Chapter – 1 My mother at sixty six

Q1. What is the kind of pain and ache that the poet feels?
Ans: When the poet sees the pale and corpse-like face of her mother, her old familiar
pain or the ache returns. Perhaps she has entertained this fear since her childhood.
Ageing is a natural process. Time and ageing spare none. Time and ageing have not
spared the poet’s mother and may not spare her as well. With this ageing, separation
and death become inevitable.

Q2. Why are the young trees described as ‘sprinting’?

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

Q3. Why has the poet brought in the image of the merry children
‘spilling out of their homes’ ?
Ans: The poet has brought in the image of merry children ‘spilling out of their homes’ to
present a contrast. The merry children coming out of their homes in large numbers
present an image of happiness and spontaneous overflow of life. This image is in stark
contrast to the ‘dozing’ old mother, whose ‘ashen’ face looks lifeless and pale like a
corpse. She is an image of ageing, decay and passivity. The contrast of the two images
enhances the poetic effect.

Q4. Why has the mother been compared to the ‘late winter’s
moon’ ?
Ans: The poet’s mother is sixty-six years old. Her shrunken ‘ashen’ face resembles a
corpse. She has lost her shine and strength of youth. Similarly the late winter’s moon
looks hazy and obscure. It too lacks shine and strength. The comparison is quite natural
and appropriate. The simile used here is apt as well as effective.

Q5. What do the parting words of the poet and her smile signify?
Ans: The poet’s parting words of assurance and her smiles provide a stark contrast to
the old familiar ache or fear of the childhood. Her words and smiles are a deliberate
attempt to hide her real feelings. The parting words: “See you soon, Amma” give an
assurance to the old lady whose ‘ashen face’ looks like a corpse. Similarly, her
continuous smiles are an attempt to overcome the ache and fear inside her heart.
Chapter – 2 Keeping Quiet

Q1. What will counting up to twelve and keeping still help us

achieve?
Ans: Counting up to twelve takes very short time. Keeping still for this brief interval of
time gives us a momentary pause to introspect and review the course of action. It is
generally observed that most of the ills and troubles of the world are caused by our rush
or hurry. Violence is caused by anger. Keeping quiet and still will give us necessary
respite and ensure peace.

Q2. Do you think the poet advocates total inactivity and death?
Ans: No, he doesn’t advocate either total inactivity or death. He makes it quite clear
that ‘stillness’ should not be confused with “total inactivity or equated to it. Total
inactivity brings death. But Neruda has ‘no truck with death’. His stillness means halting
of harmful and hostile human activities.

Q3. What is the ‘sadness’ that the poet refers to in the poem? [All
India 2014]

Ans: Man’s sadness is formed out of his own actions and thoughts. It is quite ironical
that man who understands so much fails to understand himself and his action. Rash
actions prove harmful and disastruous. Man is the creator of all disasters. He is always
threatening himself with death because of his thoughts and actions. This is the tragedy
of his life.

Q4. What symbol from Nature does the poet invoke to say that there
can be life under apparent stillness?
Ans: The poet wants to prove that there can be life under apparent stillness. The poet
invokes the earth as a living symbol to prove his point. The earth never attains total
inactivity. Nature remains at work all the time even under apparent stillness. It keeps
earth alive. This idea is beautifully illustrated by the following lines:“as when everything
seems dead and later proves to he alive.”

Chapter – 3 A Thing of Beauty

Q1. List the things of beauty mentioned in the poem.

Ans: Everything of nature is a thing of beauty and a source of pleasure. Some of them
are: the sun, the moon, old and young trees, daffodil flowers, small streams with clear
water, mass of ferns and the blooming musk-roses. All of them are things of beauty.
They are a constant source of joy and pleasure.

Q2. List the things that cause suffering and pain.

Ans: There are many things that cause us suffering and pain. Malice and
disappointment are “the biggest source of our suffering. Another one is the lack of noble
qualities. Our unhealthy and evil ways also give birth to so many troubles and
sufferings. They dampen our spirits. They act as a pall of sadness on our lives.

Q3. What does the line, ‘Therefore are we wreathing a flowery band
to bind us to earth’ suggest to you?
Ans: Keats is a lover of beauty. He employs his senses to discover beauty. The link of
man with nature is eternal. The things of beauty are like wreaths of beautiful flowers.
We seem to weave a flowery band everyday. It keeps us attached to the beauties of this
earth.

Q4. What makes human beings love life in spite of troubles and
sufferings?
Ans: There are many things that bring us troubles and sufferings. They dampen our
spirits. However, ‘some shape of beauty1 brings love and happiness in our lives in spite
of such unpleasant things. A thing of beauty removes the pall of sadness and sufferings.
It makes us love life.

Q5. Why is ‘grandeur’ associated with the ‘mighty dead’?

Ans: The mighty dead were very powerful and dominating persons during their own
times. Their achievements made them ‘mighty’ and great. Their noble works dazzle our
eyes. We imagine that such mighty dead forefathers will attain more grandeur on the
doomsday. Hence ‘grandeur’ is associated with the ‘mighty dead’.

Q6. Do we experience things of beauty only for short moments or do

they make a lasting impression on us?
Ans: We feel happy by coming into contact with things of beauty. They make a lasting
impression on us. Keats makes it clear at the outset. A thing of beauty is a joy forever. It
is a constant source of joy and pleasure. Its beauty never declines or diminishes. Its
loveliness goes on increasing every moment. Its value remains undiminished. It never
passes into nothingness. It removes the pall of sadness that covers our dark spirits.

Q7, What image does the poet use to describe the beautiful bounty
of the earth?
Ans: John Keats uses a very beautiful image to describe the beautiful bounty of the
earth. It is the endless fountain of immortal drink. It pours constantly into our hearts from
heaven. Thus, the beautiful bounty of the earth is called “an endless fountain of
immortal drink.”
Chapter – 4 A road side stand
Q1. The city folk who drove through the countryside hardly paid any
heed to the roadside stand or to the people who ran it. If at all they
did, it was to complain. Which lines bring this out? What was their
complaint about?
Ans: The relevant lines are: “The polished traffic passed with a mind ahead, Or if ever
aside a moment, then out of sorts. Having the landscape marred with the artless paint of
signs that with N turned wrong and S turned wrong”. Those stalls with inartistic signs
stain the scenic beauty of the landscape according to the city residents.

Q2. What was the plea of the folk who had put up the roadside
stand?
Ans: The poor farmers requested the passerby city dwellers to stop at their roadside
stalls and buy something so that they too get a chance to earn their living, not just to
make ends meet but also to be able to afford some comfort in life.

Q3. The government and other social service agencies appear to

help the poor rural people, but actually do them no good. Pick out
the words and phrases that the poet uses to show their double
standards.
Ans: The poet criticizes the government and other social service agencies' double
standards which promise to improve the living standards of the poor farmers and show
them the rosy side of life. And when the time comes to deliver on their promise, they
either forget them or fulfill them with their own advantages in mind. They are named by
the poet "greedy good-doers" and "profitable prey beasts" that "swarm over their lives."
The poet says these greedy people make calculated and well-thought-out shrewd
actions that are prey to the naive, ignorant farmers. Those clever people rob these
modest and simple farmers of their peace of mind. The poet said, “…..enforcing
benefits. That is calculated to soothe them out of their wits, And by teaching them how
to sleep they sleep all day, Destroy their sleeping at night the ancient way.”

Q4. What is the ‘childish longing’ that the poet refers to? Why is it
‘vain’?
Ans: The poet refers to the farmers' desire for customers as "childish longing" at their
roadside stalls. It is because nobody stopped and it was to ask for directions or buy gas
even if they did. This child-like waiting is, therefore, 'vain.'
Q5. Which lines tell us about the insufferable pain that the poet
feels at the thought of the plight of the rural poor?
Ans: The poet, packed with empathy, can't bear the plight of the unassuming and
innocent rural people. The lines underneath demonstrate his insufferable pain:
“Sometimes I feel myself I can hardly bear. The thought of so much childish longing in
vain, The sadness that lurks near the open window there, That waits all day in almost
open prayer”.
Chapter – 5 Aunt Jennifer’s Tiger

Q1. How do ‘denizens’ and ‘chivalric’ add to our understanding of

the tiger’s attitudes?
Ans: Like all beasts of prey, the tigers are the denizens of the forest. They live far away
from human settlements. They are called ‘chivalric.’ This indicates the majestic and
honourable position that they occupy in the world of animals. So, the use of the words
‘denizens’ and ‘chivalric’ adds to our understanding of the tiger’s attitudes.

