4. What was the mental state of Sadao as he waited for the assassins?
5. The chance meeting of Sadao and Hana and changed into a lifelong and beautiful relationship. Comment with reference to the lesson.

MasterCard
Central Idea -- What is more important-- loyalty to your country or saving a person's life no matter who they are?
Story is set during World War II—is a story of conflict between humaneness and patriotism
Ideally there should not be any conflict between these two emotions but most people are unable to achieve this balance of being devoted to
the country and having the ability to transcend all pettiness and narrow barriers of caste ,colour creed and nationality
War dehumanizes and desensitizes people—it prevents people from thinking about others with compassion and empathy
Shown through the situation between Tom the American POW and the Japanese couple ,Dr.Sadao and Hana
As a professional and human being Sadao wants to save the life of the American

Undergoes a conflict due to the POW’s identity

Is also countered by prejudice within his own mind as he had experienced cultural prejudice and bias first hand during his stay in ten USA
His conscience and professional ethics emerge as the winner—removes bullet and staunches the blood though he feels the burden of being
labelled as a traitor
So he informs his superior-- the General and agrees to have him killed by the assassins
Undergoes a deep dilemma and conflict again-spends three restless nights in apprehension
Adopts humane approach-overcomes conflict- as a doctor his nationality is Mankind itself--helps the soldier escape to safety and wonders why
he was unable to kill the enemy

Pearl S Buck – de-glorifies war--gives the message that the need is to kill the enemy that lies within us and transcend the barriers of caste, creed
and nationality because before belonging to any specific nationality we all are fellow human beings living on this common planet earth and we
need to co-exist in love ,kindness, peace and brotherhood.

The American Soldier

Flung out of the ocean
A prisoner of war-- escaped but was shot at the back.
Suffered torture and hunger-exposes the brutality associated with war
Wounded, bleeding, lay unconscious
Needed medical aid
Strong will power and ‘extraordinary vitality’
Apprehensive of future though feels secure in the house of Japanese couple
Full of gratitude towards Dr.Sadao

Sadao and Hana help the soldier

Sadao packed the wound with sea moss to stop bleeding.
Intended to save his life before giving him to the police, brought him home.
Hana washed his wounds.
Sadao operated on his body, pulled the bullet out, Hana helped Sadao with unaesthetic.
Took care of his weak body-- Hana fed him with her own hands.
Reaction of servants
Unhappy, wanted their master to give the American soldier to the police.
Hated the soldier, Yumi refused to touch him.
The gardener felt that Sadao should have allowed the soldier to bleed to death.
He said the sea and the gun would take revenge if Sadao saved the soldier.
They felt that Hana and Sadao liked Americans and did not care for their own nation.
The cook said that Sadao was proud of his skill and used it irresponsibly
They left the house when the American continued to be treated and nursed by their masters.

The General
Selfish—did not move Sadao for the benefit of the troops for his personal treatment.
Had faith in Sadao and his skills.
When he came to know about the American soldier, he assumed Sadao of his full assistance.
Promised to send his assassins to kill and remove the body of the soldier.
Forgot to send assassins but assured Sadao—didn’t want him to think that he was not patriotic that he would not be harmed.
Promised to reward Sadao for his loyalty.
Has a sense of humour

Escape of the American Soldier

Sadao explained his plan. He put his boat with clothes, water and food and asked the soldier to row to an uninhabited island nearby.
Suggested that he could catch fish but eat it raw.
Asked him to wait for a Korean fishing boat before he sailed to freedom.
Gave him his flashlight. Asked the soldier to flash incase of any need.
Sadao gave him Japanese clothes and covered his hair with a black cloth.

True patriots and human beings

Both Sadao & Hana – full of fellow, feeling, kindness for people in distress.
Saved the American Soldier, took care of his health, sent him out of Japan, risked their own life by sheltering an enemy.
Truly patriotic – Both wanted to give the soldier to the police
Had no objection if assassins killed the soldier.
Revealed the secret to the general.
Wanted to get rid of the enemy after saving his life.
Dedicated Surgeon and citizen.

