Key Words

1) Water	8) Wada (Dalit settlement)
2) Untouchability	9) Oppression
3) Struggle	10) Panchama (Dalits who were considered outcastes)
4) Injustice	11) Tsunami
5) Tears	12) Mineral water
6) Thirst	13) Blood
7) Village	14) Life

Metaphors

• Water as a witness: The poet uses water as a metaphor for centuries of oppression and injustice. Water has “seen” the suffering and discrimination experienced by the lower castes.
• Water as a movement: Water represents a powerful symbol of the Dalit struggle for equality and dignity, much like the Mahad struggle.
• Water as a commodity: The transformation of water into “mineral water” and its commodification by multinational corporations is metaphorical of how basic rights and resources of the poor are taken away and exploited.
• Water as life and death: Water is depicted both as a giver of life and a force that can “devour” lives, as in the case of floods and the tsunami.

Imageries

• Thirst of the wada: The image of the wada (Dalit settlement) parched for water, contrasted with the rest of the village, creates a strong visual of inequality.
• Strained muscles: The imagery of children walking miles and straining their necks to carry heavy pots of water symbolizes the physical and emotional burden placed on the marginalized.
• Burning Malapalle: The description of Malapalle burning to ashes for want of a pot of water paints a picture of destruction and the dire consequences of water scarcity.
• Blood like streams: The metaphor of blood flowing like streams emphasizes the violence and bloodshed in the struggle for water.
• Tsunami wave: The image of the tsunami wave represents the devastating power of water when it turns destructive.
• Bisleri bottle: Water sitting innocently in a “Bisleri bottle” contrasts sharply with the struggles depicted earlier, symbolizing commercialization and the disconnect from the human suffering associated with water.

Major Themes

1. Caste-based Discrimination: The poem brings out the deep-rooted caste system in Indian society, where access to basic resources like water is denied to the marginalized.
2. Gender and Social Injustice: Water symbolizes not just the struggle of the lower castes but also the compounded suffering faced by Dalit women, who bear the double burden of gender and caste oppression.
3. Water as a Symbol of Power and Oppression: Water is central to the poem as a symbol of life but also becomes a tool of oppression. The denial of water rights to the Dalits and the commodification of water by corporations highlights the imbalance of power.
4. Struggles for Equality: The poem reflects historical struggles like the Mahad movement, where Dalits fought for the right to access public water sources.
5. Commodification of Natural Resources: The transformation of water from a basic necessity into a market commodity underlines the exploitation of resources by the wealthy and the powerful.
6. Human Rights and Social Movements: Water serves as a metaphor for larger human rights issues, suggesting that basic necessities are often denied to the underprivileged while being freely available to others.

1. Answer the following questions in one or two sentences each.

(2 Marks Questions)

1. What does the water represent in the poem?

Answer: The water represents the struggles and hardships faced by the marginalized communities.

• Why does the poet say that water knows everything?

Answer: The poet says water knows everything because it has witnessed the pain, suffering, and injustice faced by generations.

• What does the poet remember when she sees water?

Answer: The poet remembers how her community struggled for water and the long distances they had to walk to get it.

• How does the poet describe the difference between the village and the wada?

Answer: The poet describes that the wada (where the lower caste people live) often thirsted for water, while the village had easy access to it.

• What is the significance of the ‘Mahad struggle’ in the poem?

Answer: The ‘Mahad struggle’ symbolizes the fight for equal rights to access water, especially for the oppressed classes.

• How does the poet describe the transformation of water into ‘mineral water’?

Answer: The poet describes how water, once a basic need, is now turned into a market commodity like ‘mineral water.’

• Why is water important to the wada community?

Answer: Water is important because it is scarce for them, and they have to fight for every drop, unlike the rest of the village.

• What does the poet mean when she says ‘water is not simply H2O’?

Answer: The poet means that water is not just a scientific element; it holds deep social and emotional significance for marginalized communities.

• How did the lack of water affect the Malapalle community?

Answer: The Malapalle community suffered greatly due to a lack of water, with their homes burning down in the process.

1. What does the poet say about the power of water?

Answer: The poet says water can give life but also take lives through natural disasters like floods and tsunamis.

1. What is the main issue discussed in the poem?

Answer: The main issue discussed is the unequal access to water between different communities, especially the marginalized.

1. Who are the wada people in the poem?

Answer: The wada people are from the lower castes, and they face discrimination in accessing water.

1. Why is the poet angry about the commercialization of water?

Answer: The poet is angry because water, which is a basic need, is now being sold as a product, making it inaccessible to the poor.

1. What struggles do the wada children face according to the poet?

Answer: The wada children walk long distances to fetch water, carrying heavy pots on their heads.

1. What does the poet say about the village bathing habits?

Answer: The poet says that the village people could bathe twice a day, while the wada people had to wait for a weekly bath.

1. How did the water impact the Dalit woman in Karamchedu?

Answer: The Dalit woman, Suvarthamma, used her water pot as a symbol of protest when the landlords tried to stop her from accessing water.

1. What happened to the Malapalle due to water scarcity?

Answer: The Malapalle burned to ashes because they didn’t have enough water to protect their homes.

1. How does water become dangerous, according to the poem?

Answer: Water becomes dangerous when it causes natural disasters like floods and tsunamis, destroying entire villages.

1. Why does the poet say that water contains the world?

Answer: The poet says this to show that water holds many stories of struggle, life, death, and injustice.

• What do the poet’s memories of childhood reveal about water?

Answer: The memories reveal that fetching water was a difficult task for her community, and they had to make great efforts to get it.

• How does the poet use water as a metaphor in the poem?

Answer: The poet uses water as a metaphor to represent the struggles, oppression, and resistance faced by marginalized communities.

• How does the poem show the connection between water and human rights?

Answer: The poem shows that access to water is a basic human right that has been denied to certain communities, leading to injustice.

• Why is water both a symbol of life and death in the poem?

Answer: Water is a symbol of life because it sustains us, but it is also a symbol of death when it causes floods or is denied to those in need.

1. Answer the following questions in about 60 words each

(3 Marks)

1. What does the poet mean when she says water knows the “generations-old strife” between the village and the wada?

Answer: The poet uses water as a symbol of awareness. She suggests that water has witnessed the long history of conflict and discrimination between the upper-caste village and the lower-caste wada. This strife is primarily about the inequality in access to basic resources like water, reflecting the social injustice suffered by the wada community.

• How does the poem describe the daily challenges faced by the wada people in accessing water?

Answer: The poem explains how the wada people have to wait by the well for someone from the higher castes to arrive and draw water for them. They cannot draw water themselves because of untouchability. The poem highlights the physical and emotional struggle involved in something as basic as getting water for the lower caste people.

• Why does the poet say that water is not just H2O for her community?

Answer: The poet says water is not just H2O because, for her community, it represents a long history of struggle, pain, and resistance. While water is a simple element for others, for the marginalized communities, it is a symbol of their fight for equality, dignity, and access to basic human rights.

• What is the significance of the Mahad struggle in the poem?

Answer: The Mahad struggle represents a historical movement where Dalits fought for the right to access public water sources. In the poem, the Mahad struggle becomes a symbol of the larger fight for equality and justice, especially in securing the right to basic necessities like water, which had been denied to the lower castes for centuries.

• How does the poet highlight the impact of water scarcity in the Malapalle community?

Answer: The poet vividly describes how the lack of water led to the burning of the Malapalle community. The scarcity of water caused destruction and suffering in this community, reflecting how something as vital as water can become a matter of life and death, particularly for marginalized groups who face discrimination and deprivation.

• Why does the poet use the image of blood flowing like streams in the poem?

Answer: The image of blood flowing like streams symbolizes the intense struggle and sacrifices made by marginalized communities in their fight for equal access to water. The poet emphasizes that their battle for water has been long and painful, marked by bloodshed and suffering, yet they have never fully won the right to a sufficient and fair share of water.

• How does the poem show the difference between the lives of the village people and the wada people?

Answer: The poem contrasts the lives of the village people, who enjoy easy access to water and can bathe twice a day, with the wada people, who must walk long distances to collect water and have to wait for a weekly bath. This comparison highlights the inequality and injustice faced by the wada community regarding their access to basic necessities like water.

• Why does the poet describe water as both life-giving and destructive?

Answer: The poet describes water as life-giving because it sustains life, but also as destructive because it can cause natural disasters like tsunamis and floods, which destroy villages. Water can also destroy lives when people are denied access to it, as in the case of the marginalized communities who struggle to get enough water for survival.

• What does the poet mean by saying water can ignite struggles between communities?

Answer: The poet means that access to water can lead to conflicts between different groups, especially when some communities have more access than others. This unequal distribution can create tensions, as people fight for their right to water. The poem suggests that water has historically been a source of conflict and continues to be so.

1. Why does the poet mention “mineral water” and its role in the poem?

Answer: The poet mentions “mineral water” to highlight the commercialization of water, where it is bottled and sold for profit by corporations. This reflects how something as essential as water, which should be available to everyone, is being turned into a product for the wealthy, making it even harder for the poor and marginalized communities to access clean water.

1. What struggles does the poet’s community face when trying to access water?

Answer: The poet’s community faces the challenge of walking long distances to fetch water and being denied the right to draw water from wells due to untouchability. They have to rely on higher-caste people to pour water from a distance, and even then, they are often humiliated. The poet describes this daily struggle as a symbol of larger social injustices.

1. How does the poet describe the well as a symbol of untouchability?

Answer: The poet describes the well as a place where the practice of untouchability is evident. The lower-caste people are not allowed to touch the well or draw water from it themselves. They must wait for someone from a higher caste to help them, often facing discrimination and humiliation in the process. This symbolizes the deep- rooted caste-based discrimination in society.

1. What does the poet mean by “a single drop of water embodies tears shed over several generations”?

Answer: The poet suggests that water holds deep emotional and historical significance for her community. Every drop of water represents the pain and suffering experienced by generations of marginalized people who have been denied access to this basic resource. It symbolizes the tears, struggles, and resistance of those who have fought for equality and justice.

1. Why is the weekly bath described as a “wondrous festival” for the poet’s community?

Answer: The weekly bath is described as a “wondrous festival” because it is a rare event for the poet’s community, who usually have limited access to water. Unlike the village people who can bathe daily, the wada people have to wait for their chance to bathe once a week, making it a special and significant occasion for them.

1. How does the poem portray water as a symbol of injustice?

Answer: The poem portrays water as a symbol of injustice by showing how marginalized communities are denied equal access to it. The poem highlights how something as basic as water is withheld from certain groups, forcing them to fight for every drop while others enjoy it freely. This unequal access reflects the broader social and caste­based injustices in society.

1. What is the poet’s reaction to the commercialization of water?

Answer: The poet is critical of the commercialization of water, describing how it has been turned into a product sold by multinational companies. This transformation from a natural resource into a market commodity makes it even harder for poor communities to access clean water, deepening the existing inequality and injustice surrounding water.

1. Why does the poet describe water as a powerful force that can “devour lives”?

Answer: The poet describes water as a powerful force that can “devour lives” because it has the potential to cause natural disasters like floods and tsunamis, which destroy entire communities. Water can also “devour” lives when people are denied access to it, leading to suffering and death, as seen in the struggles of the marginalized communities.

1. What does the poet mean by saying “the poor are but playthings in its vicious hands”?

Answer: The poet means that the poor are often the most vulnerable when water becomes scarce or destructive. They suffer the most during natural disasters like floods and droughts, and they are also the ones who are denied access to clean water. The poor have little control over the distribution of water, making them helpless in the face of its power.

1. How does the poet use the example of the wada girl to highlight social injustice?

Answer: The poet uses the example of the wada girl who is humiliated by a higher-caste person pouring water from a distance. When he accidentally touches her, it causes uproar, highlighting the deep-rooted practice of untouchability. This example emphasizes how everyday actions like fetching water are fraught with discrimination and social injustice.

• What message does the poet convey through her memories of fetching water as a child?

Answer: Through her memories, the poet conveys the hardships faced by her community in accessing water. She describes the physical strain of carrying heavy pots of water over long distances, and how water was a rare and precious resource for them. Her memories reflect the larger issue of water scarcity and social injustice faced by marginalized communities.

• How does the poet use her personal experiences to convey the theme of social injustice in the poem?

Answer: The poet uses her personal experiences, such as fetching water as a child and witnessing the humiliation faced by her community, to convey the theme of social injustice. These experiences reflect the discrimination and hardship endured by the lower-caste communities in accessing basic resources like water, making the theme of social injustice more relatable and powerful.

(FROM QUESTION BANK)

1. What according to the speaker knows the ground’s incline in ‘Water’?

Answer: According to the speaker, water knows the ground’s incline.

• Generations-old-strife in ‘Water’ refers to the dispute between
• leather and spool.
• village and wada.
• Samaria woman and Jesus.

Answer: b) village and wada.

• What according to the speaker never disappears in ‘Water’?

Answer: According to the speaker, the water never disappears.

• Whose agony is for a pot of water as mentioned in ‘Water’?

Answer: The agony of the wada people is for a pot of water.

• Who is entitled to pour water into Panchama’s pot as mentioned in ‘Water’?

Answer: The upper caste people are entitled to pour water into Panchama’s pot.

• Mention any one of the types of humiliation met by the wada girl in ‘Water’.

Answer: The wada girl faced humiliation when a higher caste person accidentally touched her while pouring water.

• Whom did Karamchedu Suvarthamma mentioned in ‘Water’ oppose?

Answer: Karamchedu Suvarthamma opposed the upper caste people.

• According to the speaker in ‘Water’, water is witness to

a) social injustice. b) pollution of pond c) ground’s incline.

Answer: a) social injustice.

• What is the speaker in ‘Water’ reminded of when she sees water?

Answer: The speaker is reminded of the generational struggles for water.