Q2. Why do you think Aunt Jennifer’s hands are ‘fluttering through
her wool’ in the second stanza? Why is she finding the needle so
hard to pull?
Ans: Aunt Jennifer is weaving tigers on the panel. Her hands are moving about her
wool. She is finding the needle quite hard to pull. The weight of years of her married life
is lying heavy on her hand. This makes the pulling of the neddle so hard.

Q3. What is suggested by the image ‘massive weight of uncle’s

wedding band’?
Ans: It suggests the weight of the harsh and tough experience of Aunt Jennifer’s
married life. The image is quite suggestive. The wedding band is symbolic. It represents
the unbreakable bond of marriage between the husband and the wife.

Q4. Of what or whom is Aunt Jennifer terrified in the third stanza?

Ans: In the third stanza, the poet refers to Aunt Jennifer’s ‘terrified hands’. The old
unhappy memories are still fresh in her mind. She had passed through many testing
and horrible times during her married life. These ordeals crushed and suppressed her.
Their effect is still visible. So, she is still ringed with those ordeals that dominated her
life.

Q5. What are the ‘ordeals’ Aunt Jennifer is surrounded by? Why is it
significant that the” poet uses the word ‘ringed”! What are the
different meanings of ‘ringed’ in the poem?
Ans: The poem addresses the experiences of marriage in the midst of constrictions.
The word ‘ringed’ is significant. It suggests that the vicious grip or her unhappy married
life is still holding her tightly. The word ‘ringed’ has been used in two ways. First is the
conventional
use. Here ring is a symbol of the sacred bond of marriage. The other is the figurative
use of ‘ringed’. It means encircled or surrounded.
Q6. Why do you think Aunt Jennifer created animals that are so
different from her own character? What might the poet be
suggesting, through this difference?

Ans: The tigers are ‘prancing’. They pace in ‘sleek chivalric certainty’. They ‘do not fear’ the
men beneath the tree. Thus, they are symbols of strength, fierceness and beauty. Aunt Jennifer,
on the other hand, is weak and terrified. Her hands are finding it difficult to pull through her
wool. The massive weight of the wedding band sits heavily on her hand. Her terrified hands are
still ringed by the ordeals of married life. The contrast heightens the intensity.

Q7. Interpret the symbols found in this poem.

Ans: Adrienne Rich’s ‘Aunt Jennifer’s Tigers, is rich in symbolism. ‘The massive weight
of wedding band’ symbolises ordeals, hardships and worries of married life. ‘Terrified
hands’, and ‘ringed with ordeals’ also indicate those unpleasant experiences that are
still clinging to Aunt Jennifer physically and mentally. ,

Q8. Do you sympathise with Aunt Jennifer? What is the attitude of

the speaker towards Aunt Jennifer?
Ans: Yes, we do sympathise with Aunt Jennifer. She has experienced hardships and
ordeals during her married life. The attitude of the speaker towards Aunt Jennifer is
equally sympathetic. The poet gives many suggestive images and symbols to present
an old lady who has passed through painful experiences as well as unpleasant and
terrifying periods during her married life.

Chapter – 6 The last lesson

THINK AS YOU READ

Q1. What was Franz expected to be prepared with for school that
day?
Ans: That day Franz was expected to be prepared with participles because M. Hamel
had said that he would question them on participles. Franz did not know anything about
participles.

Q2. What did Franz notice that was unusual about the school that
day?
Ans: Usually, when school began, there was a great bustle, which could be heard out
in the street. But it was all very still that day. Everything was as quiet as Sunday
morning. There was no opening or closing of desks. His classmates were already in
their places. The teacher’s great ruler instead of rapping on the table, was under M.
Hamel’s arm.

Q3. What had been put up on the bulletin-board?

Ans: For the last two years all the bad news had come from the bulletin-board. An
order had come from Berlin to teach only German in the schools of Alsace and Lorraine.
The Germans had put up this notice on the bulletin-board.

THINK AS YOU READ

Q1. What changes did the order from Berlin cause in school that
day?
Ans: M. Hamel had put on his best dress—his beautiful green coat, his frilled shirt and
the little black silk cap, all embroidered. The whole school seemed so strange and
solemn. On the back benches that were always empty, the elderly village people were
sitting quietly like the kids.

Q2. How did Franz’s feelings about M. Hamel and school change?
Ans: Franz came to know that it was the last lesson in French that M. Hamel would
give them. From the next day they will be taught only German. Then he felt sorry for not
learning his lessons properly. His books, which seemed a nuisance and a burden earlier
were now old friends. His feelings about M. Hamel also changed. He forgot all about his
ruler and how cranky he was.

UNDERSTANDING THE TEXT

Q1. The people? in this story suddenly realise how1 precious their
language is to them. What shows you this? Why does this happen?
Ans: M. Hamel told the students and villagers that henceforth only German would be
taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen
would neither be able to speak nor write it. He praised French as the most beautiful, the
clearest and most logical language in the world. He said that for the enslaved people,
their language was the key to their prison. Then the people realised how precious their
language was to them. This shows people’s love for their own culture, traditions and
country. Pride in one’s language reflects pride in the motherland.

Q2. Franz thinks, “Will they make them sing in German, even the
pigeonsT’ What could this mean?(There could he more than one
answer.)
Ans: This comment of Franz shows a Frenchman’s typical reaction to the imposition of
learning German, the language of the conquerors. Being deprived of the learning of
mother tongue would mean cutting off all bonds with the motherland. Teaching the
pigeons to sing in German indicates how far the Germans would go in their attempts of
linguistic chauvinism.

TALKING ABOUT THE TEXT

Q1. “When a people are en slaved, as long as th ey hold fast to their
language it is as if they had the key to their prison.”
Can you think of examples in history where a conquered people had
their language taken away from them or had a language imposed on
them?
Ans: Mother tongue helps a person to express his feelings and thoughts most lucidly
and intimately. Conquerors try to subdue and control the people of the enslaved territory
by enforcing many measures such as use of force to crush dissent and imposing their
own language on them.
From time immemorial the victorious nations have imposed their own language on the
conquered people and taken away their own language from them. The Romans
conquered many parts of Europe and replaced the local languages by their own
language— Latin. Later on Spanish, Pourtuguese, Italian and French developed from
Latin. The Muslim invaders imposed Arabic and Persian in the countries of Asia
overpowered by them. In many Arab countries the local religion and language have
disappeared. In India, a new language Urdu developed from the mixture of Persian and
Hindi.

Q2. What happens to a linguistic minority in a state? How do you

think they can keep their language alive? For example:
Punjabis in Bangalore
Tamilians in Mumbai
Kannadigas in Delhi
Gujaratis in Kolkata
Ans. The linguistic minority in any state is easily marked and faces the same
discrimination as the religious, social or ethnic minorities. There is, however, a
pronounced difference in the treatment meted out and the level of acceptance displayed
by the majority community in that region/city. Some cities like Delhi, Mumbai are
cosmopolitan in outlook.
The linguistic minority tries to preserve its identity through an intimate contact,
interaction and preservation of their language in social get-togethers, family functions
and festivals of their own region. Adherence to social customs and traditions in family
gatherings/group meetings of women also promote the unity between members of the
linguistic minority.
In short, they create a mini-Punjab in Bangalore, mini-Chennai in Mumbai, mini-
Bangalore in Delhi and mini-Surat in Kolkata.