Character Sketch Hana

Balance of qualities of head and heart-near perfect woman

Capable of switching over to any role with effortlessness --when servants decide to leave, immediately takes on their responsibilities and is
dignified and graceful about it.
enthusiasm for patriotism doesn’t make her blind to the need for showing fellow feeling towards the POW
maintains her calm in times of conflict though she is extremely tense and fearful
Becomes an anesthetist when the need arises—cooperative and understanding
In spite of her dislike for the POW she washes him and treats him respectfully
Is a true human being first before being a Japanese
Should Wizard Hit Mommy
By John Updike
Short Answer Questions
1 What did Jo look forward to on Saturdays?
2 Why did Jack find his story telling sessions boring now?
3 Do you see the autobiographical elements in the Roger Skunk’s story?

Value Points for Q3.

 Yes, Skunk’s humiliation has tones of Jack’s childhood
 Skunk’s mother has shades of Jack’s mother
 Jack must have faced his mother’s wrath for something in his childhood
4 How did Jack make the basic theme of the story interesting?
5 Why didn’t Jack like his women to question him? What does it reflect about him?
6 Do you think Jack has the patience to deal with a four year old?
7 Do you think the character of the wizard is fashioned as Jack would have liked himself to be?
Value Points Q7.
 Wizard is the one with all answers
 Jack loved being an old man suited him
 Everybody has to go to the wizard for solving their problems
 Nobody crosses the Wizard
 It gives him a sense of power and control

8 What did Roger Skunk do to get his problem solved?

9 Where did the wizard live? Describe his appearance?
10 How did Jo react to Roger Skunk’s acceptance by his friends?
11 How did Roger’s mother react to his changed smell?
12 What did Skunk’s mother do to get his old smell back?
13 Did Jo approve of mother’s action? What did she want the story to be like?
Value Points for Q13.
 No, she felt the mother did not understand Roger
 How could she let him be without friends
 She wanted the mother to be punished for being stupid
 She wanted Roger to be happy and have lots of friends
 He should have a good smell if he wanted

14 Did Jack agree with Jo’s ending? What did he say to defend the mother?
15 Why did Jack feel trapped?

Long Answer Quesions

1 Why did Jo not like the end of Roger Skunk’s story? What does it reflect of her personality?
2 Justify the title of the story”Should Wizard Hit Mommy?”
Value Points (Question – 2)
 The story raises issues regarding parental prejudices foisted on children. Parents or elders are not always right in what
ever they say or do. Their actions are based on their pervious experiences
 An adult’s perspective on life is different from that of a child
 The story depicts conflicting views of a child and a parent about the child’s future.
 Roger knows his problems, gets the solution, happy but his mother doesn’t understand him or his problems.
 She wants Roger to grow like her, be like her, she hits the wizard for changing Roger.(strong emotions)
 Jo wanted Roger’s mother to be hit by the wizard as she did not care for her son’s feelings and hit the wizard for no
reason.
 The reader is left with a choice whether to make the wizard hit the mommy or not
1. What issues does the story raises? Are they relevant in today’s context?
Value Points Q4
The story raises issues like-
 Should parents impose their view on children
 Jack’s attitude towards women is a reflection of biased opinion that exists in the society
 Should the institution of marriage be treated as a cage
 Should parents take decisions on behalf of their children
 Is it right on the part of parents to ask for unquestioned compliance from children
 The issues are relevant as they are universal
 Every generation goes through this struggle to break from the hold of the parents
 A hold on the children gives a sense of power to them
 Parents have to go through this adjustment of allowing their children to become independent individuals
4. Do you think Jack is an ideal father? What are his short comings if he has any?
Should Wizard Hit Mommy?
By John Updike
Master Card
The story raises questions of parental prejudices and issues that need a fresh perspective. Jo questions her father’s authoritative views on issues
that are the basis of trust and understanding. His insistence on his word being the final answer reflects his biased and distorted views.