1. Where did the Mahad struggle mentioned in ‘Water’ take place?

Answer: The Mahad struggle took place in Maharashtra.

1. What would the speaker’s wada mentioned in ‘Water’ thirst for all day?

Answer: The speaker’s wada would thirst for a pot of water all day.

1. According to the speaker in ‘Water’, they never managed to win even a

a) glass of water                      b) pot of water.               c) puddle of water.

Answer: b) pot of water.

1. What was welcomed as a wondrous festival according to the speaker in ‘Water’?

Answer: The weekly bath was welcomed as a wondrous festival.

1. When does the speaker remember her childhood in ‘Water’?

Answer: The speaker remembers her childhood whenever she sees water.

1. What was burnt to ashes for want of a pot of water according to the speaker in ‘Water’?

Answer: The speaker mentions that the village of Malapalle was burnt to ashes for want of a pot of water.

1.           are playthings in the vicious hands of water according to the speaker in ‘Water’?

a)TheMNCs b) The landlords                             c) The poor

Answer: c) The poor.

1. What according to the speaker can water ignite in ‘Water’?

Answer: According to the speaker, water can ignite struggles between communities.

1. Where does water finally become a commodity according to the speaker in ‘Water’?

Answer: Water finally becomes a commodity in multinational markets.

1. What is now a multinational market commodity mentioned in ‘Water’?

Answer: Bottled water is now a multinational market commodity.

• What is the new name of water mentioned in ‘Water’?

Answer: The new name of water is “mineral water.”

1. Answer the following questions in about 100 words each

(4 Marks)

1. How is water witness to centuries of social injustice mentioned in ‘Water’?

Answer: In Water, the poet describes water as a silent witness to centuries of social injustice, particularly in the context of caste discrimination. The speaker recounts the agonizing experiences of marginalized communities who are denied access to water due to their lower social status. Water knows the long-standing struggles between the village and the wada, the untouchability practices, and the unfair treatment that has persisted for generations, symbolizing how social inequalities are deeply rooted in society.

• What are the things that the water knows in the poem ‘Water’?

Answer: In the poem, water is portrayed as an omniscient element that understands many injustices in society. It knows the incline of the ground and the generational conflicts between the village and the wada. Water is aware of the untouchability that never disappears, the agony of the Panchama waiting for a pot of water, the humiliation of the wada girl, and the rage of Suvarthamma. It also knows the disparities between communities, the commercialization of water, and its role in both sustaining life and causing destruction.

• Describe the many things that the speaker remembers when she sees water in ‘Water’.

Answer: When the speaker sees water, she recalls various painful memories associated with it. She remembers her wada, which thirsted for water all day, and the struggles her community faced to access even a small amount of water. The speaker also reflects on how they cherished their weekly baths as a wondrous festival, in contrast to others who bathed luxuriously every day. She remembers walking long distances to fetch water from the canal, and how the village of Malapalle was burned to ashes for the lack of water.

• How can water give life and devour lives according to the speaker in ‘Water’?

Answer: According to the speaker, water has the dual power to both give life and devour it. On one hand, water is essential for sustaining life, quenching thirst, and nourishing the land. On the other hand, it can also be destructive, as seen in the case of natural disasters like tsunamis and floods that wipe out entire villages. Water’s ability to create and destroy highlights its immense power and the contrasting ways it affects different communities.

• Bring out the irony in ‘Water’ where the speaker remarks on the innocence of water.

Answer: The irony in the speaker’s remark about the innocence of water lies in the fact that while water is an essential, life-giving element, it is also the source of immense suffering for marginalized communities. Water appears innocent and pure, yet it has been manipulated by society to create division and perpetuate inequality. The fact that something so necessary for life can be denied to certain people based on their caste or status reveals the deeper social injustices at play, making water’s “innocence” seem cruelly ironic.

• ‘Water’ demonstrates the disparity and discrimination in society. Discuss.

Answer: Water highlights the stark disparity and discrimination that exists in society, particularly through the lens of caste-based injustice. The speaker recounts how marginalized communities, such as the wada people, are denied access to basic necessities like water, while the upper castes live in comfort. The poem reveals the ongoing struggle for equal access to water, a resource that should belong to all. The commercialization of water further deepens this divide, as those who can afford it gain access, while the poor continue to suffer.

• The things that the water knows imply humiliations, violence, and injustice. Explain with reference to ‘Water’.

Answer: In Water, the speaker attributes human-like qualities to water, suggesting that it “knows” about the humiliations, violence, and injustice experienced by lower-caste communities. Water knows the agony of those denied access to it, the humiliations faced by women, and the struggles of individuals like Suvarthamma who resist the dominance of the upper castes. These memories of water reflect the long history of social oppression and highlight the ongoing fight for equality and basic rights, such as the right to clean water.

• The right to water is not given equally in our society. How does the poem ‘Water’ prove this?

Answer: The poem Water illustrates the unequal distribution of water in society, particularly focusing on caste­based discrimination. The speaker describes how the lower-caste communities are denied the right to draw water from wells, forced to rely on others for this basic necessity. The disparity is further highlighted by the commercialization of water, where those who can afford it have access to clean, bottled water, while the poor continue to struggle for even a drop. The poem brings to light the deep-seated injustice surrounding the access to water.

• Water that ignites struggles and strife can also be a market commodity. Examine the statement in the light of ‘Water’.

Answer: In Water, the poet illustrates how something as essential as water can be the cause of both social conflict and commercialization. For marginalized communities, access to water is a daily struggle, leading to social tensions and strife. At the same time, water has been commodified by corporations, transforming it into a market product, such as bottled mineral water. This commercialization highlights the irony that, while water is a source of conflict for the poor, it is also a profitable commodity for the wealthy, widening the social divide.

1. Water is a luxury for one class and a struggle for another in our society. How does the poem ‘Water’ present this contrast?

Answer: The poem Water presents the stark contrast between those for whom water is a luxury and those for whom it is a daily struggle. The speaker recalls how the upper castes bathed luxuriously twice a day, while the lower-caste communities would walk long distances for a single pot of water. The poor cherished their weekly baths as a rare occasion, whereas the wealthy took water for granted. This contrast underscores the inequality in the distribution of water and reflects the broader social divide based on caste and economic status.

Key Words

• Rural women
• Arivoli lyakkam
• Selfrespect
• Economic implications
• Social movement

Major Themes:

• Empowerment through cycling: Women in rural Pudukkottai district use cycling as a symbol of independence, gaining freedom from societal constraints.
• Breaking gender barriers: Women are overcoming patriarchal opposition by adopting cycling as part of their daily routines.
• The link between literacy and mobility: The Arivoli lyakkam literacy campaign plays a crucial role in promoting both education and physical mobility for women.
• Economic impact of cycling: Women save time and increase their economic productivity by cycling to different villages to sell goods or perform other tasks.
• Social change and community support: Women support one another by teaching cycling skills, leading to a collective movement toward progress.

1. Answer the following questions in one or two sentences each.

(2 Marks Questions)

1. What does cycling represent for the women in Pudukkottai?

Answer: Cycling represents independence, freedom, and mobility for the women in Pudukkottai, allowing them to break away from societal limitations.

• Why did some women prefer “gents’ cycles” over “ladies’ cycles”?

Answer: Some women preferred “gents’ cycles” because the additional bar allowed them to seat a child or carry items more easily.

• How did cycling help women in their economic activities?

Answer: Cycling helped women by reducing their dependence on public transport, allowing them to save time and expand their market reach.

• What role did Arivoli lyakkam play in the cycling movement?

Answer: Arivoli lyakkam supported the cycling movement by providing social approval, training, and promoting cycling as part of the literacy drive.

• What obstacles did women face when they first started cycling?

Answer: Women faced social stigma, including dirty remarks and attacks on their character, when they first started cycling.

• Who initiated the idea of promoting cycling among rural women?

Answer: Sheela Rani Chunkath, the former district collector of Pudukkottai, initiated the idea of promoting cycling among rural women as part of the literacy drive.

• How did the women overcome societal resistance to cycling?

Answer: The women overcame societal resistance by gaining confidence, supported by the Arivoli lyakkam movement, and through determination to assert their rights.

• Why is cycling compared to flying an airplane in the text?

Answer: Cycling is compared to flying an airplane because, for rural women, learning to cycle was as empowering and liberating as achieving a monumental task.

• What is the significance of the all women cycle rally in 1992?

Answer: The all women cycle rally in 1992 was significant because it was a powerful demonstration of women’s independence and the success of the cycling movement in Pudukkottai.

1. What are the benefits of cycling besides economic ones, as mentioned in the text?

Answer: Besides economic benefits, cycling gives women a sense of freedom, independence, and self-respect, which are equally valuable.

1. How did cycling improve the mobility of rural women?

Answer: Cycling improved the mobility of rural women by allowing them to travel freely without relying on public transport or men, which gave them more independence in their daily lives.

1. How does the literacy movement connect with the cycling initiative?

Answer: The literacy movement, Arivoli lyakkam, connected with the cycling initiative by encouraging neo-literate women to learn cycling as a way to enhance their independence and mobility.

1. Why was there a shortage of “ladies’ cycles” in Pudukkottai?

Answer: There was a shortage of “ladies’ cycles” in Pudukkottai because of the large demand created by the cycling movement, with thousands of women wanting to learn cycling.

1. What were the economic benefits for women who cycled to sell their produce?

Answer: The economic benefits for women who cycled to sell their produce included saving time, expanding the number of villages they could reach, and having more time to focus on selling.

1. How did cycling help women manage their household chores?

Answer: Cycling helped women manage their household chores by allowing them to combine tasks like fetching water or carrying children while travelling to work or selling goods.

1. What role did men play in the cycling movement?

Answer: Some men, like Muthu Bhaskaran, supported the cycling movement by writing songs that encouraged women to learn cycling, while others were initially hesitant or hostile.

1. How did UNICEF respond to the cycling movement?

Answer: Impressed by the cycling movement, UNICEF sanctioned fifty mopeds for Arivoli women activists, recognizing the importance of mobility for rural women.

1. What challenges do women still face in affording bicycles?

Answer: Many women in Pudukkottai still face challenges in affording bicycles, as each cycle costs over Rs.1,400, making it difficult for them to own one.

1. How has the cycling movement changed Pudukkottai?

Answer: The cycling movement has transformed Pudukkottai by empowering a large number of rural women to gain independence, confidence, and mobility, altering the district’s social fabric.

• How does cycling boost women’s self-respect, according to the text?

Answer: Cycling boosts women’s self-respect by allowing them to feel independent and capable, breaking away from traditional roles that kept them dependent on men.

• What challenges did women face when they began learning to cycle, and how did they overcome them? Answer: Women faced social stigma and verbal abuse when they began cycling, but they overcame these challenges through determination, support from Arivoli lyakkam, and the confidence gained from their new skills.
• How did cycling contribute to the economic empowerment of women in rural areas?

Answer: Cycling contributed to the economic empowerment of women by giving them the ability to reach more markets, save time, and reduce their dependence on unreliable public transportation.

• Why did Arivoli lyakkam include cycling as part of its literacy campaign?

Answer: Arivoli lyakkam included cycling in its literacy campaign because it saw mobility as a key factor in building confidence and independence among newly literate women, enabling them to fully participate in society.

• What impact did cycling have on the daily lives of women in Pudukkottai?

Answer: Cycling had a profound impact on the daily lives of women by giving them the freedom to travel without waiting for buses or relying on men, allowing them to manage both household and economic activities more efficiently.

• How did the cycling movement reflect the broader goal of gender equality?

Answer: The cycling movement reflected the broader goal of gender equality by challenging traditional gender roles, giving women the freedom to move independently, and asserting their right to public spaces and opportunities.

• In what ways did cycling enhance the literacy campaign’s objectives?

Answer: Cycling enhanced the literacy campaign’s objectives by increasing women’s mobility, which allowed them to access education, employment, and social activities that were previously out of reach due to transportation barriers.

• How did the social perception of cycling change over time in Pudukkottai?

Answer: Initially, cycling was met with resistance and negative comments, but over time, it gained social acceptance as more women adopted it and proved its value in improving their lives.

• How does the story of the cycling movement in Pudukkottai serve as an example of grassroots social change?

Answer: The story of the cycling movement in Pudukkottai serves as an example of grassroots social change by showing how a simple activity like cycling can empower women, challenge societal norms, and inspire widespread social progress.

• What role did community support play in the success of the cycling movement?

Answer: Community support, particularly from women who trained others for free and activists who promoted cycling, played a crucial role in the success of the movement by creating a strong network of solidarity and encouragement.

• How did the cycling movement create new opportunities for women in terms of employment and education?

Answer: The cycling movement created new opportunities for women by giving them the freedom to travel to distant villages, access education, and sell goods more efficiently, thus opening up new avenues for employment and personal growth.

1. Answer the following questions in about 60 words each

(3 Marks)

1. Why did women in Pudukkottai want to learn cycling?

Answer: Women in Pudukkottai wanted to learn cycling because it gave them independence, freedom, and the ability to travel without relying on others. It allowed them to reach more places to sell goods, manage household tasks more easily, and gain confidence. Cycling also represented breaking away from traditional gender roles that limited their mobility.

• How did cycling help women improve their daily lives?

Answer: Cycling helped women improve their daily lives by allowing them to travel faster and more efficiently. They no longer had to wait for buses or depend on men for transportation. This gave them more time to focus on their work, household tasks, and education. It also helped them earn more money by reaching more markets to sell their produce.

• What was the role of the Arivoli lyakkam movement in teaching women to cycle?

Answer: The Arivoli lyakkam movement played a key role in teaching women to cycle by organizing training camps and encouraging them to learn. It supported women by promoting the idea that cycling was a symbol of freedom and independence. The movement also helped women gain the confidence to overcome societal opposition and become more mobile and self-reliant.