Q3. Is it possible to carry pride in one’s language too far? Do you

know what “lin¬guistic chauvinism” means?
Ans. ‘Linguistic chauvinism’ means an aggressive and unreasonable belief that your
own language is better than all others. This shows an excessive or prejudiced support
for one’s own language. Sometimes pride in one’s own language goes too for and the
linguistic enthusiasts can be easily identified by their extreme zeal for the preservation
and spread of their language. In their enthusiasm, love and support for their own
language, they tend to forget that other languages too have their own merits, long
history of art, culture and literature behind them. Instead of bringing unity and winning
over others as friends, having excessive pride in one’s own language creates ill-will and
disintegration. The stiff-resistance to the acceptance of Hindi as national language by
the southern states of India is a direct outcome of the fear of being dominated by Hindi
enthusiasts. The result is that ‘One India’ remains only a slogan.

WORKING WITH WORDS

Q1. English is a language that contains words from many other
languages. This inclusiveness is one of the reasons it is now a
“world language”. For example’.
petite – French
kindergarten – German
capital – Latin
democracy – Greek
bazaar – Hindi
Find out the origins of the following words:
tycoon barbecue zero
tulip veranda ski
logo robot trek
bandicoot
Ans.Word Origin Word Origin
Tycoon Japanese Veranda Portuguese
Tulip Persian Robot Czech
Logo Greek Zero Arabic
Bandicoot Telugu Ski Norwegian
Barbecue Spanish Trek South African Dutch

Q2. Notice the underlined words in these sentences and tick the
option that best explains their meaning:
(a) “What a thunderclap these words were to me!”
The words were
(i)loud and clear.
(ii)startling and unexpected.
(iii) pleasant and welcome.
(b)“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.”
It is as if they have the key to the prison as long as they
(i)do not lose their language.
(ii)are attached to their language.
(iii)quickly learn the conqueror’s language.
(c)Don’t go so fast, you will get to your school in plenty of time. You
will get to your school.
(i)very late.
(ii)too early.
(iii)early enough.
(d)I never saw him look so tall.
M. Hamel (i) had grown physically taller.
(ii) seemed very confident.
(iii) stood on the chair.
Ans. (a) (ii) startling and unexpected.
(b) (ii) are attached to their language.
(c)(iii) early enough.
(d)(ii) seemed very confident.

NOTICING FORM
1.Read this sentence:
M. Hamel had said that he would question us on participles.
In the sentence above, the verb form “had said” in the first part is
used to indicate an “earlier past”. The whole story is narrated in the
past. M. Hamel’s “saying” happened earlier than the events in this
story. This form of the verb is called the past perfect.
Pick out five sentences from the story with this form of the verb and
say why this form has been used.
Ans. (i)For the last two years all our bad news had come from there.
Reason: The ‘coming’ of bad news happened earlier than the bulletin in the story.
(ii)Hauser had brought an old primer.
Reaeon : The event of ‘bringing’ happened earlier than Franz noticed it.
(iii) That was what they had put up at the town-hall!
Reason’. The ‘putting up’ of bulletin happened earlier. Now it is recalled.
(iv)they had not gone to school more.
Reason’. The action of ‘not going* happened much earlier.
(v)the hopvine that he had planted himself twined about the windows to the roof.
Reason’. The ‘planting’ of hopvine happened earlier than its twining about the windows.
Chapter – 7 Lost spring

THINK AS YOU READ

Q1. What is Saheb looking for in the garbage dumps? Where is he
and where has he come from?
Ans. Saheb is looking for gold in the garbage dumps. He is in the neighbourhood of the
author. Saheb has come from Bangladesh. He Came with his mother in 1971. His
house was set amidst the green fields of Dhaka. Storms swept away their fields and
homes. So they left the country.

Q2. What explanations does the author offer for the children not
wearing footwear?
Ans. One explanation offered by the author is that it is a tradition to stay barefoot. It is
not lack of money. He wonders if this is only an excuse to explain away a perpetual
state of poverty. He also remembers the story of a poor body who prayed to the
goddess for a pair of shoes.

Q3. Is Saheb happy working at the tea-stall? Explain.

Ans. No, Saheb is not happy working at the tea-stall. He is no longer his own master.
His face has lost the carefree look. The steel canister seems heavier than the plastic
bag he would carry so lightly over his shoulder. The bag was his. The canister belongs
to the man who owns the tea-shop.
THINK AS YOU READ
Q1. What makes the city of Firozabad famous?
Ans. The city of Firozabad is famous for its bangles. Every other family in Firozabad is
engaged in making bangles. It is the centre of India’s glass-blowing industry. Families
have spent generations working around furnaces, welding glass, making bangles for the
women in the land.

Q2. Mention the hazards of working in the glass bangles industry?

Ans. Boys and girls with their fathers and mothers sit in dark hutments, next to lines of
flames of flickering oil lamps. They weld pieces of coloured glass into circles of bangles.
Their eyes are more adjusted to the dark than to the light outside. They often end up
losing eyesight before they become adults. Even the dust from polishing the glass of
bangles is injurious to eyes. Many workers have become blind. The furnaces have very
high temperature and therefore very dangerous.

Q3. How is Mukesh’s attitude to his situation different from that of

his family?
Ans. Mukesh’s grandmother thinks that the god-given lineage can never be broken.
Her son and grandsons are bom in the caste of bangle makers. They have seen nothing
but bangles.
Mukesh’s father has taught them what he knows—the art of making bangles. But
Mukesh wants to be a motor mechanic. He will go to a garage and learn, though the
garage is far away from his home.

UNDERSTANDING THE TEXT

Q1. What could be some of the reasons for the migration of people
from villages to cities?
Ans. People migrate from villages to cities in search of livelihood. Their fields fail to
provide them means of survival. Cities provide employment, jobs or other means of
getting food. The problem in case of the poor is to feed the hungry members. Survival is
of primary concern.

Q2. Would you agree that promises made to the poor children are
rarely kept? Why do you think this happens in the incidents
narrated in the text?
Ans. The promises made to the poor are rarely kept. The author asks Saheb half-
joking, whether he will come to her school if she starts one. Saheb agrees to do so. A
few days later he asks if the school is ready. The writer feels embarrassed at having
made a promise that was not meant. Promises like hers abound in every comer of their
bleak world.

Q3. What forces conspire to keep the workers in bangle industry of

Firozabad in poverty?
Ans. Certain forces conspire to keep the workers in bangle industry of Firozabad in
poverty. These include the moneylenders, the middlemen, the policemen, the keepers
of law, the bureaucrats and the politicians. Together they impose a heavy burden on the
child.

TALKING ABOUT THE TEXT

Q1. How, in your opinion, can Mukesh realise his dream?
Ans. Mukesh is the son of a poor bangle-maker of Firozabad. Most of the young men
of Firozabad have no initiative or ability to dream, but Mukesh is an exception. He has
the capacity to take courage and break from the traditional family occupation. He has
strong will power also. He does not want to be a pawn in the hands of the middlemen or
moneylenders. He insists on being his own master by becoming a motor mechanic.
He can realise his dream by joining a garage and learn the job of repairing cars and
driving them. He will have to overcome many hurdles before he succeeds. Then comes
transport problem. Money is the first one. He will have to earn some money himself. The
garage is a long way from his home. He will have to cover it twice everyday anyhow—
by walking on foot.

Patience, hardwork, firm will and the determination to learn will help him realise his dream.
Q2. Mention the hazards of working in the glass bangles industry.
Ans. The glass bangles industry has many health hazards. It usually employs small
children. It is illegal to employ very young children in hazardous industries, but certain
forces like ! middlemen, moneylenders, police and politicians combine to entrap the
poor workers.
Let us first consider the places where bangle makers work. It is a cottage industry. They
work in the glass furnaces with high temperatures. The dingy cells are without air and
light. Boys and girls work hard during day next to lines of flames of flickering oil lamps.
They weld pieces of coloured glass into circles of bangles. Their eyes are more
adjusted to the dark than to the light outside. That is why, they often end up losing their
eyesight before they become adults.
Glass blowing, welding and soldering pieces of glass are all health hazards. Even the
dust from polishing the glass of bangles adversely affects the eyes and even adults go
blind. Thus, the surroundings, prevailing conditions and the type of job involved-all
prove risky to the health of the workers.