Story Telling Sessions

 A routine which began two years ago
 The sessions have become tiresome for Jack
 His daughter Jo no longer takes everything he says as the ultimate truth
 She is growing up and questions everything that she hears
 He has been concocting stories all these years with few basic characters and a story line
In every story the main character has a problem
He is directed to go to the wise owl
Who directs him to go to the wizard
The wizard solves the problem and asks for some payment
The creature is always short of money
But is directed by the wizard to arrange for the extra money
The problem is solved and everybody is happy
Roger Skunk’s Story
 Roger skunk had no friends as he smelled very bad
 The wizard made him smell like roses
 His friends were happy as they could play with him
 But the Skunk’s mother didn’t approve of what he had got done
 She got very angry and ordered him to change back to his original smell
  So Roger Skunk had no choice but to do what his mother wanted
Jo’s opinion about Roger Skunk’s story
 Jo was happy as long as the story moved on the familiar lines
 In her world she always wants to see her characters happy
 She thinks parents should understand what children’s needs are
 Cannot accept Roger Skunk’s mother’s decision to make him smelly again
 Wishes that the wizard should punish skunk’s mother
 Argues with her father for a different end to the story
 Is not convinced about her father’s version of the story

Jack’s parallel narrative

 Through his stories Jack would often include incidents from his life
 In Roger Skunk’s story he falls upon his childhood memories of humiliation that he had to undergo
 He enjoys the effect of his narrative on Jo as most of his character’s feelings are based on real life
 He draws the character of skunk’s mother on the lines oh his mother
 Just as his mother would insist on her decisions being final
 Roger Skunk’s mother had her way with the wizard

Jack
 He is obsessed with the idea of him being right all the time
 Is unable to accept anyone crossing him
 Likes his women to hang on to his words
 Cannot accept that his daughter is growing up with an opinion
 Likes to impose his views on others
 He believes that parents are right and they know better what is good for the kids
 He is going through a phase where he feels detached from his family
 Has started feeling caged in his marriage
Lesson No.6
On The Face Of It
By Susan Hill
Answer the following in 30-40 words:
1. How did Derry enter Mr. Lamb’s garden and why?
2. ‘It ate my face up. It ate me up” What is Derry talking about?
3. Why is Derry so bitter about people?
4. Why Mr. Lamb is called Lamey-Lamb?
5. “It’s not what you look like, it’s what you are inside” Derry has no faith in the maxim. Comment
Value Points for Q5.
 Derry has had bitter experience with people.
 He is conscious of his ugly face
 Realises that nobody will agree to kiss him
 Knows that in real life even if somebody kissed him his face won’t change
 Only his mother dares to give him a peck that also on the other chee
6. Do you think Derry is affected by his mother’s choice of kissing him on the other cheek? How has it affected him?
7. How does Mr. Lamb explain Derry about the futility of keeping aloof?
8. Why does Mr. Lamb say, “So you’re not lost, are you? Not altogether?
Value Points for Q8.
 Derry is bitter about life and people
 has no faith in the goodness of people
 keeping aloof has made him a monster in the eyes of all
  so when he says that he likes the sound of rain drops on roof
 Mr. Lamb comments that some humanness is still left
 Life has not coloured/ distorted his vision totally
9. People can sometime harm you for life. How
10. What kind of risk will Mr. Lamb be taking in allowing Derry to use the Garden?
11. Does Derry enjoy the close monitoring by his parents? why not?
12. When does Derry realize that Mr. Lamb has no friends?
13. How does Derry’s mother respond to his outburst?
14. Why does Derry say that, “if I don’t go back there, I’ll never go anywhere in this world again”
15. Why did Derry come back?