• How did cycling change the way women were viewed in their community?

Answer: Cycling changed the way women were viewed in their community by challenging traditional gender roles. As more women started cycling, they were seen as independent and capable of managing their own lives. Although some people initially opposed the idea, over time, it became a symbol of women’s empowerment and freedom, and the community started to accept and respect it.

• Why did cycling become a symbol of freedom for women in Pudukkottai?

Answer: Cycling became a symbol of freedom for women in Pudukkottai because it allowed them to break free from restrictions that limited their movement. By learning to cycle, women gained the ability to travel independently for work, education, and household chores. It also gave them a sense of confidence and control over their lives, making cycling a powerful symbol of their independence.

• How did women manage to overcome the societal stigma of cycling?

Answer: Women managed to overcome the societal stigma of cycling by staying determined and supporting each other. With the help of the Arivoli lyakkam movement, they gained confidence in their abilities and refused to be held back by negative comments or opposition. As more women started cycling, the community began to accept it as normal, and the stigma eventually faded.

• Why did cycling help women save time in their daily activities?

Answer: Cycling helped women save time in their daily activities by allowing them to travel more quickly between villages and markets. They no longer had to wait for unreliable buses or walk long distances. This extra time allowed them to focus more on their businesses, education, or household tasks, making their daily routines more efficient and productive.

• What role did men play in the cycling movement?

Answer: Some men supported the cycling movement by encouraging women to learn and by writing songs that inspired them. However, there were also men who initially opposed women cycling because they believed it challenged traditional gender roles. Over time, as the benefits of cycling became clear, more men accepted and supported the movement, recognizing its importance in empowering women.

• How did the cycling movement contribute to gender equality?

Answer: The cycling movement contributed to gender equality by giving women the freedom to move around independently, which was previously something only men could do. As more women began to cycle, they gained confidence and started challenging traditional gender roles that limited their opportunities. The movement showed that women could be just as independent and capable as men, helping to create more equal opportunities for both genders.

1. What challenges did women face when they first started cycling?

Answer: Women faced challenges like negative comments, opposition from men, and societal expectations when they first started cycling. Some people believed that women should not be independent or travel alone. However, with the support of the Arivoli lyakkam movement and their own determination, women overcame these challenges and proved that cycling was a tool for empowerment and freedom.

1. How did cycling improve women’s economic opportunities in Pudukkottai?

Answer: Cycling improved women’s economic opportunities in Pudukkottai by allowing them to travel quickly to different villages to sell their goods. This saved time and enabled them to reach more customers, increasing their income. With cycling, women could also combine household tasks with work, making them more productive and efficient in both areas.

1. Why did some women prefer “gents’ cycles” over “ladies’ cycles”?

Answer: Some women preferred “gents’ cycles” because they were sturdier and had an extra bar, which made it easier to carry heavy items or seat a child. Although traditionally designed for men, these cycles were more practical for the women’s needs, especially when travelling between villages with goods or performing household tasks while cycling.

1. What was the significance of the all women cycle rally in 1992?

Answer: The all women cycle rally in 1992 was significant because it demonstrated the strength of the cycling movement in Pudukkottai. Over 1,500 women participated, showing the community that women could be independent and capable. It helped to challenge societal norms, promote gender equality, and inspire other women to take up cycling as a way to improve their lives.

1. How did cycling help women gain confidence and independence?

Answer: Cycling helped women gain confidence and independence by allowing them to travel on their own without relying on men or public transport. It gave them the freedom to move around freely for work, education, and household tasks. This newfound mobility helped women feel more in control of their lives and boosted their self-esteem, as they were able to manage their responsibilities more effectively.

1. How did cycling benefit women both economically and socially?

Answer: Cycling benefited women economically by allowing them to travel quickly to different markets to sell their goods, which increased their income. It also saved them time, which they could use for other activities. Socially, cycling gave women the confidence to challenge traditional gender roles and become more independent. It helped them gain respect in their communities and encouraged other women to join the movement for empowerment.

1. What impact did cycling have on household chores for women?

Answer: Cycling made it easier for women to manage household chores by allowing them to combine tasks, such as fetching water or carrying children, while travelling. With a bicycle, women could save time and energy, making their daily routines more efficient. This gave them more time to focus on other activities, such as selling goods or participating in community events, without compromising their household responsibilities.

1. How did the Arivoli lyakkam movement support women’s cycling?

Answer: The Arivoli lyakkam movement supported women’s cycling by organizing training sessions, encouraging women to learn, and promoting cycling as a symbol of freedom and independence. The movement provided the social approval women needed to challenge societal norms and helped them gain the confidence to overcome opposition. Through its efforts, the movement empowered women to take control of their lives and become more independent.

1. Why was cycling considered a revolutionary act for women in Pudukkottai?

Answer: Cycling was considered a revolutionary act for women in Pudukkottai because it defied traditional gender roles that restricted women’s mobility and independence. By learning to cycle, women were able to travel freely and take control of their lives, challenging societal expectations. The act of cycling represented a break from the past, where women were expected to be dependent on men for transportation, and symbolized their empowerment.

1. How did the cycling movement improve women’s mobility and access to resources?

Answer: The cycling movement improved women’s mobility by giving them a fast and reliable way to travel between villages and markets. This allowed them to access resources like education, healthcare, and economic opportunities more easily. With increased mobility, women could reach more customers, sell their goods more efficiently, and participate in community activities, all of which helped improve their overall quality of life.

• How did women help each other learn to cycle?

Answer: Women helped each other learn to cycle by forming supportive groups where those who already knew how to cycle taught others. They practiced together, encouraged each other, and shared tips to improve their skills. This sense of community and solidarity helped many women overcome their fears and gain confidence in cycling, contributing to the success of the movement and creating a strong network of support among women in Pudukkottai.

• How did cycling change the lives of rural women in Pudukkottai?

Answer: Cycling changed the lives of rural women in Pudukkottai by giving them independence and mobility. They were no longer reliant on men or public transport to travel. It allowed them to combine household chores with economic activities, expanded the number of villages they could access for work, and boosted their confidence. For many, cycling became a symbol of freedom, helping them break away from traditional gender constraints.

• What role did Arivoli lyakkam play in promoting cycling among rural women?

Answer: Arivoli lyakkam, the “Light of Knowledge” movement, played a crucial role in promoting cycling among rural women by integrating it into its literacy campaign. It provided social sanction for women to cycle, organized training camps, and encouraged newly literate women to learn cycling as a way to boost their independence. The movement supported women in overcoming societal resistance, helping them gain confidence and mobility.

• How did women benefit economically from cycling?

Answer: Women benefited economically from cycling by saving time on transportation, expanding the area they could cover for selling goods, and reducing their dependence on buses or men for travel. This increased their productivity, allowing them to focus more on their businesses, which boosted their income. Additionally, cycling helped them balance economic activities with household tasks, making them more efficient and independent.

• How did the cycling movement address gender inequality in Pudukkottai?

Answer: The cycling movement addressed gender inequality in Pudukkottai by challenging traditional norms that restricted women’s mobility. By learning to cycle, women gained the freedom to travel independently, breaking away from societal expectations that kept them confined to their homes. The movement empowered women to assert their rights, take control of their lives, and participate more fully in social and economic activities, thus promoting gender equality.

• What were the social and psychological impacts of cycling on rural women?

Answer: The social and psychological impacts of cycling on rural women were profound. Socially, it helped them break free from gender roles that restricted their mobility and independence. Psychologically, it boosted their self-confidence, self-respect, and sense of freedom. For many women, cycling became a symbol of empowerment, allowing them to challenge societal norms and assert their rights. It also fostered a sense of community and solidarity among women.

• Why did some women face opposition when they started cycling, and how did they overcome it?

Answer: Some women faced opposition when they started cycling due to societal norms that discouraged women from being independent or mobile. They were subjected to derogatory remarks and attacks on their character. However, they overcame this resistance with determination, support from the Arivoli lyakkam movement, and the confidence gained from cycling itself. Over time, their persistence led to broader social acceptance of women cycling.

• How did the cycling movement lead to economic changes in Pudukkottai?

Answer: The cycling movement led to economic changes in Pudukkottai by enabling women to travel to multiple villages to sell their produce without waiting for buses or relying on men. This increased their productivity and market reach, allowing them to earn more money. Cycling also saved time, which women could use for both economic activities and household chores, boosting their overall efficiency and economic standing.

• How did the International Women’s Day cycle rally in 1992 impact Pudukkottai?

Answer: The International Women’s Day cycle rally in 1992 had a significant impact on Pudukkottai by drawing attention to the growing cycling movement. With over 1,500 women participating, the rally showcased women’s independence and confidence, challenging traditional gender roles. It stunned the town’s inhabitants, symbolizing the social progress being made through the movement, and helped further legitimize cycling as a tool for women’s empowerment.

• How did cycling give women a sense of independence and freedom, according to the women interviewed in the text?

Answer: According to the women interviewed, cycling gave them a sense of independence and freedom by allowing them to move around without waiting for buses or relying on men. It freed them from societal expectations and enabled them to travel where and when they wanted, for work or personal reasons. Cycling also provided them with the confidence to take control of their lives and assert their rights in public spaces.

• How did the cycling movement contribute to social change in Pudukkottai?

Answer: The cycling movement contributed to social change in Pudukkottai by empowering women to challenge traditional gender roles and societal norms. It gave women the freedom to travel independently, increased their confidence, and allowed them to participate more fully in economic and social activities. The movement also fostered a sense of solidarity among women, as they taught and supported each other in learning to cycle, creating a collective push for progress.

(FROM QUESTION BANK)

1. Where was cycling as a social movement started according to P. Sainath?

Answer: Cycling as a social movement was started in Pudukkottai district, Tamil Nadu, according to P. Sainath.

• What is meant by ‘neo-cyclists’ mentioned in ‘Where There Is A Wheel’?

Answer: ‘Neo-cyclists’ refers to newly literate women who have recently learned how to cycle.

• Name one of the three women who trained other women in cycling in ‘Where There Is A Wheel’. Answer: Jameela Bibi is one of the three women who trained others in cycling.
• What does the bicycle represent for rural women according to P. Sainath?

Answer: The bicycle represents independence, freedom, and mobility for rural women.

• Who have been benefited the most by cycling according to P. Sainath?

Answer: Rural women, especially neo-literates, have benefited the most by cycling.

• Who took to ‘cycling’ as a social movement in ‘Where There Is A Wheel’?

Answer: Neo-literate rural women in Pudukkottai took to cycling as a social movement.

• Which movement helped the ‘neo-literates’ to become ‘neo-cyclists’ according to P. Sainath?

Answer: The Arivoli lyakkam (Light of Knowledge Movement) helped neo-literates become neo-cyclists.

• What has been a chosen medium for rural women of Pudukkottai according to P. Sainath?

Answer: Cycling has been the chosen medium for rural women of Pudukkottai.

• Name the quarry worker and Arivoli volunteer who trains other women in ‘Where There Is A Wheel’.

Answer: Manormani is the quarry worker and Arivoli volunteer who trains other women.

1. What was Fathi ma by profession according to P. Sainath?

Answer: Fathima was a secondary school teacher.

1. Who gave social sanction to cycling according to P. Sainath?

Answer: The Arivoli lyakkam movement gave social sanction to cycling.

1. What is “Arivoli lyakkam’ mentioned in ‘Where There Is A Wheel’?

Answer: ‘Arivoli lyakkam’ is the Light of Knowledge Movement that promoted literacy and cycling.

1. Who is one of the pioneers of the cycling movement according to P. Sainath?

Answer: N. Kannammal is one of the pioneers of the cycling movement.

1. Who was Manormani mentioned in ‘Where There Is A Wheel’?

Answer: Manormani is a quarry worker and Arivoli volunteer who trains other women in cycling.

1. Who was Muttu Bhaskaran mentioned in ‘Where There Is A Wheel’?

Answer: Muttu Bhaskaran was a male Arivoli activist who wrote a famous cycling song.

1. Name the Arivoli activist who wrote the famous cycling song according to P. Sainath.

Answer: Muttu Bhaskaran wrote the famous cycling song.

1. Who is Sheela Rani Chunkath mentioned in ‘Where There Is A Wheel’?

Answer: Sheela Rani Chunkath is the former district collector of Pudukkottai and the brainchild behind the cycling movement.

1. In which official position was Sheela Rani Chunkath according to P. Sainath?

Answer: Sheela Rani Chunkath was the district collector of Pudukkottai.

1. Who sanctioned fifty mopeds for Arivoli women activists according to P. Sainath?

Answer: UNICEF sanctioned fifty mopeds for Arivoli women activists.

• Who was S. Kannakarajan mentioned in ‘Where There Is A Wheel’?

Answer: S. Kannakarajan was the owner of Ram Cycles, a bicycle shop in Pudukkottai.

• Mention one of the reasons for women’s buying of gents’ cycles according to P. Sainath.

Answer: Women bought gents’ cycles because they had an extra bar, which made it easier to carry children and goods.

• What led to a shortage of ‘ladies cycles’ in Pudukkottai according to P. Sainath?

Answer: The massive demand for cycles by women led to a shortage of ‘ladies cycles’ in Pudukkottai.

• Where did the rural women display their new cycling skills according to P. Sainath?

Answer: Rural women displayed their cycling skills in public ‘exhibition-cum-contests’.

• What did the banks provide the women of Pudukkottai with according to P. Sainath?

Answer: The banks provided loans for women to buy bicycles.

• What according to P. Sainath played a big role in undermining women’s confidence?

Answer: Lack of mobility played a big role in undermining women’s confidence.

• Who was the owner of Ram Cycles according to P. Sainath?

Answer: S. Kannakarajan was the owner of Ram Cycles.

• Whose brainchild is the cycling movement according to P. Sainath?

Answer: The cycling movement was the brainchild of Sheela Rani Chunkath.