Q3. Why should child labour be eliminated and how?

Ans. Child labour should be eliminated because the children employed at tender age
as i domestic servants, dish-washers at road-side dhabas and in hazardous industries
making glass bangles, biris, crackers etc. lose the charm of the spring of their life. Their
childhood is stolen. Burdened by the responsibility of work, they become adults too
soon. Most of them are undernourished, ill-fed, uneducated, and poor. They have a
stunted growth.
Child labour can be eliminated only through concerted efforts on the part of government
agencies, NGOs (Non-Government Organisations), co-operative societies and political
leaders. Mere passing of law will not help. Laws should be enacted faithfully. The
children thrown out of work should be rehabilitated and given proper food, clothes,
education and pocket money. Their feelings, thoughts and emotions should be
respected. Let them enjoy sunshine and fresh air.

Chapter - 9 Deep water

THINK AS YOU READ

Q1. What is the “misadventure ” that William Douglas speaks
about?
Ans. William O. Douglas had just learnt swimming. One day, an eighteen year old big
bruiser picked him up and tossed him into the nine feet deep end of the Y.M.C.A. pool.
He hit the water surface in a sitting position. He swallowed water and went at once to
the bottom. He nearly died in this misadventure.
Q2. What were the series of emotions and fears that Douglas
experienced when he was thrown into the pool? What plans did he
make to come to the surface?
Ans. Douglas was frightened when he was thrown into the pool. However, he was not
frightened out of his wits. While sinking down he made a plan. He would make a big
jump when his feet hit the bottom. He would come to the surface like a cork, lie flat on it,
and paddle to the edge of the pool.

Q3. How did this experience affect him?

Ans. This experience revived his aversion to water. He shook and cried when he lay on
his bed. He couldn’t eat that night. For many days, there was a haunting fear in his
heart. The slightest exertion upset him, making him wobbly in the knees and sick to his
stomach. He never went back to the pool. He feared water and avoided it whenever he
could.

THINK AS YOU READ

Q1. Why was Douglas determined to get over his fear of water?
Ans. His fear of water ruined his fishing trips. It deprived him of the joy of canoeing,
boating, and swimming. Douglas used every way he knew to overcome this fear he had
developed ’since childhood. Even as an adult, it held him firmly in its grip. He
determined to get an instructor and learn swimming to get over this fear of water.
Q2. How did the instructor “build a swimmer” out of Douglas?
Ans. The instructor built a swimmer out of Douglas piece by piece. For three months
he held him high on a rope attached to his belt. He went back and forth across the pool.
Panic seized the author everytime. The instructor taught Douglas to put his face under
water and exhale and to raise his nose and inhale. Then Douglas had to kick with his
legs for many weeks till these relaxed. After seven months the instructor told him to
swim the length of the pool.

Q3. How did Douglas make sure that he conquered the old terror?
Ans. Douglas still felt terror-stricken when he was alone in the pool. The remnants of
the old terror would return, but he would rebuke it and go for another length of the pool.
He was still not satisfied. So, he went to Lake Wentworth in New Hampshire, dived off a
dock at Triggs Island and swam two miles across the lake. He had his residual doubts.
So, he went to Meade Glacier, dived into Warm Lake and swam across to the other
shore and back.Thus, he made sure that he had conquered the old terror.

UNDERSTANDING THE TEXT

Q1. How does Douglas make clear to the reader the sense of panic
that gripped him as he almost drowned? Describe the details that
have made the description vivid.
Ans. Douglas gives a detailed account of his feelings and efforts to save himself from
getting drowned. He uses literary devices to make the description graphic and vivid. For
example,
‘Those nine feet were more like ninety’, ‘My lungs were ready to burst.’ ‘I came up
slowly,
I opened my eyes and saw nothing but water….. I grew panicky1 ‘I was suffocating. I
tried to yell, but no sound came out!’ ‘

Q2. How did Douglas overcome his fear of water?

Ans. When Douglas grew up, he took the help of an instructor to learn swimming. His
training went on from October to April. For three months he was taken across the pool
with the help of a rope. As he went under, terror filled him and his legs froze. The
instructor taught him to exhale under water and inhale through raised nose. He made
him kick his legs to make them relax. Then he asked him to swim. He continued
swimming from April to July. Still all terror had not left. He swam two miles across Lake
Wentworth and the whole length to the shore and back of Warm Lake. Then he
overcame his fear of water.

Q3. Why does Douglas as an adult recount a childhood experience of

terror and his conquering of it? What larger meaning does he draw
from this experience?
Ans. The experience of terror was a handicap Douglas suffered from during his
childhood. His conquering of it shows his determination, will power and development of
his personality.
He drew a larger meaning from this experience. “In death there is peace.” “There is
terror only in the fear of death.” He had experienced both the sensation of dying and the
terror that fear of it can produce. So, the will to live somehow grew in intensity. He felt
released- free to walk the mountain paths, climb the peaks and brush aside fear.

TALKING ABOUT THE TEXT

Q1.“All ice have to fear is fear itself” Have you ever had a fear that
you have now overcome? Share your experience with your partner.
Ans. I must have been about eight or nine years old. It was the night of Diwali. All the
houses were shining bright with the rows of candles, oil lamps and electric bulbs.
Children were bursting crackers. Suddenly, a cracker went up and hit the thatched roof
of a poor gardener. Soon the hut was in flames. His only son, a tiny infant had severe
burns before he could be rescued. I began to tremble with fear as the police questioned
the boys exploding crackers. From then on I had a fear of crackers, fire and police.
My parents and I had to work very hard to remove this blemish. It was adversely
affecting

my personality. By learning the safeguards against fire and safe handling of crackers, I
gradually overcame my fear. However, I still get panicked at the sight of a policeman in uniform.
The fear of police remained now; My uncle came to my rescue. He got me dressed as a police
inspector in one of his plays, I commanded many policemen and scolded them for misbehaving
with the common people. I learnt that policemen were also, humans and not demons. Police
protect and help us to maintain law and order. Thank God, I have overcome all my fears now.

Q2. Find and narrate other stories about conquest of fear and what
people have said about courage. For example, you can recall Nelson
Mandela’s struggle for freedom, his perseverance to achieve his
mission, to liberate the oppressed and the oppressor as depicted in
his autobiography. The story ‘We’re Not Afraid To Die,’ which you
have read in Class XI, is an apt example of how courage and
optimism helped a family survive under the direst stress.
Ans. In his autobiography ‘Long Walk to Freedom’, Nelson Mandela tells the
extraordinary story of his life. He brings vividly to life the escalating political warfare in
the fifties between the African National Congress and the government, culminating in
his dramatic escapades as an underground leader and the notorious Rivonia Trial of
1964, at which he was sentenced to life imprisonment. He recounts the surprisingly
eventful twenty-seven years in prison and the complex, delicate negotiations that led
both to his freedom and to the beginning of the end of apartheid. Mandela also
struggled against the exploitation of labour and on the segregation of the universities.
He persevered to achieve his mission and to liberate the oppressed and the oppressor.
In 1990, he was freed from prison. The apartheid laws were relaxed. Mandela became
the champion for human rights and racial equality. He also became the first non-white
president of the Republic of South Africa.
Chapter – 9 The rat trap
THINK AS YOU READ
Q1. From where did the peddler get the idea of the world being a
rattrap?
Ans: The peddler had been thinking of his rattraps when suddenly he was struck by the
idea that the whole world was nothing but a big rattrap. It existed only to set baits for
people. It offered riches and joys, shelter and food, heat and clothing in the same
manner as the rattrap offered cheese and pork. As soon as someone let himself be
tempted to touch the bait, it closed in on him, and then everything came to an end.

Q2. Why was he amused by this idea?

Ans: His own life was sad and monotonous. He walked laboriously from place to place.
The world had never been kind to him. So, during his gloomy ploddings, this idea
became his favourite pastime. He was amused how people let themselves be caught in
the dangerous snare and how others were still circling around the bait.