Answer the following in 150 words:

1. The play is a poignant depiction of physically challenged people coming to terms with their disability. Comment
Value Points for Q1.
 The play revolves around Derry, scarred badly and Mr. Lamb with an artificial leg
 Derry who is just fourteen is bitter, confused and suffers from complexes
 He has not been able to accept his disability
 As a result has become a recluse as people stare at his ugly face all the time
 He has no faith and doesn’t trust people
 His deep yearning to be loved and accepted is depicted in the play e.g (wish to be kissed, people will not run away or
change topic)
 Mr. Lamb has seen life and is learnt to put up a brave and positive front
 Through his subtle remarks make Derry see the goodness of life
 Helps him to face his disability then to hide behind it
 Helps to generate a feeling of confidence and faith in Derry
 He is as lonely as Derry but puts up a brave front
 Derry tries and succeeds to break from the clutches of his own fears

2. How did Mr. Lamb use his experience of life to change Derry’s perspective of people?
3. Derry suffers from a sense of insecurity and a sense of alienation. Elucidate
4. Mr. Lamb in spite of his bravado is a lonely man. Comment
Value Points
 Mr. Lamb lived alone in a huge house with a sprawling garden
 He left his gate open, hoping that people would just walk in
 He pretends to have hundreds of friends but in reality have none
 Welcomes Derry in his garden and keeps him engaged in conversation
 He puts Derry’s fears to rest
 Doesn’t curtain his windows as he doesn’t want to be shut away from the world
 The open window gives him the feeling of space and part of the world
 When he narrates his routine to Derry he creates an image of the house being full of people
 He visualizes people walking and sitting in front of fire sharing food and time
 One almost can see through his bravado of being very busy with lots of friends.
Master Card
Mr.Lamb extends a hand of friendship
 Welcomes Derry in his garden in spite of him jumping over the wall
 Puts his fears to rest, assures him of not being mad at him
  Starts talking to him, without reacting to his disability
 Derry who is not used to people not being afraid of him thinks he is pretending
 Mr.Lamb asks but doesn’t probe
Mr. Lamb’s Pearls of wisdom
 Mr. Lamb draws his attention to nature that the shape/name may differ but intrinsic quality is same
 Beauty is relative and what is inside is important then what is outside.
 Accept yourself first and the fear of others will vanish (being called Lamey-Lamb doesn’t bother him)
 He should keep his ears and eyes open
 Isolating himself will not win him any friends
Derry accepts tentatively Mr.Lamb’s friendship
 Initially is very suspicious of Mr.Lamb
 Can not believe that he doesn’t find him repulsive
 Though is insecure about himself yet is fascinated by Mr. Lamb’s talk
 Wants not to trust him but is drawn towards him
 Has never had anybody to talk to so is appreciative of Mr. Lamb

Mr. Lamb in spite of his bravado is a lonely man

 Lived alone
 Keeps his gate open
 Never curtains his windows
 Visualizes kids and people walking all over the place
 Spends his time talking to the bees in his garden

Derry’s transformation
 Derry is confused and bitter with the world
 Doesn’t trust people and avoids them
 Uses his disability to scare people
 Has never expressed his yearnings to anyone
 Chance meeting with Mr. Lamb changes his perspective gradually
 Starts talking about him self- likes, dislikes
 Wants to be loved and appreciated by others
 Wants to break free from the stigma of being disabled
 His going back to Mr. Lamb’s garden is the final step towards the transformation

Evans Tries An O-Level

By Colin Dexter
Short Answer Questions
1. Why does the Secretary of the Examination Board receive a phone call from Oxford Prison?
1. What answer does the Governor give on the Secretary’s query about Evans as a person?
2. What kind of arrangement do the two of them decide to make for Evans for taking the exam?
3. Who were the two visitors that Evans had at 8:30 a.m. on the day of his exam?
4. How does Evans persuade Jackson to keep the hat that he had been ordered to take off?
6. Mention the contents of the suitcase that McLeery was carrying for his invigilation duty?
Value points for Q6.
A sealed question paper envelope, a yellow invigilation form, a special authentication card from the Examination Board, a paper
knife, a Bible and a current copy of The Church Times.
7. When the Governor switches on the receiver at 9:10 am, what makes the Governor confident that everything was safe about Evans?
8. What did Stephens notice inside the cell everytime that he peered through the peephole?
Value points for Q8.
 That Evans was holding the pen between his lips and looking towards the door and McLeery with his hair amateurishly clipped
closely to the scalp, his eyes behind the pebble lenses peering short-sightedly at The Church Times….
9. As Stephens walked beside McLeery to the main gates after the exam, what were the things he noticed about him?
10. Stephens re-entered the D Wing and made his way to Evans cell and peeped through the peep-hole. What did he notice inside?
11. How do we know that Evans had impersonated McLeery and which McLeery did he impersonate?
12. How had Evans managed to have blood in his cell to pour over?
13. Evans says he has a lot of friends who helped in his escape. Name them.
Value points for Q13.
The German teacher, the receptionist, the prison van driver and the prison officer.