• Name the district of Tamil Nadu in which cycling has been a social movement.

Answer: Pudukkottai district in Tamil Nadu.

1. Answer the following questions in about 100 words each

(4 Marks)

1. What changes are noticed in Pudukkottai by P. Sainath during the eighteen months?

Answer: In the eighteen months, P. Sainath observed a remarkable social transformation in Pudukkottai. Over 100,000 rural women, especially neo-literates, embraced cycling as a symbol of independence and mobility. This change was accompanied by public displays of their new skills, with over 70,000 women participating in cycling exhibitions. The bicycle became a tool of empowerment, reducing women’s dependency on men and enabling them to manage their daily tasks with greater efficiency.

• How according to P. Sainath has cycling swept across Pudukkottai district?

Answer: According to P. Sainath, cycling spread rapidly across Pudukkottai, driven by women’s desire for freedom and independence. It became a social movement, embraced by women from various professions like agricultural laborers, health nurses, and teachers. The Arivoli lyakkam literacy movement played a key role in promoting this. The enthusiasm was such that even a shortage of ladies’ cycles did not deter the women, who used men’s cycles when needed, transforming cycling into a widespread phenomenon.

• Why does P. Sainath say that visiting a cycling training camp is an unusual experience?

Answer: P. Sainath found visiting a cycling training camp unusual because of the passion and determination of the women involved. Many of them, who had never cycled before, were eager to break social barriers and assert their independence. The atmosphere was filled with excitement as the women viewed cycling not just as a skill but as a powerful statement of personal and social freedom, challenging longstanding gender roles and societal norms.

• Explain the role played by Sheela Rani Chunkath in the cycling movement in ‘Where There Is A Wheel’.

Answer: Sheela Rani Chunkath, the district collector of Pudukkottai, played a crucial role in initiating the cycling movement. She recognized the importance of mobility for women’s empowerment and integrated it into the district’s literacy drive. She worked with banks to secure loans for women to buy cycles and encouraged local authorities to support the initiative. Her leadership and vision made cycling a symbol of progress and self-reliance for rural women in Pudukkottai.

• How did the women react to the shortage of ladies’ cycles according to P. Sainath?

Answer: When there was a shortage of ladies’ cycles, the women of Pudukkottai did not let it hinder their progress. Many opted for gents’ cycles, which, although different in design, served the same purpose. Some women even found advantages in using gents’ cycles, like seating children on the additional bar. Their adaptability and determination to continue cycling despite the lack of resources highlighted their commitment to their newfound freedom.

• What are the economic implications of cycling according to P. Sainath?

Answer: P. Sainath points out that cycling brought significant economic benefits to women in Pudukkottai. It saved time spent waiting for buses and allowed women to cover more villages when selling their produce. With bicycles, women could manage multiple tasks efficiently, from selling goods to fetching water, which increased their productivity. For small producers, cycling expanded their market reach and gave them more control over their time, contributing to their economic independence.

• ‘Wheel brings progress.’ Justify the statement with reference to ‘Where There Is A Wheel’.

Answer: The statement “Wheel brings progress” is justified in the context of ‘Where There Is A Wheel’ by P. Sainath, where the humble bicycle becomes a symbol of transformation in Pudukkottai. The introduction of cycling empowered rural women by enhancing their mobility, independence, and confidence. It allowed them to participate more actively in both economic and social spheres. Women could now travel without depending on men or public transport, which enabled them to explore new opportunities, break traditional barriers, and assert their rights, making the bicycle a powerful tool for progress.

• How has cycling become a metaphor for freedom in Pudukkottai? Explain.

Answer: Cycling in Pudukkottai became a metaphor for freedom as it symbolized the breaking of traditional restrictions placed on women. For the first time, rural women experienced physical and social mobility, moving beyond the confines of their homes and male imposed limitations. It allowed them to travel independently, manage daily tasks, and even improve their livelihoods. The act of cycling itself represented a rejection of societal norms, and for women like Fathima, it provided a sense of personal liberation and self-respect, making the bicycle a vehicle for their freedom.

• People find curious ways of hitting out at their backwardness. How is this brought out in ‘Where There Is A Wheel’?

Answer: In ‘Where There Is A Wheel’, the women of Pudukkottai found a unique way to combat their backwardness through cycling. Despite facing social ridicule and opposition, they adopted cycling as a means to challenge gender norms and assert their independence. The bicycle became a tool for empowerment, allowing them to break free from traditional constraints and gain control over their lives. This curious but effective choice of using a simple vehicle to overcome social limitations is a powerful example of how marginalized groups can creatively address their backwardness.

1. A humble vehicle can be a tool for women’s empowerment. Discuss.

Answer: The bicycle, a humble vehicle, proved to be a potent tool for women’s empowerment in Pudukkottai, as described in P. Sainath’s essay. It gave rural women mobility, independence, and control over their daily activities, enabling them to break free from traditional gender roles. The ability to cycle meant that women could travel without relying on men, perform tasks more efficiently, and even boost their economic prospects by reaching more markets. More importantly, cycling boosted their confidence, making the bicycle not just a mode of transport but a symbol of their liberation and empowerment.

Key Words:

1. Roof (Rufus Okeke) – The central character, a campaigner in the village.
2. Marcus Ibe – Chief, Honourable, Minister of Culture, and candidate of the People’s Alliance Party (PAP).
3. Umuofia – The village where the story is set.
4. PAP (People’s Alliance Party) – The ruling political party.
5. POP (Progressive Organization Party) – The opposition party.
6. Election – The event around which the story revolves.
7. Ballot Paper – A symbol of voting and democratic power.
8. Bribery – The exchange of money for votes.
9. lyi – A fearsome ritual symbol used to make Roof swear loyalty.
10. Two Shillings – The amount given as a bribe to the voters.
11. Five Pounds – A larger bribe Roof received from the opposition.

Major Themes:

1. Corruption in Politics – The story illustrates how bribery and corruption permeate the electoral process, with both political parties using money to buy votes.
2. Moral Dilemma – Roof faces a moral conflict between his loyalty to Marcus Ibe and the bribe he received from the opposition. He resolves this by splitting his vote between the two candidates.
3. Power of the Vote – Though the villagers initially feel they underestimated the power of the ballot paper, they realize their vote has the ability to influence politics and demand rewards for it.
4. Manipulation of the Poor – The story shows how the poor are manipulated during elections by the rich and powerful through bribes and promises of future benefits.
5. Traditional vs. Modern Politics – The introduction of democratic elections and political parties in a traditional village society highlights the tension between old ways and new systems of governance.
6. Loyalty and Self-Interest – Roof’s internal struggle reflects how personal gain and loyalty clash, showing the complexities of human nature in situations of political pressure.
7. Fear of Superstition – The use of the “iyi” introduces the theme of superstition, demonstrating how traditional beliefs continue to exert influence, even in modern political matters.

II. Answer the following questions in one or two sentences each.

(2 Marks Questions)

1. Why was Roof popular in his village?

Answer: Roof was popular because he chose to stay in his village to help his people instead of moving to the city like many others.

• Who is Chief Marcus Ibe and what position does he hold?

Answer: Chief Marcus Ibe is the Minister of Culture and a candidate for re-election in the village.

• Why did the villagers decide to ask for money during the election?

Answer: The villagers realized that politics brings wealth, and they believed that they should benefit from their votes this time.

• What role did Roof play in Marcus Ibe’s election campaign?

Answer: Roof was a trusted campaigner for Marcus Ibe, helping to gather support from the villagers.

• Why did Roof accept money from the opposition party?

Answer: Roof accepted money from the opposition because he believed his single vote would not affect Marcus’s certain victory.

• What dilemma did Roof face on Election Day?

Answer: Roof faced a dilemma between voting for Marcus, whom he supported, and keeping his promise to the opposition after accepting their bribe.

• How did Roof resolve his problem in the voting booth?

Answer: Roof tore his ballot paper in two and placed half in each candidate’s box to keep his promise to both sides.

• Why did the villagers admire Chief Marcus I be despite asking for money?

Answer: The villagers admired Marcus because he remained devoted to them and returned to the village often, even though he had become wealthy.

• What is the significance of the “iyi” in the story?

Answer: The “iyi” is a symbol of superstition and fear, which Roof was forced to swear upon when he accepted the bribe from the opposition.

1. Why did Roof feel conflicted after swearing on the “iyi”?

Answer: Roof felt conflicted because the “iyi” made his promise to vote for the opposition seem dangerous, but he still did not want to betray Marcus.

1. What job did Roof have before returning to the village?

Answer: Roof was a bicycle repairer’s apprentice in Port Harcourt before returning to the village.

1. How did Marcus Ibe become wealthy?

Answer: Marcus Ibe became wealthy after joining politics and becoming the Minister of Culture.

1. What did the villagers expect in return for their votes this time?

Answer: The villagers expected money or rewards in exchange for their votes.

1. What did Marcus Ibe do to gain the support of the villagers?

Answer: Marcus Ibe gave money and gifts to the villagers to secure their support.

1. Why did Roof give the elders more money during the meeting?

Answer: Roof gave the elders more money because they complained that the initial two shillings was too little.

1. What did the opposition party offer Roof for his vote?

Answer: The opposition party offered Roof five pounds to vote for their candidate, Maduka.

1. What was Roof’s reaction when he saw the “iyi”?

Answer: Roof was afraid when he saw the “iyi” because it was a powerful symbol of superstition from Mbanta.

1. What message did Roof shout to the women about the election symbol?

Answer: Roof shouted that the villagers should vote for the symbol of the car, which represented Marcus Ibe.

1. How did Marcus Ibe ensure his voters would recognize his party’s symbol?

Answer: Marcus Ibe’s campaign team told voters to look for the car symbol on the ballot paper.

• What did Roof do after voting for both candidates?

Answer: Roof left the voting booth confidently, pretending everything was fine after voting for both candidates.

• How does Roof’s decision to split his vote show his understanding of political pressure?

Answer: Roof’s decision to split his vote shows he was trying to please both sides without losing favor, showing his ability to navigate political challenges.

• How does Roof’s behavior reflect the impact of money in politics?

Answer: Roof’s behavior reflects how money can influence decisions and corrupt the democratic process by making people vote for personal gain.

• What strategies did the political parties use to gain votes, and were they ethical?

Answer: The parties used bribery and promises to gain votes, which were unethical because they manipulated voters rather than respecting their free choice.

1. Answer the following questions in about 60 words each

(3 Marks)

1. Why did Roof play an important role in Chief Marcus Ibe’s campaign? How did he influence the villagers? Answer: Roof was highly respected and trusted by the villagers, which made him a key figure in Marcus Ibe’s campaign. He understood the people’s needs and used this knowledge to influence them. His charisma and influence over the village made him crucial in convincing the villagers to support Marcus Ibe during the elections.
2. What challenges did Chief Marcus Ibe face in securing votes, despite his wealth and popularity?

Answer: Despite being wealthy and popular, Chief Marcus Ibe had to deal with the growing expectation among the villagers for monetary rewards in exchange for votes. Villagers had learned that politics brought wealth and wanted to benefit from it. This demand for money put pressure on Marcus to bribe the people to secure his victory, highlighting the challenge of balancing popularity and material expectations.

• Why did Roof feel conflicted after accepting the bribe from the opposition party?

Answer: Roof felt conflicted after accepting the bribe because he had always been loyal to Marcus Ibe, who had trusted him deeply. However, the offer of five pounds from the opposition was tempting, and swearing on the “iyi” made the situation even more complicated. Roof knew that breaking the oath could have serious consequences, leaving him in a difficult moral dilemma.

• How did the villagers’ attitude towards voting change, and what were their expectations from the candidates?

Answer: The villagers’ attitude towards voting changed as they began to view elections as opportunities to gain wealth. They had learned that political candidates were willing to offer money or gifts in exchange for votes, and they expected both parties to bribe them. This shift in attitude reflected a growing sense of entitlement among the villagers, who no longer saw voting as a civic duty but rather as a business transaction.

• How did Roof use his knowledge of the villagers to help Marcus Ibe win their support?

Answer: Roof was aware of the villagers’ expectations and how to influence them. He knew they were motivated by financial gain and used Marcus Ibe’s money and gifts to secure their votes. Roof’s deep understanding of the villagers’ mindset, coupled with his ability to communicate effectively, made him a valuable asset in Marcus Ibe’s campaign, ensuring that the villagers would vote for him.

• Why did Roof choose to tear his ballot paper instead of voting for one candidate?

Answer: Roof tore his ballot paper to fulfill his promises to both sides. He was loyal to Marcus Ibe and wanted to vote for him, but he had also accepted a bribe from the opposition and sworn on the “iyi” to vote for their candidate. By tearing the ballot in two, Roof avoided breaking his oath while maintaining his loyalty to Marcus, finding a way to satisfy both parties.

• What role did superstitions play in Roof’s decision-making, and how did the ‘iyi’ affect him?

Answer: Superstitions played a significant role in Roof’s decision-making process. The “iyi,” a symbol of spiritual power and fear, made Roof feel pressured to keep his promise to the opposition after accepting their bribe. The fear of the consequences of breaking the oath weighed heavily on him, influencing his actions. This fear of supernatural retribution added complexity to his dilemma, as he struggled to balance superstition with his political loyalties.

• How did Marcus Ibe’s relationship with the villagers help him in his campaign?

Answer: Marcus Ibe maintained a strong connection with the villagers by regularly visiting the village and attending to their needs, even after becoming wealthy. This close relationship made the villagers feel loyal to him, as they respected his dedication to the community. His personal interactions, combined with financial incentives, helped him secure their votes and ensured that they continued to support him despite the influence of the opposition.