Q3. Did the peddler expect the kind of hospitality that he received
from the crofter?
Ans: The crofter served him porridge for supper and tobacco for his pipe. He also
played a game of cards with him till bed time. This hospitality was unexpected as people
usually made sour faces when the peddler asked for shelter.

Q4. Why was the crofter so talkative and friendly with the peddler?
Ans: The crofter’s circumstances and temperament made him so talkative and friendly
with the peddler. Since he had no wife or child, he was happy to get someone to talk to
in his loneliness. Secondly, he was quite generous with his confidences.

Q5. Why did he show the thirty kronor to the peddler?

Ans: The crofter had told the peddler that by supplying his cow’s milk to the creamery,
he had received thirty kronor in payment. The peddler seemed to doubt it. So, in order
to assure his guest of the truth he showed the thirty kronor to the peddler.

Q6. Did the peddler respect the confidence reposed in him by the
crofter?
Ans: No, the peddler did not respect the confidence reposed in him by the crofter. At
the very first opportunity that he got, he smashed the window pane, took out the money
and hung the leather pouch back in its place. Then he went away.
THINK AS YOU READ
Q1. What made the peddler think that he had indeed fallen into a
rattrap?
Ans: The peddler realised that he must not walk on the public highway with the stolen
money in his pocket. He went into the woods. He kept walking without coming to the
end of the wood. Then he realised that he had fallen in the rattrap. He had let himself
befooled by a bait and had been caught in.

Q2. Why did the ironmaster speak kindly to the peddler and invite
him home?
Ans: The ironmaster walked closely up to the peddler. In the uncertain reflection from
the furnace, he mistook the man as his old regimental comrade, Captain Von Stahle. He
addressed the stranger as Nils Olof, spoke very kindly and invited him home.

Q3. Why did the peddler decline the invitation?

Ans: The peddler knew that the ironmaster had mistaken him for his old regimental
comrade. Secondly, he had stolen money—thirty kronor—on him. Going to the
ironmaster’s residence would be like entering the lion’s den. So, he declined the
invitation.

THINK AS YOU READ

Q1. What made the peddler accept Edla Willmansson’s invitation?
Ans: Miss Edla Willmansson looked at the peddler quite compassionately. She noticed
that the man was afraid. She assured him that he would be allowed to leave just as
freely as he came. She requested him to stay with them over Christmas Eve. Her
friendly manner made the peddler feel confidence in her and accept her invitation.

Q2. What doubts did Edla have about the peddler?

Ans: As Edla lifted the peddler’s hat, he jumped up abruptly and seemed to be quite
frightened. Even her kind looks, disclosure of her name and purpose of visit failed to
calm him. From his fear, she thought that either he had stolen something or he had
escaped from jail.

Q3. When did the ironmaster realise his mistake?

Ans: Next morning, the stranger was cleaned and well-dressed. The valet had bathed
him, cut his hair and shaved him. He was led to the dining room for breakfast. The
ironmaster saw him in broad daylight. It was impossible to mistake him for an old
acquaintance now. Then the ironmaster realised his mistake and threatened to call the
Sheriff.

Q4. How did the peddler defend himself against not having revealed
his true identity?
Ans: The peddler explained that he had not tried to pretend as his acquaintance. He
was not at fault. All along he had maintained that he was a poor trader. He had pleaded
and begged to be allowed to stay in the forge. No harm had been done by his stay. He
was willing to put on his rags again and go away.

Q5. Why did Edla still entertain the peddler even after she knew the
truth about him?
Ans: Edla did not think it proper on their part to chase away a human being whom they
had asked to come to their house and had promised him Christmas cheer. She
understood the reality of the peddler’s life and wanted him to enjoy a day of peace with
them. Hence, she still entertained the peddler even after knowing the truth about him.

THINK AS YOU READ

Q1. Why was Edla happy to see the gift left by the peddler?
Ans: As soon as Edla opened the package of the gift, the contents came into view. She
found a small rattrap with three wrinkled ten kronor notes and a letter addressed to her.
The peddler wanted to be nice in return as she had been so nice to him all day long. He
did not want her to be embarrased at the Christmas season by a thief.

Q2.Why did the peddler sign himself as Captain von Stahle?

Ans: The ironmaster has invited the peddler to his house mistaking him for Captain von
Stahle. He was welcomed there and looked after as captain even after the reality
became known. The peddler got a chance to redeem himself from dishonest ways by
acting as an honourable Captain.

UNDERSTANDING THE TEXT

Q1. How does the peddler interpret the acts of kindness and
hospitality shown by the crofter, the iron master and his daughter?
Ans: The peddler interprets the acts of kindness and hospitality shown by the crofter,
the iron master and his daughter differently. He cheats the crofter as he provides him
company in his loneliness and helps him pass time. He wants to get a couple of kronors
from the iron master and is surprised at the contrasting style of behaviour of father and
daughter. He is touched by the kindness, care and intervention of Edla on his behalf.

Q2. What are the instances in the story that show that the character
of the ironmaster is different from that of his daughter in many
ways?
Ans: The ironmaster is impulsive* whereas his daughter is cool, logical, kind and
thoughtful. In uncertain light he (iron master) mistakes the stranger as his old regiment
comrade. He invites him home and takes care of his feeding, clothing etc. When he
sees him in broad day light he calls the man dishonest, demands an explanation and is
ready to call in the sheriff. His daughter is more observant. She notices the fear of the
stranger and thinks that either he is a thief or a run away prisoner. Inspite of that She is
gentle, kind and friendly to him. She treats him nicely even after knowing the mistake in
identity.
Q3. The story has many instances of unexpected reactions from the
characters to others’ behaviour. Pick out instances of these
surprises.
Ans: The peddler is surprised at the warm welcome, generous supper, cheerful
company and intimate confidences by the crofter. The ironmaster addresses the peddler
as Captain von Stahle. He is surprised when the ironmaster calls him “Nils Olof. The
ironmaster assumes his declining the invitation a result of embarrassment caused by his
miserable clothing. The peddler’s comparison of the world to a rattrap makes the
ironmaster laugh and he drops the idea of calling in the sheriff.
The peddler looks at Edla in boundless amazement when she tells him that the suit is a
Christmas present. She also invites him to spend next Christmas with them. She does
all this even after knowing the mistake about his identity.The crofter is robbed by his
guest, the rattrap peddler, in return of his hospitality.

Q4. What made the peddler finally change his ways?

Ans: Edla Willmansson treated the tramp in a friendly manner. She was nice and kind
to her. She interceded on his behalf when her father was about to turn him out. She still
entertained the peddler even after knowing the truth about him. She offered him the suit
as Christmas present and invited him to spend the next Christmas with them. Her love
and understanding aroused the essential goodness in the peddler and finally he
changed his ways.

Q5. How does the metaphor of the rattrap serve to highlight the
human predicament?
Ans: The world entices a person through the various good things of life such as riches
and joy, shelter and food, heat and clothing. These were just like the baits in the rattrap.
Once someone is tempted by the bait, the world closed on him.The peddler was
tempted by thirty kronor of the crofter. It makes him hide himself. He walks through the
wood. He is afraid to go to the Manor house. He gets peace only after returning the bait
(money).

Q6. The peddler comes out as a person with a subtle sense of

humour. How7 does this serve in lightening the seriousness of the
theme of the story and also endear him to us?
Ans: The peddler has a subtle sense of humour, which is revealed during his
interactions with the ironmaster and his daughter after the truth about him becomes
known. He is neither afraid of being turned out in cold in rags nor of being sent to
prison. He makes the ironmaster laugh with his metaphor of the rattrap. His letter with
the Christmas present to Edla is a fine example of his capacity to make others laugh at
him. Thus, he lightens the seriousness of the theme of the story and also endears
himself to us.