Long Answer Questions

1. Evans’ escape was cleverly planned. Elucidate
2. The Governor and Stephens received three phone calls during the exam that were hoax. What were the instructions given to
them?
3. The Governor does seem to be really gullible. Which are the incidents when he could he have shown more alertness?
Value points for Q3.
 The phone call at 9:40 a.m.which informed the Governor that there was a correction in the paper.
 The second phone call from The Magistrates Court asking for a prison van and a couple of prison officers.
 Though he doubted the calls and was suspicious but did make the required efforts to be sure that nothing was wrong.
 At the end when he had almost nabbed Evans, he let him go with the prison officer instead of going himself and making
sure that Evans reached the prison.

4. “This time the Governor was going to make sure that he would not be disgracing them” What arrangements did the Governor make
so that they would not be disgraced by Evans?

Evans Tries An O-Level

By Colin Dexter
Mastercard
Evans the Break
 James Roderick Evans was a prison inmate
 he had started night classes in O-level German
 The governor of the prison rang up the Secretary of the Examinations Board to request him to arrange for Evans to take the exam in
prison itself.
 The Secretary agreed that he would have the form filled up but wanted to make sure that he was not a violent sort of a person.
 The Governor assured him that Evans was a pleasant and amusing person
 they could arrange for one of the parsons from St. Mary Mags to act as an invigilator and that there should not be any problem in
keeping Evans from communicating with anyone.
 Evans was known as “Evans the Break” for he had tried to break thrice from the prison.
 This time the Governor was going to make sure that he would not be disgracing them and he felt that there was certainly a possibility
that Evans was genuinely interested in O-level German.
 At 8:30 pm on Monday June 7 Evans’ German teacher wished him
 To this Evans said that he might surprise everybody.
Examination Arrangements
 The next morning Officer Stephens the senior prison officer on D Wing and Mr Jackson newly recruited to the profession visited
Evans’ prison.
 Evans was going to shave which reminded Jackson that his razor should be taken out of his cell.
 Evans then clarified whether it was Jackson who had taken away his nail scissors and nail file.
 Jackson also reprimanded him that he should take his hat off too.
 Evans knew that Jackson had _‘a tiny core of compassion’and
 Reverend Stuart Mcleery who was to act as the invigilator left his house at 8:45 am as the exam was to begin at 9:15 am.
 Evans inquired whether it was a Minister who was to be his invigilator.
 This surprised Jackson as to how had he known but Evans clarified that he knew it because he had signed several forms.
 Stephens escorted Mcleery to Evans’s cell.
The Exam Begins
 To make sure that everything went off well the Governor switched on his receiver at 9:10 a.m. for any untoward happening.
 He recounted all the precautions that had been taken and was certain that Evans sitting in a locked cell, all prison officers on alert, two
locked doors between his cell and the yard, and a yard with a wall as high as a haystack could not act smart.
 But he was worried that Evans could take advantage even if McLeery had brought in something himself by mistake and that Evans
could hold him hostage with such a weapon.
 He had McLeery frisked but what surprised Jackson was the presence of a smallish semi-inflated rubber ring .
 At 9:18 McLeery gave instructions to Evans for writing his name, index and centre number.
 At 9:20 Evans made a fuss that it was difficult for him to concentrate on his exam with someone breathing down his neck .
 It was then that the Governor asked Jackson to have Stephens out of the cell.
 At 9:25 a.m. the exam began.
The Plot
 The Assistant Secretary talks to the Governor at 9:40 a.m.
 He conveys that there was a correction slip..
 The Governor immediately put him through to Mr. Jackson.
 But immediately he wondered if the phone call was fake and connected the speaker to the cell to listen to the corrections and was
satisfied as he heard the corrections.
 He himself had studied German in the sixth form and he remembered all about agreement of adjectives.
 It seemed Evans hardly understood anything about adjectives and kept his pen between his lips and kept staring straight towards the