• Why did Roof believe that taking the opposition’s bribe wouldn’t affect Marcus Ibe’s chances of winning? Answer: Roof believed that Marcus Ibe was certain to win because of his strong popularity and influence in the village. He thought that one vote wouldn’t make a difference, especially since the majority of the villagers were loyal to Marcus. This overconfidence led Roof to take the opposition’s bribe without feeling guilty, as he assumed that his actions wouldn’t impact the final election outcome.
• What does the story tell us about Roof’s personality and his approach to solving difficult situations?

Answer: Roof’s personality is shown as resourceful and clever, but also conflicted. He tries to find a middle ground in difficult situations, like when he tears his ballot paper to please both parties. He is practical, willing to bend rules if necessary, and seeks to avoid conflict. However, his actions also reveal his inner turmoil, as he struggles to balance loyalty, superstition, and personal gain, showing the complexities of human decision-making.

1. What job did Roof have before becoming a political campaigner for Marcus Ibe, and how did this affect his reputation in the village?

Answer: Roof worked as a bicycle repairer’s apprentice in Port Harcourt before returning to the village. This humble job made him relatable to the villagers, who saw him as one of their own. His return to the village, instead of seeking wealth in the city, further elevated his reputation as someone loyal and committed to helping his community.

1. Why did the villagers feel entitled to receive money during elections, and how did this influence their voting behavior?

Answer: The villagers felt entitled to money during elections because they had learned that politicians often used wealth to gain support. Over time, this became an expectation, and they saw elections as an opportunity to profit.

This influenced their voting behavior by making them more interested in the financial benefits of voting rather than the policies or merits of the candidates themselves.

1. What tactics did Marcus I be use to secure votes, and how did Roof assist him in this process?

Answer: Marcus Ibe used money and gifts to secure the villagers’ votes. He relied on Roof to distribute these gifts and persuade the villagers. Roof’s influence and ability to communicate with the villagers were crucial in ensuring that Marcus’s gifts were well received, and his promises taken seriously. Roof’s role as the mediator between Marcus and the villagers made him an essential part of the campaign strategy.

1. What was the significance of the opposition party offering Roof five pounds, and why was this amount important?

Answer: The five pounds offered by the opposition was significant because it was a much larger sum than what Marcus Ibe’s team had given the villagers. This showed how desperate the opposition was to gain votes. The amount was important because it tempted Roof to betray Marcus, highlighting how money could sway people’s loyalty and decisions, especially in a village where wealth was limited.

1. How did Roof convince the women to vote for Marcus Ibe, and what symbol did he ask them to look for on the ballot paper?

Answer: Roof convinced the women to vote for Marcus Ibe by explaining that the car symbol on the ballot paper represented Marcus. He used simple and direct language to make sure the women understood, knowing that many villagers were illiterate and could only recognize symbols. His clear communication ensured that the women would vote correctly, securing additional support for Marcus.

1. Why did the opposition ask Roof to swear on the ‘iyi,’ and how did this impact his actions during the election?

Answer: The opposition asked Roof to swear on the “iyi” to ensure his loyalty after giving him the bribe. The “iyi” was a powerful symbol of superstition, and swearing on it carried serious consequences if broken. This act of swearing placed immense pressure on Roof, as he feared supernatural punishment. It ultimately affected his decision in the voting booth, making him tear his ballot to avoid choosing one side.

1. What does Roof’s decision to tear his ballot paper tell us about his understanding of the political situation?

Answer: Roof’s decision to tear his ballot paper shows that he understood the political situation well. He knew that breaking his promise to either side could lead to negative consequences. By tearing the paper, he found a way to satisfy both parties, showing his cleverness and ability to navigate tricky situations. This decision highlights his understanding of the political pressures surrounding him and his desire to avoid conflict.

1. How did the villagers react when they realized they could benefit from the election, and what impact did this have on the candidates?

Answer: The villagers were excited when they realized they could benefit financially from the election. This led them to demand money from both Marcus Ibe and the opposition, seeing the election as a chance to profit. This pressure forced the candidates to compete by offering larger bribes, turning the election into a contest of wealth rather than policy. It also put the candidates under strain to outbid each other for votes.

1. What role did Roof’s reputation play in the election, and how did the villagers view him?

Answer: Roof’s reputation as a trustworthy and loyal member of the community made him a key figure in the election. The villagers viewed him with respect because he stayed in the village to help them rather than seeking wealth elsewhere. His strong influence over the villagers made him a valuable asset to Marcus Ibe, as Roof’s endorsement carried significant weight in swaying the villagers’ votes.

• Why did Roof feel confident that Marcus Ibe would win, and how did this affect his decision to accept the bribe?

Answer: Roof felt confident that Marcus Ibe would win because of his strong influence, wealth, and popularity among the villagers. He believed that even if he accepted the bribe from the opposition, Marcus’s victory was certain, and his single

vote wouldn’t change the outcome. This overconfidence made Roof feel justified in taking the bribe, as he didn’t think it would harm Marcus’s chances.

• What does Roof’s decision to tear his ballot tell us about the importance of decision-making in difficult situations?

Answer: Roof’s decision to tear his ballot highlights how decision-making in difficult situations requires careful thought and creativity. He was caught between loyalty to Marcus and a promise to the opposition, and he found a compromise that avoided conflict. This teaches that sometimes, creative solutions are necessary when facing moral dilemmas, even if they don’t follow traditional rules.

(FROM QUESTION BANK)

1. Who was supposed to be very popular in his village in ‘The Voter’?

Answer: Chief Marcus Ibe was supposed to be very popular in his village.

• Who was addressed as Roof, for short in ‘The Voter’?

Answer: Rufus Okeke was addressed as Roof, for short.

• Where had Roof spent two years as a bicycle repairer’s apprentice in ‘The Voter’?

Answer: Roof had spent two years in Port Harcourt as a bicycle repairer’s apprentice.

• How long had Roof been a bicycle repairer’s assistant in ‘The Voter’?

Answer: Roof had been a bicycle repairer’s assistant for two years.

• To which village did Roof belong in ‘The Voter’?

Answer: Roof belonged to Umuofia village.

• Who was PAP’s most illustrious son referred to in ‘The Voter’?

Answer: PAP’s most illustrious son referred to was Chief Marcus Ibe.

• Who was Marcus Ibe’s most trusted campaigner in ‘The Voter’?

Answer: Roof was Marcus Ibe’s most trusted campaigner.

• Who was the Minister of Culture in the outgoing government in ‘The Voter’?

Answer: Chief Marcus Ibe was the Minister of Culture in the outgoing government.

• Mention the promise made by PAP if they were voted to power in ‘The Voter’?

Answer: PAP promised to bring development and modernization to the village if voted to power.

1. Name the man of high traditional title in Umuofia mentioned in ‘The Voter’.

Answer: Chief Marcus Ibe held a high traditional title in Umuofia.

1. Mention one of the honours/benefits politics had brought to Marcus Ibe in ‘The Voter’.

Answer: One of the honours politics had brought Marcus Ibe was his large, modern house.

1. Opposition to Marcus Ibe in ‘The Voter’ was like:

1. a fly trying to move a dunghill.
2. the bird challenging his personal spirit.
3. a mortar turning its back on the ground.

Answer: a) a fly trying to move a dunghill.

1. What was Marcus Ibe before entering politics in ‘The Voter’?

Answer: Marcus Ibe was a schoolteacher before entering politics.

1. What instance had resulted in the dismissal of Marcus from the mission school in ‘The Voter’?

Answer: Marcus was dismissed from the mission school for insubordination and challenging the authority of the school.

1. What had Marcus Ibe named his new house?

Answer: Marcus Ibe named his new house “Umuofia Mansions.”

1. Who conducted whispering campaign in ‘The Voter’?

Answer: The opposition party conducted a whispering campaign against Marcus Ibe.

1. How much had Marcus Ibe drawn in advance for the election in ‘The Voter’?

Answer: Marcus Ibe had drawn one hundred pounds in advance for the election.

1. Roof offered                shillings initially to the elders for their votes in ‘The Voter’.

a) four              b) two c) five

Answer: b) two

1. How many shillings was finally accepted for the votes by the elders in ‘The Voter’?

Answer: The elders finally accepted four shillings for their votes.

• What does the phrase ‘the enemy’ used by Roof refer to in ‘The Voter’?

Answer: The phrase ‘the enemy’ used by Roof refers to the opposition party, the POP.

• Who had formed POP in ‘The Voter’?

Answer: The opposition group formed the POP.

• What does POP stand for in ‘The Voter’?

Answer: POP stands for the Progressive Organization Party.

• What does PAP stand for in ‘The Voter’?

Answer: PAP stands for the People’s Alliance Party.

• How much did the POP campaign team offer Roof for his vote in ‘The Voter’?

Answer: The POP campaign team offered Roof five pounds for his vote.

• What was Roof asked to swear on by the POP team in ‘The Voter’?

Answer: Roof was asked to swear on the “iyi” by the POP team.

• Where does the iyi come from according to the POP campaigner in ‘The Voter’?

Answer: According to the POP campaigner, the “iyi” comes from the local deity.

• Who competed against Marcus in the election in ‘The Voter’?

Answer: Marcus’s opponent in the election was the POP candidate.

• What is the symbol of PAP in ‘The Voter’?

Answer: The symbol of PAP is a car.

• What is the symbol of POP in ‘The Voter’?

Answer: The symbol of POP is a man’s head.

• Whose election symbol was ‘man’s head’ in ‘The Voter’?

Answer: The POP’s election symbol was the man’s head.

• Where was Marcus I be seated on the morning of election in ‘The Voter’?

Answer: Marcus Ibe was seated in his house on the morning of the election.

• What precaution did Roof take while inserting the ballot paper in ‘The Voter’?

Answer: Roof tore the ballot paper in half to avoid breaking his promise to either side, a precaution to not offend either party.

1. Answer the following questions in about 100 words each

(4 Marks)

1. Account for Roof’s popularity in ‘The Voter’.

Answer: Roof was popular in Umuofia due to his cleverness, reliability, and his role as a trusted campaigner for Marcus Ibe, the local politician. Roof had worked as a bicycle repairer’s apprentice and learned valuable skills that made him resourceful. His role as Marcus’ key campaigner, coupled with his ability to manipulate and sway people during election campaigns, further boosted his standing among the villagers, making him a powerful figure in local politics.

• Describe how Marcus Ibe had managed to become a ‘successful’ politician in ‘The Voter’.

Answer: Marcus Ibe became successful by strategically using money, influence, and his local popularity. He started off as a poor teacher but entered politics after being expelled from a mission school. His wealth grew once he was elected, allowing him to build a large house, which symbolized his newfound status. His generosity towards his constituents, alongside his involvement with the PAP (Progressive Alliance Party), and the loyalty of men like Roof helped him secure his position as a respected and feared politician in Umuofia.

• Explain the change that had come into the thinking of Umuofia in ‘The Voter’.

Answer: Umuofia had undergone a significant transformation in its approach to politics. In the past, respect for tradition and elders held more value, but with the introduction of modern political systems, money had begun to play a pivotal role. People’s loyalties could now be swayed by material gain, as shown by how voters expected bribes from politicians in return for their votes. This shift represented a change in values, where personal gain took precedence over traditional honor and community interest.

• What was whispering campaign and how did Roof conduct it in ‘The Voter’?

Answer: A whispering campaign is a tactic where rumors are spread subtly to influence public opinion without direct confrontation. Roof conducted the whispering campaign by discreetly planting doubts in the minds of villagers about Marcus Ibe’s opponent and suggesting that Marcus was the better choice without openly criticizing anyone. This low-key method was effective in persuading people while avoiding any direct accusations or conflicts.

• What reasons are given for the formation of POP in ‘The Voter’?

Answer: The formation of the POP (People’s Organization Party) was a response to the dominance of the PAP (Progressive Alliance Party), led by Marcus Ibe. The opposition felt that the ruling party had grown too powerful and corrupt, relying heavily on bribes and manipulation to win votes. The POP sought to offer an alternative to the people, hoping to restore some integrity and fairness to the political system by challenging the corrupt practices of the PAP.

• How did the POP campaign team trap Roof in ‘The Voter’?

Answer: The POP campaign team trapped Roof by offering him a larger bribe than the one he had received from Marcus Ibe’s PAP. They gave him five pounds to secure his vote and swore him on a traditional sacred object, the “iyi,” which made him feel morally obligated to vote for them. This left Roof in a difficult situation because he had also pledged his loyalty to Marcus and accepted money from him.

• Give a picture of the activities on the election morning in ‘The Voter’.

Answer: On the morning of the election, the village was lively with people gathering at the polling station, which was located in the marketplace. There was a festive atmosphere with villagers chatting excitedly about the election. Politicians and campaigners made their final appeals for votes, and the polling officers, accompanied by armed guards, prepared the ballot boxes. Roof, along with others, joined the line to cast his vote, while the election atmosphere reflected both tension and celebration.

• How does Roof conceal his betrayal of Marcus in the election?

Answer: Roof concealed his betrayal of Marcus by tearing his ballot paper into two. This symbolic act allowed him to satisfy both his promises—one half of the paper was marked with Marcus’ party symbol, while the other half was left unmarked. By splitting the ballot, Roof avoided having to directly choose between Marcus and the opposition, leaving him guilt-free and concealing his disloyalty to Marcus, who trusted him as his campaigner.

• Why was Roof in a fix when putting in his ballot paper in ‘The Voter’?

Answer: Roof found himself in a fix because he had accepted bribes from both the PAP (Marcus Ibe’s party) and the opposition, POP. He had sworn to support both parties, which put him in a moral and practical dilemma. He did not want to betray Marcus, who trusted him, but he also felt bound by the traditional oath he took on the “iyi.” This left him torn between loyalty and the promises he made for monetary gain.

1. ‘Roof is an intelligent manipulator.’ Justify with reference to ‘The Voter’.