TALKING ABOUT THE TEXT

Discuss the following in groups of four. Each group can deal with one topic and
present the views of your group to the whole class.
Q1. The reader’s sympathy is with the peddler right from the
beginning of the story. Why is this so? Is the sympathy justified?
Ans: The peddler wins our sympathy for his way of life and how the world treats him. It
is an admitted fact that the underdog always runs away with sympathy, so does the
peddler with the rattraps. He begs the material like wire for his rattraps. His business not
being specially profitable, he resorts to begging and petty thievery to keep body and
soul together.
His life is sad and monotonous. He plods along the road lost in his own meditation. The
world has never been very kind to him and he feels happy in calling it a rattrap.
Whenever, he asks shelter for the night, he meets sour faces. He is an unwelcome,
unwanted and undesirable figure. The blacksmiths at forge glance at him only casually
and indifferently. The master blacksmith nods a haughty consent without honouring him
with a single word.
The old and lonely crofter finds him an enjoyable company. The ironmaster mistakes
him for an old regimental comrade. Only Edla Willmansson behaves with him in a kind,
friendly manner. Her nice treatment arouses the tramp’s goodness. He redeems himself
Hy returning the stolen money and wins our admiration. Thus, we see that the sympathy
is not only well earned but well justified too.

Q2. The story also focuses on human loneliness and the need to
bond with others.
Ans: There are at least three characters in the story who suffer from loneliness and
express the need to bond with others. They represent three strata of the human society
as well. The peddler with the rattraps, the old crofter and the ironmaster all suffer from
loneliness. The peddler is called a tramp, a vagabond and stranger at various points of
the story. He moves wearily from one place to the other. He is lost in his own thoughts.
He seeks shelter for night and people look at him with sour faces. Even the blacksmiths
look haughtily at him and nod consent. The old crofter suffers from loneliness as he has
neither wife nor child with him. Hence, he feels happy when he gets the peddler to talk
to in his loneliness.
The ironmaster is also lonely in his manor house. His wife Elizabeth has died and his
sons are abroad. There is no one at home except his oldest daughter and himself. His
requests to Captain von Stehle to accompany him show his need for human bonding.
He admits frankly that they didn’t have any company for Christmas. The stranger turns
down the request not because he is against bonding with others but because he fears
being caught with stolen money.

Q3. Have you known/heard of an episode where a good deed or an

act of kindness has changed a person’s view of the world?
Ans: Yes, I know how the kindness of a Bishop transformed a hard-hearted beastly
convict into a man again with faith in God and human values. The story is presented in
the form of a famous play ‘The Bishop’s Candlesticks’
The Bishop provides food and shelter at midnight to a runaway convict who threatens
him with a knife. Long years of imprisonment and harsh treatment in the prisonship has
transformed the man into beast and he is devoid of all human feelings now. The convict
runs away with the Bishop’s silver candlesticks, but is caught by the police.
In order to save the convict from further punishment and torture, the Bishop tells the
police officer that the fellow is his friend and he had himself given him the candlesticks.
This kind act of the Bishop melts the hard heart of the convict. He sobs and weeps. He
promises to be a man again.

Q4. The story is both entertaining and philosophical. Discuss.

Ans: The story entertains us by providing glimpses into human nature and how people
react to various situations. The actions of the peddler after stealing thirty kronor are
quite amusing. The reactions of the blacksmiths to the tramp’s request for shelter show
how casual and indifferent human beings can be.
The U-turn in the ironmaster’s attitude towards the stranger reveal how selfish and
ignorant human beings can be. Mistaking the vagabond for his old regimental comrade,
whom he thinks he has run across unexpectedly, he asks the stranger to accompany
him home and spend Christmas with them. When the stranger refuses to go with him,
the ironmaster sends his daughter. With her better persuasive power she makes him
follow her.
The ironmaster is annoyed on seeing the stranger in broad daylight. But instead of
realising his own mistake, he puts the blame on the man. He talks of handing him over
to the sheriff. The metaphor of the world being a rattrap saves the situation for the
tramp, but the ironmaster wants to turn him out. His daughter’s comments are quite
entertaining and philosophical. She wants the tramp to enjoy a day of peace. Secondly,
she does not want to chase away a person whom they had invited home and had
promised Christmas cheer.

WORKING WITH WORDS

Q1. The man selling rattraps is referred to by many terms such as
“peddler, stranger” etc. Pick out all such references to him. What
does each of these labels indicate of the context or the attitude of
the people around him.
Ans: Initially, the man who went around selling small rattraps of wire is called a
Vagabond’ for he plodded along the road, left to his own meditations. He is referred to
as “stranger” by the narrator while describing his meeting with the old crofter. When he
leaves the next day he is described as “the man with rattraps.’ When he returns half an
hour later to steal money he is called ‘the rattrap peddler.’
For the blacksmiths at the forge he is an intruder. The narrator now refers to him as a
‘tramp’. For the rich ironmaster he is a “ragamuffin’. Since he had never seen the
ironmaster or known his name, the man with rattraps is called a ‘stranger’. He is
described as ‘stranger* while he stretches himself out on the floor when the ironmaster
leaves. The label sticks to him during his stay at the manor house as a guest. These
descriptions also suggest the degree of social difference ^between the persons and the
peddler of rattraps and their attitude towards him.

Q2. You came across the words, plod, trudge, stagger in the story.
These words indicate movement accompanied by weariness. Find
five other such words with a similar meaning.
Ans: Five other words with a similar meaning are: clomp, lumber, lurch, reel, stumble.

THINKING ABOUT LANGUAGE

Q1. Notice the words in bold in the following sentence:
“The fire boy shovelled charcoal in the maw of the furnace with a
great deal of clatter.” This is a phrase that is used in the specific
context of an iron plant.
Pick out other such phrases and words from the story that are
peculiar lo the terminology of ironworks.
Ans: Words and phrases that are peculiar to the terminology of ironworks are given
below: hammer strokes, smelter, forge, rolling mill, coal dust, furnace, pig iron, anvil,
iron bar, big bellow, coal, charcoal, shovel and sooty panes.

Q2. “Mjolis” is a card game of Sweden.

Name a few indoor games played in your region. “Chopar” could be
an example.
Ans: ‘Rang-kaaf and ‘Turap Bol’ are popular indoor card games in our region.
‘Chukkhal’ is a poor man’s substitute for Chopar.
‘Goti-paar’ is popular among young girls in rural areas.

Q3. A “Crofter” is a person who rents or owns a small farm

especially in Scotland. Think of other uncommon terms for “a small
farmer” including those in your language.
Ans: The uncommon terms for “a small farmer” are:
tiller, plowman/ploughman, husbandman, rancher, tenant farmer and small holder.
In our language there are words like haali’, ‘bataai-jotta’, ‘jotta’ etc.

Chapter – 10 Indigo

THINK AS YOU READ

Q1. Strike out what is not true in the following:
(a)Rajkumar Shukla was:
(i)a sharecropper (ii)a politician
(iii)delegate (iv)a landlord.
(b) Rajkumar Shukla was:
(i) poor (ii)physically strong
(iii) illiterate.
Ans: (a) (ii) a politician
(b) (ii) physically strong
Q2. Why is Rajkumar Shukla described as being ‘resolute’?
Ans: He had come all the way from Champaran district in the foothills of Himalayas to
Lucknow to speak to Gandhi. Shukla accompanied Gandhi everywhere. Shukla followed
him to the ashram near Ahmedabad. For weeks he never left Gandhi’s side till Gandhi
asked him to meet at Calcutta.

Q3. Why do you think the servants thought Gandhi to be another

peasant?
Ans: Shukla led Gandhi to Rajendra Prasad’s house. The servants knew Shukla as a
poor yeoman. Gandhi was also clad in a simple dhoti. He was the companion of a
peasant. Hence, the servants thought Gandhi to be another peasant.

THINK AS YOU READ

Q1. List the places that Gandhi visited between his first meeting
with Shukla and his arrival at Champaran.
Ans: Gandhi’s first meeting with Shukla was at Lucknow. Then he went to Cawnpore
and other parts of India. He returned to his ashram near Ahmedabad. Later he went to
Calcutta, Patna and Muzaffarpur before arriving at Champaran.