door.
 At 10:15 Evans requested if he could have a blanket draped over his shoulders. The examination got over at 11:20.
 It was the Governor’s orders through a telephone call at 11:22 that Stephen himself should see that the door is locked after McLeery
leaves the cell and that he should accompany him to the main prison gates.
 On the way to the main gates Stephen asked McLeery how Evans had fared.
 McLeery’s answer made Stephens feel that his Scots accent was broader than ever, and his ‘long black overcoat, reaching almost to
the knees, fostered the illusion that he had suddenly grown slimmer.
Evans Escapes
 After Stephens had seen McLeery off the premises he wanted to go for a cup of coffee.
 But he thought he must take one last look at Evans.
 As he peeped through the peephole and was overtaken to see McLeery sprawled back on Evans chair, a blanket slipping from his
shoulders and blood dripping through the beard.
 Stephens wanted to call the ambulance quickly but McLeery requested that the police should be called as he knew where Evans had
been heading.
 He came to know that when he found out that a photocopied sheet had carefully and cleverly superimposed over the last (originally
blank) page of the question paper.
 He showed the Governor the text which said “You must follow the plan already somethinged. The vital point in time is three minutes
before the end of the examination but something something – something something………Don’t hit him too hard – remember, he’s a
minister! And don’t overdo the Scots accent when…”
 A little while later Detective Superintendent Carter and McLeery were on their way to “Elsfield Way” in search of Evans.
  Meanwhile the Governor went over the German text: “From Elsfield Way to the Headington roundabout, where…”
 The Examinations Board was in Elsfield Way, and someone from the Board must have been involved in the escape plan from the very
beginning: the question paper itself, the correction slip…..”
The Escape Plan
 On the Governor’s query as to who had seen McLeery off at the main gates Stephens told him that he had followed the Governor’s
orders that he had received on the phone.
 Next the attention was focussed on Jackson who had spent two hours in Evans cell the previous evening and had reported that there
was nothing hidden away.
 Yet Evans had managed to conceal a false beard, a pair of spectacles, a dog collar and all the rest of his clerical paraphernalia and also
some sort of weapon with which he had given McLeery such a terrible blow across the head.
 He then looked again at the last line – to the Headington roundabout where one goes straight to Neugraben.
 He tried to decipher what the word meant and it struck him that it was Newbury.
 He ordered the prison van driver to take Stephens and Jackson to St. Aldates Police Station and ask for Chief Inspector Bell there.
 The Governor then received a phone call from Carter telling him that McLeery had spotted Evans driving off Elsfield Way but had
lost him at Headington roundabout.

Some more clues

 On the Governor’s query whether Carter had managed to get McLeery to hospital he answered that he was in Radcliffe.
 The Governor inquired at the hospital and he was told that there was no one by that name.
 It immediately dawned on the governor that the whole thing was a ploy and a quarter of an hour later they found Reverend McLeery in
his study securely bound and gagged .
 He’d been there since 8:15 a.m. Enquiries revealed that it was not Evans impersonating as McLeery who had walked out but; it had
been Evans impersonating McLeery who had stayed in.
 Later Evans reached his hotel room at Golden Lion.
 He stood motionless as he saw the Governor sitting on the narrow bed.
 Evans finally spoke that perhaps it was the correction slip that he had left behind that had given the clue to where he could be found.
 The Governor told him that he did understand a little German and could understand Golden Lion in the slip.
 But he wanted to know how Evans had been able to make out which Golden Lion to reach.
 To which he said that the index number 313 and the centre number 271 were the clues.
 Another thing that the Governor also wanted to know was that how had he managed the blood to pour over the head, to which Evans
said that he had smuggled pigs blood which had been got from the slaughter house at Kidlington, in the little rubber ring which the
invigilator had brought.
 To stop it from clotting they had added trisodium citrate.