Answer: Roof can be seen as an intelligent manipulator because he skillfully navigates the complexities of political allegiance. He understands the value of both money and traditional beliefs, using these to his advantage. By conducting a whispering campaign and accepting bribes from multiple parties, Roof positions himself as a key player in the election while keeping his true intentions hidden. His clever decision to tear the ballot paper in half further showcases his ability to manipulate the situation to avoid conflict and maintain his reputation.

Key Words

1. Travel writing	8. Soup etiquette	15. Urban life
2. Cultural representation	9. Driving habits	16. Leisurely pace
3. Japan	10. Pedestrians	17. Streets and pavements
4. Brazilian traffic	11. Overcrowding	18.Speeding
5. Manners	12. Courtesy	19. Traffic chaos
6. Bowing	13. Ceremonial	20. Humour
7. Privacy	14. Hierarchy	21. behaviour

Major Theme

1. Cultural Differences: The text explores the contrasting manners and habits of people in Japan and Brazil, highlighting how different societies approach everyday actions like bowing in Japan and driving in Brazil.
2. Manners and Etiquette: The intricate details of Japanese bowing and its role in social hierarchy, as well as the paradoxical nature of eating soup in Japan, are central to understanding Japanese politeness.
3. Privacy in Public Spaces: The Japanese approach to privacy; especially in public spaces such as when using a telephone, is discussed as a cultural adaptation to overcrowded conditions.
4. Leisure vs. Speed: The leisurely pace of Brazilian pedestrians contrasts with the dangerously fast driving habits in Brazil, presenting a humorous juxtaposition of national characteristics.
5. Humour in Observing Cultures: The writer uses humour to describe his observations, whether it’s the bowing deer in Japan or the amicable yet dangerous driving behaviour in Brazil.
6. Traffic and Urban Life: Both Japan and Brazil’s urban environments are central to their cultural identity, with Japan’s crowded spaces and Brazil’s chaotic traffic reflecting different ways of coping with modern life.
7. Representation of Foreign Cultures: The text reflects on how travel writing can shape and sometimes exaggerate cultural stereotypes, while still offering insight into everyday life in other countries.

1. Answer the following questions in one or two sentences each.

(2 Marks Questions)

1. What does the author notice about Japanese manners when he arrives in Japan?

Answer: The author notices that the Japanese people are very well-mannered and respectful.

• Why do people in Japan bow to each other so often?

Answer: Bowing is a sign of respect and is a key part of Japanese etiquette.

• How does the author describe the telephone manners in Japan?

Answer: The author says that people talk on the phone in public but respect each other’s privacy by not listening in.

• What is the author’s opinion on the traffic in Brazil?

Answer: The author finds the traffic in Brazil to be chaotic, with drivers moving recklessly but in a good-natured way.

• What contrast does the author make about Japanese people’s behavior at bus stops?

Answer: He contrasts their polite bowing with their aggressive pushing when the bus arrives.

• How does the author describe the pace of life in Brazil?

Answer: The author describes Brazilians as relaxed and leisurely in their daily lives.

• Why does the author find bowing in Japan complicated?

Answer: He finds it complicated because there are specific rules about how deeply and for how long people should bow, depending on social rank.

• How do Brazilians react when they are almost hit by a car?

Answer: Brazilians seem to take it lightly, smiling at the drivers even when they have to jump out of the way.

• What humorous observation does the author make about a deer in Japan?

Answer: The author humorously observes that a deer bowed to him before snatching food from his hand.

1. Why are the pavements in Brazil beautifully decorated, according to the author?

Answer: The author believes Brazilians have time to appreciate beauty and so they decorate even the pavements they walk on.

1. Why do Japanese people need to be courteous, according to the author?

Answer: The Japanese need to be courteous because they live in a very crowded space with little privacy.

1. What problem does the author face with bowing in Japan?

Answer: The author struggles with bowing correctly, as it involves a complicated set of rules.

1. How do Japanese conductors behave on the Tokaido Line?

Answer: They bow to passengers before checking their tickets.

1. What happens when Japanese people are at bus stops?

Answer: At bus stops, people bow politely but push each other once the bus arrives.

1. What is unique about the pavements in Brazil’s Copacabana?

Answer: The pavements are decorated with beautiful black mosaics.

1. How do Brazilian drivers treat pedestrians?

Answer: Brazilian drivers treat pedestrians like targets, aiming at them and forcing them to jump out of the way.

1. What does the author find strange about the deer’s behavior in Japan?

Answer: The author finds it strange that the deer bowed to him like a human.

1. How does the author describe the traffic on Avenida Presidente Vargas in Brazil?

Answer: The author describes it as slow-moving but somehow still terrifyingly fast.

1. Why do Japanese mothers bow with their babies on their backs?

Answer: Because bowing is an important part of Japanese manners, even babies seem to bow with their mothers.

• What question does the author hear one man shout to another across Avenida Presidente Vargas? Answer: The man shouts, “How did you get to the other side?” because crossing the street seems so difficult.
• What is the importance of showing respect in different cultures?

Answer: Showing respect, such as bowing in Japan, helps maintain social harmony and respect for others.

• How can different cultural practices, like bowing or shaking hands, be misunderstood by visitors? Answer: Visitors may not know the proper way to follow these customs and can accidentally be disrespectful.
• What does the author mean when he says Japanese bowing is “infectious”?

Answer: He means that after seeing everyone bow, you start bowing too, even if you’re not used to it.

1. Answer the following questions in about 60 words each

(3 Marks)

1. What is the main purpose of travel writing as a genre?

Answer: Travel writing focuses on describing one’s experiences in visiting new places, and it is a way to share observations of different cultures and landscapes. Historically, it was used to document voyages and adventures, and today it remains popular for sharing personal perspectives on unfamiliar places through books, TV, and the internet.

• Why is bowing such an important custom in Japan?

Answer: Bowing in Japan is an important social custom that shows respect and politeness. It is part of their cultural etiquette and has many rules, such as how deep to bow and for how long, depending on the person’s social standing, age, and relationship with the other individual.

• How does the author describe the privacy in Japan despite the overcrowding?

Answer: The author notes that Japan is very crowded, but people respect each other’s privacy through politeness and courtesy. For example, even though there are no phone booths, people respect the privacy of others by not listening to their phone conversations, treating the phone as a personal, private space.

• What contradiction does the author find in Japanese soup etiquette?

Answer: The author finds it contradictory that in Japan, making loud noises while eating soup is considered a sign of appreciation. However, this seems strange because in most cultures, eating noisily is seen as bad manners. This creates a situation where the guest feels unsure about what is polite and what isn’t.

• How does the behaviour of Brazilian drivers differ from their usual relaxed lifestyle?

Answer: While Brazilians are generally relaxed and easy-going, this changes dramatically when they get behind the wheel of a car. Drivers speed and engage in risky behaviour, such as overtaking and cutting in front of others. Despite this, the interactions between drivers are friendly, as if it’s a game where winning or losing doesn’t lead to anger.

• Why is crossing the Avenida Presidente Vargas in Brazil a challenge?

Answer: Crossing the Avenida Presidente Vargas is difficult because of the chaotic traffic, where cars move slowly but dangerously. Pedestrians often feel trapped on one side of the road, as if there is no safe opportunity to cross, which makes the traffic seem like a confusing puzzle.

• How does the author describe the mosaic pavements in Brazil?

Answer: The author admires the beautiful black mosaics that decorate the pavements in Brazil, particularly in Copacabana. These designs reflect the Brazilian people’s appreciation for beauty and show how they take the time to make even ordinary things like streets visually appealing.

• What does the author say about the growing number of cars in Brazil despite their high cost?

Answer: The author explains that cars in Brazil are extremely expensive due to high import taxes, making it difficult for most people to afford them. However, despite the cost, the number of cars on the road keeps increasing, causing more traffic and making life dangerous for pedestrians.

• Why do Brazilian drivers smile after dangerous driving manoeuvres?

Answer: Brazilian drivers smile even after committing risky driving behaviours, such as cutting in front of others or overtaking dangerously. This reflects their friendly and non-confrontational nature. They don’t show anger on the road, which makes driving in Brazil chaotic but oddly good-natured.

1. What humorous interaction does the author have with a deer in Japan?

Answer: The author humorously describes how a deer in Japan, after bowing politely as if imitating the Japanese people, steals a food bag from his hand. The author is surprised by the deer’s behaviour, suggesting that even animals in Japan adopt the culture of bowing.

1. Why does the author mention the lack of phone booths in Japan?

Answer: The author mentions the lack of phone booths to highlight how people in Japan respect each other’s privacy despite the public nature of phone conversations. The idea is that while anyone could overhear, no one does, because privacy is maintained through courtesy, even in crowded spaces.

1. How does the author describe the bowing etiquette in Japan within families?

Answer: In Japanese families, there is a clear hierarchy in bowing. For example, the wife bows to her husband, the child bows to his father, and younger siblings bow to older siblings. This reflects the structured way that respect is shown within Japanese society, even among close family members.

1. What makes eating soup in Japan tricky for foreigners, according to the author?

Answer: The author finds that foreigners may struggle with Japanese soup etiquette because, on one hand, making loud slurping noises is expected as a sign of appreciation, but on the other hand, making such noises may go against their own cultural habits. This creates confusion about what is considered polite.

1. How do Japanese store attendants show respect to customers?

Answer: Japanese store attendants, often called “bowing girls,” show respect by standing at escalators and bowing to customers as they pass. This is seen as a way to welcome and show gratitude to the customers, reflecting the high level of courtesy found in Japanese culture.

1. How does the author contrast Brazilian walking and driving behaviours?

Answer: The author contrasts the leisurely and calm way Brazilians walk with their aggressive and fast driving habits. While they take their time when walking, they seem to turn into speed-loving drivers when they get behind the wheel, creating a funny but puzzling difference in behaviour.

1. What does the author mean when he says pedestrians in Brazil are “fair game”?

Answer: When the author says pedestrians are “fair game” for drivers in Brazil, he means that drivers seem to treat pedestrians as targets, speeding up when they see someone trying to cross the road. However, this is done in a humour ous and playful way, not with malicious intent.

1. What surprising fact does the author share about the growing number of cars in Brazil?

Answer: The author shares the surprising fact that despite the high cost of cars due to import taxes, more and more cars are appearing on Brazilian roads. This rapid increase makes it harder for pedestrians to cross safely and adds to the chaos of city traffic.

1. How does the author describe the relationship between drivers and pedestrians in Brazil?

Answer: The relationship between drivers and pedestrians in Brazil is described as playful and competitive. Drivers try to speed up when they see a pedestrian, and pedestrians have to jump out of the way. Despite this, there is no anger, and both parties seem to find humour in the situation.

1. What humorous scene does the author witness on Avenida Presidente Vargas?

Answer: The author humorously describes a scene where a man, unable to cross Avenida Presidente Vargas, shouts to his friend on the other side, asking how he got there. The friend jokingly replies that he was born on that side, showing how difficult and dangerous it is to cross the busy road.

• What cultural insight does the author gain from the deer bowing in Japan?

Answer: The author gains the insight that bowing is so common in Japanese culture that even animals, like the deer he encountered, seem to adopt the behaviour. This amusing interaction reflects how deeply ingrained manners are in Japan, making bowing a natural part of life.

• What does the author suggest about how people in Japan manage privacy in crowded places?

Answer: The author suggests that in Japan, people manage privacy by being extremely polite and respectful. Since physical privacy is difficult in crowded spaces, they maintain a sense of personal space by not intruding on each other’s conversations or actions, like when using a public telephone.

• Why is bowing in Japan described as “infectious” by the author?

Answer: The author describes bowing as “infectious” because after spending some time in Japan, even foreigners feel compelled to start bowing. This shows how natural and widespread the practice is, and how quickly one can adapt to cultural norms when immersed in them.

• What lesson about cultural differences can be learned from the author’s description of Japanese soup etiquette?

Answer: The lesson about cultural differences is that what may be considered polite in one culture can be seen as impolite in another. In Japan, slurping soup shows appreciation, while in other cultures, it might be seen as rude. This highlights the importance of understanding and adapting to different cultural customs.

• How does the author use humour to describe the challenges of crossing the Avenida Presidente Vargas? Answer: The author uses humour by portraying the chaotic traffic as a nearly impossible challenge, where people joke that they were “born on the other side” because crossing seems so difficult. This light-hearted approach helps show the extreme nature of the traffic without being overly serious.
• What does the author imply about Brazilian drivers’ attitude toward traffic laws?

Answer: The author implies that Brazilian drivers don’t take traffic laws very seriously, as they drive recklessly, cutting in front of others and overtaking on both sides. However, they remain friendly and don’t show anger, treating driving as more of a game than a serious activity.

• Why does the author describe the behaviour of Brazilian drivers as “good-tempered”?

Answer: The author describes Brazilian drivers as “good-tempered” because even though they drive aggressively, they smile and remain friendly, never showing frustration or anger. This reflects a playful attitude toward driving, where even dangerous manoeuvres are done in good spirits.

• How does the deer’s behaviour reflect the cultural importance of bowing in Japan?

Answer: The deer’s behaviour reflects the importance of bowing in Japan by showing how it is a universally recognized gesture of respect, even among animals. The fact that a deer “bows” before stealing food humour ously mirrors the respectfulness that is expected in human interactions.

• What does the author suggest about how the Japanese balance courtesy and personal space?

Answer: The author suggests that Japanese people balance courtesy and personal space by being extremely polite and considerate, even in overcrowded places. For example, they don’t listen to other people’s phone conversations, and they avoid physical contact as much as possible, creating an atmosphere of mutual respect.

(FROM QUESTION BANK)

1. Mikes describes Japan as being

a) overconfident. b) overcrowded c) overjoyed.

Answer: b) overcrowded.

• An hour in Japan convinced Mikes that he was among

a) leisurely characters.              b) ill-mannered louts.               c) well-mannered people.