Q2. What did the peasants pay the British landlords as rent? What
did the British now want instead and why? What would be the
impact of synthetic indigo on the prices of natural indigo?
Ans: The peasants paid the British landlords indigo as rent. Now Germany had
developed synthetic indigo. So, the British landlords wanted money as compensation for
being released from the 15 per cent arrangement. The prices of natural indigo would go
down due to the synthetic Indigo.

THINK AS YOU READ

Q1. The events in this part of the text illustrate Gandhi’s method of
working. Can you identify some instances of this method and link
them to his ideas of Satyagraha and non-violence?
Ans: Gandhi’s politics was intermingled with the day-to-day problems of the millions of
Indians. He opposed unjust laws. He was ready to court arrest for breaking such laws
and going to jail. The famous Dandi March to break the ‘salt law’ is another instance.
The resistance and disobedience was peaceful and a fight for truth and justice…This
was linked directly to his ideas of Satyagraha and non-violence.

THINK AS YOU READ

Q1. Why did Gandhi agree to a settlement of 25 per cent refund to
the farmers?
Ans: For Gandhi the amount of the refund was less important than the fact that the
landlords had been forced to return part of the money, and with it, part of their prestige
too. So, he agreed to settlement of 25 per cent refund to the farmers.
Q2. How did the episode change the plight of the peasants?
Ans: The peasants were saved from spending time and money on court cases. After
some years the British planters gave up control of their estates. These now reverted to
the peasants. Indigo sharecropping disappeared.

UNDERSTANDING THE TEXT

Q1.Why do you think Gaffdhi considered the Champaran episode to
be a turning- point in his life?
Ans: The Champaran episode began as an attempt to ease the sufferings of large
number of poor peasants. He got spontaneous support of thousands of people. Gandhi
admits that what he had done was a very ordinary thing. He declared that the British
could not order him about in his own country. Hence, he considered the Champaran
episode as a turning- point in his life.

Q2. How was Gandhi able to influence lawyers? Give instances.

Ans: Gandhi asked the lawyers what they would do if he was sentenced to prison.
They said that they had come to advise him. If he went to jail, they would go home.
Then Gandhi asked them about the injustice to the sharecroppers. The lawyers held
consultations. They came to the conclusion that it would be shameful desertion if they
went home. So, they told Gandhi that they were ready to follow him into jail.

Q3. “What was the attitude of the average Indian in smaller

localities towards advocates of ‘home rule’?
Ans: The average Indians in smaller localities were afraid to show sympathy for the
advocates of home-rule. Gandhi stayed at Muzaffarpur for two days at the home of
Professor Malkani, a teacher in a government school. It was an extraordinary thing in
those days for a government professor to give shelter to one who opposed the
government.

Q4. How do we know that ordinary people too contributed to the

freedom movement?
Ans: Professor J.B. Kriplani received Gandhi at Muzaffarpur railway station at
midnight. He had a large body of students with him. Sharecroppers from Champaran
came on foot and by conveyance to see Gandhi. Muzaffarpur lawyers too called on him.
A vast multitude greeted Gandhi when he reached Motihari railway station. Thousands
of people demonstrated around the court room. This shows that ordinary people too
contributed to the freedom movement in India.

TALKING ABOUT THE TEXT

Discuss the following:
Q1. “Freedom from fear is more important than Legal justice for the
poor.”
Do you think that the poor of India are free from fear after
Independence?
Ans: For the poor of India means of survival are far more important than freedom or
legal justice. I don’t think the poor of India are free from fear after Independence.The
foreign rulers have been replaced by corrupt politicians and self-serving bureaucracy.
Power- brokers and moneylenders have a field day. The situation has improved in cities
and towns for the poor but the poor in the remote villages still fear the big farmers and
moneylenders. The police and revenue officials are still objects of terror for them.
The poor, landless workers have to still work hard to make both ends meet. Peasants
and tenant-farmers have to borrow money from rich moneylenders on exorbitant rates
of interest, which usually they fail to repay due to failure of monsoon or bad crops.
Cases of small farmers committing suicide are quite common. If this is not due to fear,
what is the reason behind it?

Q2. The qualities of a good leader.

Ans: A good leader has a mass appeal. He rises from the masses, thinks for them and
works for them. He is sincere in his approach. He is a man of principles. Truth, honesty,
patriotism, morality, spirit of service and sacrifice are the hallmarks of a good leader. He
never mixes politics with religion or sect. He believes in working for the welfare of the
nation and does not think in the narrow terms of class, caste or region. Corruption and
nepotism are two evils that surround a leader in power. The life of a good leader is an
open book. There is no difference between his words and actions. Such good leaders
are very rare. What we find today are practical politicians, who think of achieving their
end without bothering about . the purity of means. The law of expediency gets the better
of morality.

WORKING WITH WORDS

1.List the words used in the text that are related to legal
procedures.
For example: deposition
Ans: Notice, summons, prosecutor, trial, plead, guilty, order, penalty, sentence, bail,
judgement, prison, case, inquiry, evidence, commission.
•List other words that you know that fall into this category.
Ans. Complaint, complainant, decree, defendant, witness, prosecution, defence,
sessions, jury, verdict, decision.

THINKING ABOUT LANGUAGE

Q1. Notice the sentences in the text which are in ‘direct speech’.
Why does the author use quotations in his narration?
Ans: The following sentences in the text are in ‘direct speech’.
(а)He said, “I will tell you how it happened that I decided to urge the departure of the
British. It was in 1917.”
(b)Gandhi recounted. “A peasant came up to me looking like any other peasant in India,
poor and emaciated, and said, ‘I am Rajkumar Shukla. I am from Champaran, and I
want you to come to my district!”
(c)Gandhi said, “I have to be in Calcutta on such-and-such a date. Come and meet me
and take me from there”.
(d)“It was an extraordinary thing ‘in those days,” Gandhi commented, Tor a government
professor to harbour a man like me.’
(e)He said, “I have come to the conclusion that we should stop going to law courts. Taking such
cases to the courts does little good. Where the peasants are so crushed and fear-stricken, law
courts are useless. The real relief for them is to be free from fear.”
(f) “The commissioner,” Gandhi reports, “proceeded to bully me and advised me forthwith to
leave Tirhut”.
(g)‘But how much must we pay?’ they asked Gandhi.
(h)One woman took Kasturbabai into her hut and said, “Look, there is no box or cupboard here
for clothes. The sari I am wearing is the only one I have”.
(i) “What I did”, he explained, “was a very ordinary thing. I declared that the British could not
order me about in my own country”.
(j) He said, “You think that in this unequal fight it would be helpful if we have an Englishman on
our side. This shows the weakness of your heart. The cause is just and you must rely upon
yourselves to win the battle. You should not seek a prop in Mr ‘ Andrews because he happens to
be an Englishman”.
(k) “He had read our minds correctly,” Rajendra Prasad comments, “and we had no reply …
Gandhi in this way taught uS a lesson in self-reliance”.
The choice of the direct form strengthens the effectiveness of narration. The author uses
quotations to highlight certain points which may not appear so effective in reporting indirectly.

Q2. Notice the use or non-use of the comma in the following

sentences:
(a) When I first visited Gandhi in 1942 at his ashram in Sevagram,
he told me what happened in Champaran.
(b) He had not proceeded far when the police superintendent’s
messenger overtook him. (c) When the court reconvened, the judge
said he would not deliver the judgement for several days.
Ans: (i) When the subordinate clause comes before the main clause, a comma is used
to separate it from the main clause.
(ii) No comma is used when the main clause comes before the subordinate clause.
Chapter – 11 Going places
THINK AS YOU READ
Q1.Where was it most likely that the two girls would find work after
school?
Ans: Sophie and Jansie would soon pass out of their school. Only a few months were
left. Jansie knew very well that both of the them were earmarked for biscuit factory.
Sophie had wild dreams about her career. Jansie was a realist. She knew that they did
not pay well for shop work and Sophie’s father would not allow her to work there.