The Final escape

 Another mystery that the Governor wanted to clarify was that when Evans was so closely guarded – he was allowed no visitors, no
letters then how did he manage to plan his escape.
 He has many friends was Evans’ answer and to start with it was the German.
 As they reached the reception the Evans winked at receptionist and she returned the wink back.
 Evans was handcuffed by a prison officer and they clambered into the backseat of the prison van. But as soon as the van turned right
the prison officer unlocked the handcuffs and asked the driver to drive fast.
On the drivers query where he was to take them Evans suggested Newbury.
Memories of Childhood
The Cutting of My Long hair
By-Gertrude Simmons Bonnin, (Zitkala-Sa) (Sioux)

Short answer questions

1. Why does the writer’s spirit crave to regain its lost freedom upon arrival to the land of apples?

2. Why was Zitkala Sa ill-at-ease in the breakfast hall?

3. How was Zitkala Sa different from her fellow companions in her reaction to the idea of their hair-cut by the pale face woman?

4. What was short hair associated with in the writer’s Native American culture?

5. ‘..now I was only one of many little animals driven by a herder’—How was the cutting of her hair a deep cause for anguish for the writer?

6. Why did the writer watch for ‘the three young braves’?

Value points for Q.6

 In times of distress and extreme difficulty human beings always crave to be with people who are undergoing a similar pain or
experience
 This sometimes is a source of consolation and comfort and gives the requisite strength to fight against the forces working against you
 The three young braves were the boys who had come as part of the team that came from Sioux Pine Ridge Reservation in South
Dakota to East with the missionaries
 The commonality of their situation made the writer watch for them and she was relieved to find that they looked as comfortable as the
writer
Long Answer Questions

1. ‘Then I lost my spirit”---‘The Cutting of My Long hair’ exposes the blatant injustice of stripping a child of culture, religion, and familiar
surroundings and the resultant trauma suffered by the child. Comment with reference to the story.

2. Memories of Childhood should be so pleasant that they can be cherished. Ironically, both the stories of ‘Memories of Childhood’ are a
recollection of bitter experiences. Elucidate with reference to the stories.

3. What was Gertrude Simmons’ reaction to her first day at the missionary boarding school?

4. The sensitivity of a child should never be mistaken for his weakness. A child carries within him a sense of wonder at the many splendours
of the world but also holds a tremendous potential to resist oppression and injustice. Comment with reference to both the stories.

5. There are really two ways in which one can react to adverse circumstances and bitter experiences of the kind that both Zitkala Sa and Bama
undergo. One would be to mutely accept them in the name of destiny and the other is to struggle hard to let one’s voice be heard. Both
chose the latter. Comment.
Value Points for Q.5
 Both Zitkala (native American woman born in late 19th century) and Bama(Tamil dalit woman and contemporary writer) are from
marginalised communities
 Zitkala expresses the indignations suffered by the Native Americans at the hands of Christians and Western culture and doesn’t let go
of her faith in her own culture and traditions
 Being women didn’t deter them from not only raising their voice against injustice but also recording their moments of crisis and
experiences in the form of their respective writings
 Bama’s Karukku' is really a “two-edged sword”. While on the one hand it challenges the oppressors who have confined and
disempowered the dalits, on the other hand it reiterates the need for a new society with ideals such as justice, equality and love.
 She explores the impact of caste discrimination and poverty suffered by the dalits
 The word Karukku contains the word ‘karu’--embryo or seed, also means freshness/newness—both the writers sow the seeds for the
future generations to be sensitized about and to speak up against injustices.
 What both these women achieve is not really easy –they must have put up a very excruciating struggle to make people hear them out
 Are a source of inspiration to many even today in the 21st century

We too are Human Beings

By Bama
MasterCard
The lesson consists of two extracts—the first from ‘The School days of an Indian girl’ and the second from ‘Karruku’.They deal with the lives of
two women who resisted oppression by expressing their views through writing