Answer: c) well-mannered people.

• What does Mikes call ‘a man’s castle’ in Japan?

Answer: Mikes calls a man’s private space or his “privacy” in Japan ‘a man’s castle.’ This is because the Japanese highly respect each other’s personal space, even in crowded areas.

• What do the people of Japan highly respect according to Mikes?

Answer: According to Mikes, the people of Japan highly respect personal privacy and courtesy in public spaces.

• How long does it take in Japan to get convinced that one is among exquisitely well-mannered people? Answer: Mikes says it takes only an hour in Japan to get convinced that one is among exquisitely well-mannered people.
• What is the mania in Japan according to Mikes?

Answer: According to Mikes, the mania in Japan is bowing, as it is done frequently and with precision in all social interactions.

• As Mikes says, after a few hours in Japan, one starts

a) thanking b) bowing c) kissing

Answer: b) bowing.

• Who bows to all brothers in a Japanese family according to Mikes?

Answer: According to Mikes, the oldest brother in a Japanese family bows to all his brothers.

• What do mothers in Japan carry their babies in according to Mikes?

Answer: Mothers in Japan carry their babies on their backs according to Mikes.

1. Which place in Japan is connected to Tokyo by the Tokaido line?

Answer: The place connected to Tokyo by the Tokaido line is Osaka.

1. The Japanese stores employ

a) singing girls              b) dancing girls             c) bowing girls

Answer: c) bowing girls.

1. Who enter the carriage in a slightly theatrical scene as noticed by Mikes in Japan?

Answer: According to Mikes, bowing girls enter the carriage in a slightly theatrical scene in Japan.

1. Which animal bowed to Mikes in Japan ?

Answer: A deer bowed to Mikes in Japan.

1. Where did Mikes meet a deer in Japan?

Answer: Mikes met a deer in Nara, Japan.

1. What did the deer do after bowing to Mikes in Japan ?

Answer: After bowing to Mikes, the deer snatched a bag of food from his hand.

1. Who are transformed into savages as soon as a bus arrives in Japan?

Answer: The polite, bowing people are transformed into savages as soon as a bus arrives in Japan, according to Mikes.

1. George Mikes compares the act of two Japanese bowing to

a) an early American traffic law. b) page-boys turning revolving doors c) Tokaido line that connects Tokyo and Osaka.

Answer: b) page-boys turning revolving doors.

1. What did the deer snatch from Mikes’s hand in Japan ?

Answer: The deer snatched a bag of food from Mikes’s hand in Japan.

1. In Japan, as soon as the bus arrives, the bowing gentlemen are transformed into

a) savages.                  b) slaves. c) servants.

Answer: a) savages.

• What must one do while eating soup in Japan according to Mikes?

Answer: According to Mikes, one must make a loud slurping noise while eating soup in Japan, as it shows appreciation for the food.

• In Japan, eating soup by making a fearful noise is a sign of

a) depreciation.                         b) appreciation.             c) disregard.

Answer: b) appreciation.

• Who enter the carriage on the Tokaido line in a slightly theatrical scene in Japan?

Answer: The bowing girls enter the carriage in a slightly theatrical scene on the Tokaido line in Japan.

• According to Mikes, bowing girls in Japan are equal to

a) page-boys.                           b)   Maidservants.                     c)   security guards.

Answer: a) page-boys.

• The pavements in the streets of Copacabana in Brazil are often decorated with

a) pink granite slabs.                 b)   grey cobble stones.             c)   beautiful black mosaics.

Answer: c) beautiful black mosaics.

• Whose life is becoming hazardous every day in Brazil according to Mikes?

Answer: According to Mikes, pedestrians’ lives are becoming hazardous every day in Brazil due to reckless driving.

• As soon as a driver notices a pedestrian step off the pavement in Brazil, he

a) regards him as fair game, b) greets him and smiles, c) ignores him and moves on.

Answer: a) regards him as fair game.

• What according to George Mikes do the driver and pedestrian finally do in Brazil?

Answer: According to George Mikes, the driver and pedestrian finally smile at each other after a near-collision, making light of the dangerous situation.

• ‘The Avenida Presidente Vargas’ in Brazil is described by Mikes as

a) a wonderful place.                 b) an auspicious place.              c) the worst place.

Answer: c) the worst place.

1. Answer the following questions in about 100 words each

(4 Marks)

1. Explain how the people of Japan respect each other’s privacy according to George Mikes.

Answer: George Mikes explains that despite Japan being an overcrowded country, its people have developed a unique way of respecting each other’s privacy. This is not due to physical space but through a deep-rooted sense of courtesy. For example, even though public telephones are used in open spaces without booths, nobody eavesdrops on conversations. People respect others’ personal space through their actions, ensuring they do not intrude on others’ privacy, making it seem like they have their own private space even when surrounded by others.

• How does George Mikes describe bowing to be a quainter and infectious trait of Japanese people?

Answer: George Mikes describes bowing as a charming and uniquely formal aspect of Japanese culture. He finds it quaint because it differs from Western customs like handshakes or cheek-kissing. Bowing is also highly ritualistic and graceful, done with solemnity and respect. Mikes notes that the practice is infectious, as visitors often find themselves bowing after just a few hours in Japan, but they rarely get it right. The complexity of bowing, including how deeply and for how long one should bow, adds to its distinctiveness and makes it seem more foreign to outsiders.

• ‘The bowing gentlemen are transformed into savages in Japan.’ Explain with reference to ‘Japan and Brazil through a Traveler’s Eye’.

Answer: Mikes humorously contrasts the extreme politeness of the Japanese with their sudden change in behaviour when a bus arrives. He observes that while Japanese men may be bowing gracefully and respectfully to each other at bus stops, as soon as the bus comes, they abandon their courtesy. They begin pushing and shoving to get on the bus, much like “savages.” This sharp contrast highlights the complexity of human behaviour, where even in a culture known for politeness, practicality and impatience can take over in certain situations.

• Why is a pedestrian’s life hazardous in Brazil according to George Mikes?

Answer: According to George Mikes, pedestrian life in Brazil is hazardous because drivers treat them like “fair game.” The moment a pedestrian steps off the sidewalk, drivers aim at them, forcing them to jump or run to avoid being hit. While this may seem dangerous, it is done in a playful and good-natured way. There is no anger involved, and pedestrians and drivers often exchange friendly smiles. Nevertheless, the unpredictability and lack of safety for pedestrians make crossing streets in Brazil perilous, adding a sense of danger to an otherwise relaxed culture.

• Explain how drivers in Brazil care about pedestrians as mentioned by George Mikes.

Answer: George Mikes explains that drivers in Brazil do care about pedestrians but in a rather unconventional way. Instead of showing concern through caution, they actively look out for pedestrians as if engaging in a friendly game. When a pedestrian steps off the curb, drivers accelerate and aim toward them, forcing pedestrians to leap and dodge. This behaviour is part of an unspoken game between drivers and pedestrians, where no one is genuinely angry or hostile. Both parties acknowledge the dangers but play along, exchanging smiles as if it were an amusing challenge rather than a life-threatening situation.

• Describe the situation one witnesses while trying to cross the road in Brazil as mentioned by George Mikes.

Answer: George Mikes vividly describes the chaos of attempting to cross a busy street in Brazil, particularly on the Avenida Presidente Vargas. The traffic moves at a slow crawl but at the same time feels frighteningly fast due to the erratic driving patterns. Pedestrians are forced to wait endlessly for an opportunity to cross, sometimes for hours. Mikes humour ously recounts an exchange between two men on opposite sides of the road, where one asks how the other managed to get across, and the second replies that he was “born on this side.” This illustrates the sheer difficulty and danger of crossing Brazilian streets.

• Bowing in Japan is quainter, formal, and oriental. Why does George Mikes say so? Discuss.

Answer: Mikes refers to bowing in Japan as “quainter” because it is a uniquely Japanese custom that contrasts sharply with Western greetings like handshakes or cheek kisses. It feels formal and traditional, almost like a performance with specific rules about depth, duration, and hierarchy. The practice is steeped in the cultural values of respect and politeness, making it feels both exotic and elegant to outsiders. The “oriental” aspect highlights its roots in Eastern traditions, which emphasize ceremonial respect in everyday interactions.

• The Japanese follow a complicated hierarchy in bowing. How is this presented by Mikes?

Answer: Mikes presents the hierarchy of bowing as a detailed, almost ritualistic custom, where subtle differences in social rank, age, and standing are reflected in the depth and duration of the bow. For instance, a wife bows to her husband, and younger brothers bow to elder brothers. The bow’s length and depth vary based on these relationships, and it is essential to get it right, or it could be seen as disrespectful. This hierarchy, though complicated for outsiders, is natural and effortless for the Japanese, demonstrating the cultural importance of deference and respect.

• Bowing in Japan is so infectious that it leads to a few comic situations. How does Mikes bring this out?

Answer: Mikes humorously notes that bowing is so pervasive in Japan that even outsiders quickly adopt the habit, often leading to awkward or amusing situations. He shares that after only a few hours in the country, visitors find themselves bowing too much, too little, or at the wrong time, creating comical scenarios. For example, a visitor might bow to the wrong person or hold the bow for too long. These moments highlight how ingrained the custom is in Japanese society and how it can be difficult for foreigners to fully grasp the nuances.

1. A natural behaviour looks peculiar when seen from an outsider’s eyes. How does Mikes prove this with reference to Japanese bowing?

Answer: Mikes proves that what is natural for one culture can appear strange to an outsider by using the example of bowing in Japan. While bowing is a simple, everyday gesture of respect for the Japanese, Mikes, as a foreigner, initially finds it quaint, overly formal, and difficult to execute properly. He observes the complexities of bowing, such as how deeply or for how long one should bow depending on rank or relationship. This intricate system, while perfectly natural to the Japanese, seems elaborate and amusing to him as an outsider.

1. George Mikes brings out the contrast between leisurely characters and dangerous drivers in Brazil. Explain. Answer: Mikes contrasts the laid-back, leisurely nature of Brazilians with their aggressive driving habits. On foot, Brazilians take their time, enjoy their surroundings, and never rush. However, once they get behind the wheel, their behaviour changes completely. They drive at breakneck speeds, making traffic dangerous for pedestrians. Despite their fast and reckless driving, drivers remain cheerful and playful, treating driving as a competitive game. This contrast between their relaxed demeanour and hazardous driving highlights the paradoxical nature of human behaviour in Brazil.
2. People display contrasting patterns of behaviour. Substantiate in the light of ‘Japan and Brazil Through A Traveler’s Eye’.

Answer: In ‘Japan and Brazil Through A Traveler’s Eye,’ Mikes highlights the contrasting behaviour patterns of people in both Japan and Brazil. In Japan, people are extremely polite, bowing to one another and maintaining a sense of privacy even in crowded spaces. However, when public transportation arrives, the same courteous individuals push and shove to get on the bus. In Brazil, people are leisurely and relaxed on foot but become aggressive and reckless behind the wheel. These contrasts show that human behaviour can change dramatically depending on the situation, reflecting adaptability and the complexities of social norms.

Key Words

1.	Heaven	4.	Nymphs	7.	Moonlight
2.	Earth	5.	Sunshine	8.	Poet
3.	Gods	6.	Harvest	9.	Song of Nectar

Major Themes

1. Heaven on Earth: The poem asserts that heaven is not a distant place but can be found in the beauty of the natural world and human experiences.
2. Human Divinity: Kuvempu suggests that humans have the potential to become divine by embodying good qualities.
3. Nature’s Splendour: The imagery emphasizes the richness and beauty of nature, equating it with heaven.
4. Power of Poetry: The poet’s ability to create heaven through words, transforming earthly experiences into something divine.

Points to Ponder

• The poet thinks heaven is on Earth.
• If we can’t be like gods, there are no gods anywhere else.
• If we can’t be like nymphs, there are no nymphs anywhere else.
• The poet sees a fast river, big waves, and warm sunshine on green gardens.
• He thinks this makes Earth feel like heaven.
• When we see a beautiful harvest or the moon shining brightly, we see heaven all around us.
• The poet sings a happy song about nature and creates heaven right here on Earth!

Metaphors

• “Heaven, if you are not here on earth”: The concept of heaven being present on earth rather than in a distant, spiritual realm.
• “If we ourselves cannot be gods”: Humans have the potential to embody divine qualities.
• “The tender sunshine leans on verdant gardens”: Sunshine is personified, suggesting a nurturing force on earth.
• “Imbibing and spilling the song of nectar”: Poetry is likened to nectar, something sweet and divine.

Imagery

• Roaring stream: Creates a vivid image of nature’s force.
• Rolling surf at the edge of waves: Evokes a sense of movement and fluidity.
• Tender sunshine: Symbolizes warmth, gentleness, and lifegiving power.
• Verdant gardens: Lush green gardens represent fertility and abundance.
• Splendour of harvest and of moonlight: Connects to agricultural and natural imagery, emphasizing growth and beauty.
• Song of nectar: Appeals to the senses, suggesting something both audible and sweet.

Summary

The poet thinks that heaven is not far away, but right here on Earth. If we can’t be like gods, then there are no gods anywhere else. If we can’t be like beautiful nymphs, then nymphs can’t be found anywhere else.

The poet sees a fast moving river, big waves, and warm sunshine on green gardens. He thinks that this makes Earth feel like heaven. When we see a beautiful harvest or the moon shining brightly, we see heaven all around us. The poet sings a happy song about nature and creates heaven right here on Earth!

1. Answer the following questions in one or two sentences each.

(2 Marks Questions)

1. Where does the poet say heaven can be found?

Answer: The poet says that heaven can be found here on earth.

• What does the poet suggest about humans becoming gods?

Answer: The poet suggests that if humans cannot be gods, then there are no gods.

• What does the poet compare sunshine to in the poem?