Q2. What were the options that Sophie was dreaming of? Why does
Jansie discourage her from having such dreams?
Ans: Sophie wanted to open a boutique. It would be the most amazing shop that city
had ever seen. Alternatively, she would become an actress and have the boutique as a
side business. She also thought of being a fashion designer. Jansie had her feet firmly
planted to the ground. She wanted Sophie to be sensible and drop all her utopian plans
because all of them required much money and exprience.

THINK AS YOU READ

Q1.Why did Sophie wriggle when Geoff told her father that she had
met Danny Casey?
Ans: Sophie knew her father well. He would be angry if he knew of her meeting with
the young Irish footballer, Danny Casey. She didn’t tell him. When Geoff told his father
about it, he became angry. He turned Ms head to look at her with disdain. Sophie
wriggled where she was sitting at the table.

Q2.Does Geoff believe what Sophie says about her meeting with
Danny Casey?
Ans: No, Geoff doesn’t believe what Sophie says about her meeting with Danny
Casey. First, he looks round in disbelief and says, “It can’t be true”. Again he says, “I
don’t believe it.” Sophie then narrates how Danny Casey came and stood beside her.
Geoff asks her, “What does he look like?” So, he doesn’t seem to be convinced that
Sophie met Danny Casey.
Q3. Does her father believe her story?
Ans: No, Sophie’s father does not believe her story. When Geoff tells him that Sophie
met Danny Casey, his father looked at SopMe with disdain. He ignores her totally. He
thinks that it is yet another ‘wild story’. He begins to talk about Tom Finny, another great
football player.

Q4. How does Sophie include her brother Geoff in her fantasy of her
future?
Ans: Geoff was always the first to share her secrets. So, she told him about meeting
Danny Casey. She also told him about her plan to meet him next week. She suspected
areas of his life about wMch she knew nothing. She longed to know them. She wished
that someday he might take her with him. She saw herself riding there behind Geoff.

Q5. Which country did Danny Casey play for?

Ans: Danny Casey played for Ireland.

THINK AS YOU READ

Q1. Why didn’t Sophie want Jansie to know about her story with
Danny?
Ans: Jansie was very interested in things that did not concern her. She wanted to know
other people’s affairs. She would spread the news in the whole neighbourhood. So,
Sophie didn’t want Jansie to know about her story with Danny. It may also be mutual
rivalry and one-up manship on her part. Sophie was startled to learn that Geoff had told
Jansie about her story with Danny.

Q2. Did Sophie really meet Danny Casey? [Delhi 2014]

Ans: No, Sophie did not really meet Danny Casey. She was very fascinated by the
young Irish footballer. She imagined his coming. She sat in the park, waiting for Casey
and knowing that he would not come. She felt sad. Sadness was a hard burden to carry.
She was always lost in a dreamy world where she imagined Casey meeting her.

Q3. Which was the only occasion when she got to see Danny Casey
in person?
Ans: The only occasion when Sophie got to see Danny Casey in person was when the
family went to watch United on Saturday. Sophie, her father and little Derek went down
near the goal. Geoff went with his mates higher up. United won two-nil. Her idol Casey
drove in the second goal. She saw the Irish genius going round two big defenders on
the edge of penalty area. He beat the hesitant goal keeper from a dozen yards. Sophie
glowed with pride. She was very happy.

UNDERSTANDING THE TEXT

Q1. Sophie and Jansie were classmates and friends. What were the
differences between them that show up in the story?
Ans: Sophie and Jansie are poles apart in tastes and temperament. Sophie has
fantastic dreams and floats in a fairy land. She is an incurable escapist who won’t come
out of her dreams. Jansie is down to earth—a realist. Sophie wants to do something
sophisticated. Jansie knows that these things require a lot of money which their families
do not possess. Jansie also knows that they were earmaked for the biscuit factory. She
even advises Sophie to be sensible and practical. Sophie considers Jansie ‘nosey’ and
does not want to confide in her.

Q2. How would you describe the character and temperament of

Sophie’s father?
Ans:Sophie’s father has a plumpy face looking grimy and sweaty. He doesn’t seem to
be a soft or sophisticated man. Sophie fears his agressive manliness. He is a realist and
does not believe in his daughter’s wild stories. He loves watching football. He hopes
young Casey will be as good as Tom Finney. He wishes that the young footballer keeps
away from all distractions. He shouts instructions to Casey at the playground. When the
Irish genius beats the hesitant goal keeper, Sophie’s father screams with joy and pride.
He goes to a pub to celebrate the victory.

Q3. Why did Sophie like her brother Geoff more than any other
person? From her perspective, what did he symbolise?
Ans: Geoff is the only person who listens to Sophie’s fantasies and long cherished
dreams. Her father is too bossy and aggressive. He hates Sophie’s fantastic stories.
Even little Derek – makes fun of her growing rich. Her classmate Jansie is ‘nosey’ and
can’t be trusted with a secret. Only Geoff can be trusted to keep all the secrets of
Sophie to himself.
From her perspective, Geoff symbolises an elder brother who has grown up and visited
places unknown to her. She wished that someday her brother might take her to those
places. He is sympathetic and cautions her by telling her that Casey might have strings
of girls. He warns her that he would never show up again. He speaks softly so as not to
break the heart of the young dreamer.

Q4. What socio-economic background did Sophie belong to? What

are the indicators of her family’s financial status?
Ans: Sophie belongs to a lower middle class family. She is an escapist and has wild
dreams. She dreams of things she can’t have in real life. Jansie tells her that boutique
needs a lot of money. Sophie knows that the family doesn’t have money. She says, “If
ever I came into money, I’ll buy a boutique.” Even little Derek understands her
unrealistic nature.
Geoffs occupation reflects their socio-economic background. He is an apprentice
mechanic. He travels to his work each day to the far side of the city. His jacket is
shapeless. Her father lacks sophistication. He is a heavy breathing man. He sits in his
vest at the table. He grunts and tosses one of little Derek’s shoes from his chair on to
the sofa. There is stove in the same room where dirty washing is piled in a comer.
Sophie’s father goes to pub on his bicycle. All these indicators confirm their lower
middle-class family background.
TALKING ABOUT THE TEXT
Discuss in pairs
Q1.Sophie’s dreams and disappointments are all in her mind.
Ans: Sophie is a young school-girl belonging to a lower middle-class family. She wants
to rise from the situation in which she finds herself. She is an incurable dreamer and
escapist. She dreams of opening a boutique. Her classmate Jansie, who had her feet
firmly planted on the ground, tells Sophie that opening a boutique requires a lot of
money and experience and she has neither of them. Sophie, who floats in a dreamy
world of her own, dreams of becoming an actress or a fashion designer. She has
dreams of a hero also. She develops fascination for Danny Casey, the wonder-boy of
football. She sees him in action only once when he scores the second goal for United.
She imagines him coming to her and tells her brother about the meeting. She goes on
waiting for him on the next date but he does not turn up. She becomes sad and carries
the burden of sadness all the times. Thus, her dreams and disappointments are the
creations of her mind.

Q2.It is natural for teenagers to have unrealistic dreams. What

would you say are the benefits and disadvantages of such
fantasising?
Ans: Teenagers have boundless enthusiasm and ambitions. They have sweet dreams
and go on fantasising. It is natural for them to do so. Every youth is a dreamer. Every
great scientist or writer has a dream. Without some thing to aspire for one can’t strive to
achieve that goal. Dreams lead to the golden gate of success. Some teenagers float in
the world of fantasy. They have unreal dreams. It is just like a child asking for the moon.
Their feet are in the mud and they dream of the stars in the sky. Such fantasising results
in disappointment and disillusionment. A dreamer who fails to realise his dream is
labelled a failure. Those who realise their dreams become heroes and achievers in their
spheres. I think it is better to have dreams even if we fail to realise them. Who would
have dreams if the teenagers don’t—will these grey-headed, grey-bearded persons
have dreams? Let the teenagers indulge in their natural activity and dream of a golden
future. They will strive to translate them into reality.