Theme
 Both the accounts are autobiographical—common theme-deal with women of marginalised communities
 Both the accounts explore a common universal theme although they depict two different and distant cultures at different places and
in different times.
 Both look back on their childhood and explore their relationship with the mainstream culture
 Both Zitkala Sa and Bama are brave women who stand up for their own and their community’s rights
 Both use the power of the pen to fight oppression by the so called superior society or caste
 Both use a pseudonym
 Both use education as a forte to fight against repression
 It is interesting to note that in both cases the seeds of rebellion were sown in childhood itself

Zitkala Sa
 Born -1876.Real name -Gertrude Simmons
 A talented native American woman who made efforts and accomplished success in a time when severe discrimination
prevailed against native Americans
 Faced humiliation and discrimination at the hands of Christians/Whites/Western culture
 Discriminated against because of her being a native American, her appearance,moccasined feet and blanket
 Never accepted her own culture as being inferior in any way-aimed at fighting subjugation as well as bridging the gap
between the two cultures
 The forced cutting of her hair makes her suffer tremendous trauma and results in her losing her spirit-craves for comfort
but nobody is there to offer it
 Yearns for the lost freedom
 The cruelty of the incident makes her feel like a beast
 Goes on to become a writer and expresses her feelings publicly

Bama
 Contemporary Tamil dalit writer—Real name:- Faustina Mary Fathima Rani
 grows up as a Roman Catholic with a simple faith
 Had an innocent childhood just like all ordinary children of her age
 Unfortunately she experienced un-touchability very early in life
 faced economic and social/caste discrimination at a tender age through the experience of the elderly person from her
village and through Annan’s experience in the street
 her very conscience revolts against this subjugation-she hates to run errands for them
 got inspiration to fight back from her own brother
 devoted herself to earn a life full of dignity, honour and respect by working hard and learning, as advised by her brother .

Short Answer Questions

1. What does Bama mean when she says—‘I had not yet heard people speak openly of untouchability but I had seen, felt, experienced and
been humiliated by what it is’?
Value Points for Q.1
 Bama means that she hadn’t heard of untouchability in concrete terms as a concept
 However she had unconsciously experienced what it was, all around her in everyday incidents
 She had experienced all the associate humiliation but had not given it a name till Class III
 Also, probably no one had really raised a voice against it openly
2. What are the various distractions that held Bama on her back home from the school?
3. Why was Bama amused to see the elderly man of her street? When did her amusement change into serious thought?
4. What do you think of Bama’s reaction to her brother’s explanation of the incident?
Value Points for Q.4
 Bama seethes with anger on coming to know that the elderly was being treated as a dalit untouchable
 she was not ready to take injustice and discrimination lying down—is unable to tolerate insult--seeds of rebellion—evident in her
desire to go and touch all the vadais and contaminate them in the eyes of the landlord
 wants to lash back with a vengeance—has the makings of a rebel writer
5. How did Annan become a victim of caste discrimination?
6. Annan showed Bama light at the end of the tunnel. What did he do to inculcate a positive attitude in Bama?
Long Answer Questions
1. One small incident shook Bama out of her carefree childhood experience and set her on a serious thinking trail. Comment.
Value Points for Q.1
 Bama-is just like any other child her age
 Enjoyed a carefree childhood, got distracted on her way back home and stood in the street without a care in the world
 incident of the elderly dalit carrying a vadai packet by a string, taking care not to touch it first amused her and later provoked her into
doing serious thinking about the discrimination between upper class and dalits
 her conversation with her brother enlightened her about the plight of dalits and the attitude of the upper class towards them
 she determined to fight for their cause and get them to be treated with dignity and respect
 she followed her brother’s advice in right earnest and made a beginning in this direction by staring to pay attention to her education
and excelling therein
2. Describe Bama’s simple childhood experiences that gave her so much pleasure.
3. In a world where caste discrimination is rampant even today in many parts of our country, we need more and more people like Bama who
can struggle to achieve ideals of justice, equality and love on the strength of their poignant personal experiences. Comment with reference
to the story.
4. Comment on the title ‘We too are Human Beings’ with reference to the story.