Answer: The poet compares sunshine to something tender that leans on verdant gardens.

• How does the poet describe the earth?

Answer: The poet describes the earth as heaven because of its beauty and natural wonders.

• What role does the poet say a poet plays in the world?

Answer: The poet says that a poet creates heaven on earth through their poetry.

• What natural elements are mentioned in the poem?

Answer: The natural elements mentioned are the roaring stream, rolling surf, sunshine, and gardens.

• How does the poet describe the harvest and moonlight?

Answer: The poet describes the harvest and moonlight as full of splendour.

• What does the “song of nectar” symbolize in the poem?

Answer: The “song of nectar” symbolizes the sweet and divine essence of poetry.

• What is the significance of the sun in the poem?

Answer: The sun is depicted as a gentle and lifegiving force that makes the earth heavenly.

1. According to the poet, where are the heavenly nymphs?

Answer: The poet believes that if humans are not like nymphs, then there are no nymphs anywhere else.

1. What is the poet trying to say in the first line of the poem?

Answer: The poet is saying that heaven is not a distant place but is found on earth.

1. Why does the poet say there can be no gods if we cannot be gods?

Answer: The poet believes that divinity exists within humans, so without human goodness, there can be no gods.

1. What kind of images does the poet use to describe nature?

Answer: The poet uses images like a roaring stream, rolling waves, tender sunshine, and verdant gardens.

1. How does the poet make the earth appear like heaven?

Answer: The poet makes the earth seem like heaven by highlighting its natural beauty, such as sunshine, streams, and gardens.

1. What does the poet mean by ‘heaven lies all over’?

Answer: The poet means that the beauty and peace of heaven are found everywhere on earth, especially in nature.

1. What does the poet say about the role of sunshine on earth?

Answer: The poet says that the gentle sunshine makes the earth feel like heaven.

1. Why does the poet mention harvest and moonlight?

Answer: The poet mentions harvest and moonlight to show that the beauty and abundance of nature make the earth heavenly.

1. What feeling does the poet create through the imagery of nature?

Answer: The poet creates a feeling of peace, beauty, and the presence of heaven on earth.

1. How does the poet describe the poet’s role in the world?

Answer: The poet describes the poet’s role as someone who creates heaven through their words and imagination.

• What connection does the poet make between nature and poetry?

Answer: The poet connects nature and poetry by saying that both can create a heavenly experience.

• How does the poet make you feel that heaven is on earth?

Answer: The poet uses vivid descriptions of nature, such as streams, sunshine, and gardens, to show that earth is beautiful like heaven.

• In what ways can humans act like gods according to the poet?

Answer: Humans can act like gods by being good, kind, and appreciating the beauty of nature.

• Why does the poet use natural elements like streams and sunshine to describe heaven?

Answer: The poet uses these elements to show that heaven can be experienced in the everyday beauty of the natural world.

• What does the poet want us to learn from nature?

Answer: The poet wants us to learn that nature’s beauty and harmony make earth a heavenly place.

• How can we create heaven on earth according to the poem?

Answer: We can create heaven on earth by appreciating nature, being kind, and living in harmony with the world around us.

• Why is poetry compared to nectar in the poem?

Answer: Poetry is compared to nectar because it is sweet, divine, and brings joy, much like how nectar nourishes.

1. How does the poet use the sun as a symbol in the poem?

Answer: The poet uses the sun as a symbol of life, warmth, and the divine presence that makes the earth heavenly.

1. Answer the following questions in about 60 words each

(3 Marks)

1. Why does the poet believe that heaven can be found on earth?

Answer: The poet believes that heaven can be found on earth because of the beauty and wonder of the natural world around us. He emphasizes that the experiences we have, such as seeing the sunshine, gardens, streams, and waves, are heavenly. This suggests that there is no need to look for heaven elsewhere since earth itself can be experienced as heaven.

• What is the significance of humans becoming gods in the poem?

Answer: The poet suggests that if humans cannot act like gods by embodying qualities like kindness, love, and care for others, then there are no real gods. The poet implies that the divine qualities we associate with gods can be found in humans, and we create heaven by living virtuously. If we fail to do so, we miss the opportunity to make life heavenly.

• How does the poet use nature to create a sense of heaven?

Answer: The poet uses vivid imagery from nature to create a sense of heaven, describing the roaring streams, rolling waves, and tender sunshine. These elements are shown as not just beautiful but as representations of heaven on earth. Through this, the poet emphasizes the idea that heaven is not a faraway place but something we experience every day through nature.

• What role does the sunshine play in the poem’s message?

Answer: In the poem, the sunshine plays a key role in transforming the earth into heaven. The poet describes the sunshine as gentle and tender, leaning on gardens and nurturing the earth. This imagery suggests that the warmth and lifegiving power of the sun is what makes the earth heavenly, and it highlights the importance of nature in creating beauty and peace.

• How does the poet describe the connection between the poet and heaven?

Answer: The poet describes the connection between a poet and heaven by stating that a poet creates heaven on earth through their words and imagination. Poetry is compared to nectar, something sweet and divine, showing that the poet has the ability to make the world more beautiful and heavenly. This shows that creativity and art can bring the feeling of heaven to our lives.

• What does the poet suggest about nymphs and their presence on earth?

Answer: The poet suggests that if we, as humans, cannot be like nymphs—representing beauty, grace, and goodness—then there are no nymphs elsewhere. This means that divine beings, like nymphs, are not to be found in other realms but within us. If humans embrace their own potential for goodness and grace, they can bring a heavenly presence to earth.

• Why does the poet compare the earth to heaven?

Answer: The poet compares the earth to heaven because of the natural beauty and peace found in everyday life. Through images of streams, sunshine, gardens, and harvests, the poet shows that the earth possesses all the qualities we imagine heaven to have. This comparison helps the reader understand that by appreciating nature and life, we can experience heaven on earth.

• How does the poet use the imagery of harvest and moonlight?

Answer: The poet uses the imagery of harvest and moonlight to emphasize the splendour and richness of the earth. The harvest symbolizes abundance and nourishment, while moonlight represents calm and beauty. These images help convey the idea that the earth, in all its beauty and cycles, can be seen as heavenly, offering us everything we need to live a fulfilling life.

• What does the “song of nectar” represent in the poem?

Answer: The “song of nectar” represents the sweetness and divine nature of poetry. Just as nectar is a symbol of something pure and sweet, poetry is depicted as something that nourishes the soul and brings beauty to the world. Through poetry, the poet believes we can create a heaven on earth by capturing the essence of life in words and celebrating its beauty.

1. Why does the poet emphasize the idea that heaven is not a distant place?

Answer: The poet emphasizes that heaven is not a distant place to encourage readers to find beauty, peace, and happiness in their everyday surroundings. By showing how nature, human actions, and poetry can make life heavenly, the poet challenges the idea that heaven is somewhere far away. Instead, he suggests that we can experience heaven in the present moment if we open our eyes to it.

1. Why does the poet think heaven cannot be found elsewhere?

Answer: The poet thinks heaven cannot be found elsewhere because it already exists on earth in the beauty of nature and in human kindness. He believes that heaven is not a faraway place but something we experience through the natural world and our actions. The poem emphasizes that we don’t need to search for heaven beyond our lives; it’s present in our surroundings.

1. How does the poet use natural elements to explain the concept of heaven?

Answer: The poet uses natural elements like streams, waves, sunshine, and gardens to explain that heaven is found in the beauty of the earth. These images help the reader see how nature itself is divine and full of wonder. By appreciating these simple elements, we can experience the joy and peace associated with heaven in our everyday lives.

1. What does the poet mean by “If we ourselves aren’t heavenly nymphs”?

Answer: By saying “If we ourselves aren’t heavenly nymphs,” the poet means that divine qualities like beauty, grace, and goodness should be found within humans. If we cannot embody these qualities, then they do not exist elsewhere. The poet wants to convey that it is up to us to bring out the best in ourselves, making our lives and the world around us heavenly.

1. What does the poet suggest about the role of the sun in making earth heavenly?

Answer: The poet suggests that the sun plays a crucial role in making the earth heavenly by providing warmth and life. The tender sunshine that “leans on verdant gardens” is a symbol of how the sun nurtures the earth, making it bloom and thrive. This shows that nature’s forces, like the sun, are essential in creating a heavenly experience on earth.

1. How does the poet describe the earth as heaven in the poem?

Answer: The poet describes the earth as heaven by using images of roaring streams, rolling surf, sunshine, gardens, harvests, and moonlight. He shows how these elements of nature are full of beauty and wonder, making the earth a place where we can find peace and happiness. Through these descriptions, the poet conveys that heaven is already present on earth.

1. What does the poet say about the connection between harvest and heaven?

Answer: The poet says that the splendour of the harvest is part of what makes the earth heavenly. The harvest symbolizes abundance, growth, and fulfillment, showing that the natural world provides everything we need to live a good life. By focusing on the beauty and richness of the harvest, the poet emphasizes that heaven is found in the cycles of nature and life.

1. How does the poet explain the role of poetry in creating heaven?

Answer: The poet explains that poetry has the power to create heaven by capturing the beauty of life in words. Through the “song of nectar,” the poet suggests that poetry is sweet, divine, and nourishing to the soul. By expressing the wonders of the world, a poet can bring a sense of heaven to earth, helping people see the beauty in their surroundings.

1. What does the poet mean by “Heaven lies all over”?

Answer: When the poet says “Heaven lies all over,” he means that heaven is not a distant place but is present everywhere on earth. It is found in the beauty of nature, the warmth of the sun, the splendour of the harvest, and the light of the moon. The poet suggests that we can experience heaven all around us if we take the time to appreciate the world.

1. Why does the poet use the image of a roaring stream and rolling surf?

Answer: The poet uses the image of a roaring stream and rolling surf to show the dynamic beauty of nature. These powerful and moving images represent the energy and life present in the world, which contributes to the idea that heaven is alive and present on earth. The movement and sound of water are also calming and aweinspiring, making them fitting symbols of heaven.

• How does the poet’s description of nature help explain his idea of heaven on earth?

Answer: The poet’s description of nature, with its streams, sunshine, gardens, and moonlight, helps explain his idea that heaven is not a faraway place but something we experience on earth. By focusing on the beauty and peace found in nature, the poet shows that the natural world is divine, and by appreciating it, we can feel like we are in heaven.

(FROM QUESTION BANK)

1. What could not be nowhere else but on earth according to the speaker in ‘Heaven, If You Are Not Here On Earth’?

Answer: According to the speaker, heaven could not be nowhere else but on earth.

• When can there be no gods according to the speaker in ‘Heaven, If You Are Not Here On Earth’?

Answer: There can be no gods if humans themselves cannot be gods.

• According to the speaker in ‘Heaven, If You Are Not Here On Earth’, if we ourselves cannot be gods, then there can be no a) gods. b) nymphs. c) humans.

Answer: a) gods.

• When can there be no nymphs according to the speaker in ‘Heaven, If You Are Not Here On Earth’? Answer: There can be no nymphs if humans themselves are not heavenly nymphs.
• According to the speaker in ‘Heaven, If You Are Not Here On Earth’, if we ourselves aren’t heavenly nymphs, the

nymphs are not a) everywhere.            b) nowhere. c) elsewhere.

Answer: c) elsewhere.

• Where does the tender sunshine lean on according to the speaker in ‘Heaven, If You Are Not Here On Earth’? Answer: The tender sunshine leans on verdant gardens.
• What does the poet imbibe and spill to create heaven on Earth according to the speaker in ‘Heaven, If You Are Not Here On Earth’?

Answer: The poet imbibes and spills the song of nectar to create heaven on earth.

• Who according to the speaker imbibes and spills the song of nectar in ‘Heaven, If You Are Not Here On Earth’? Answer: The poet imbibes and spills the song of nectar.
• Where does the poet create heaven according to the speaker in ‘Heaven, If You Are Not Here On Earth’? Answer: The poet creates heaven on earth.
• What does the poet create on earth according to the speaker in ‘Heaven, If You Are Not Here On Earth’? Answer: The poet creates heaven on earth.

1. Answer the following questions in about 100 words each

(4 Marks)

1. How does the poem ‘Heaven, If You Are Not Here On Earth’ visualize heaven?

Answer: The poem visualizes heaven as a part of the natural world around us. Kuvempu describes heaven as being present in the beauty of nature, such as streams, sunshine, and gardens. He suggests that heaven is not a distant or mythical place but something that exists on earth, created through the wonders of the natural world and human actions.

• Why does the speaker believe that heaven can be created only by human effort in ‘Heaven, If You Are Not Here On Earth’?

Answer: The speaker believes that heaven can only be created by human effort because it is through human qualities like kindness, love, and creativity that heaven manifests. If humans do not act like gods—meaning if they do not embody divine qualities—then heaven cannot exist. The poem emphasizes the power of human endeavor to make the earth a heavenly place.

• What image of heaven does the poem, ‘Heaven, If You Are Not Here On Earth’ create?

Answer: The poem creates an image of heaven as a harmonious and beautiful place that can be found on earth. It uses vivid natural imagery—such as streams, waves, sunshine, and gardens—to portray heaven as a space of peace and joy. Heaven, according to the poem, is a reflection of the beauty and goodness in the world, created by both nature and humans.

• What are the requirements of heaven according to ‘Heaven, If You Are Not Here On Earth’?

Answer: According to the poem, the requirements of heaven are found in the natural world and in human behavior. Nature’s beauty, represented by elements like sunshine and harvest, is a part of heaven. Additionally, humans must embody qualities such as kindness, divinity, and creativity to complete the creation of heaven. Without these, heaven cannot exist on earth.

• ‘Heaven is not a separate entity but a part of earth to be created by human endeavour.’ How does the poem, ‘Heaven, If You Are Not Here On Earth’ present this?

Answer: The poem presents the idea that heaven is not a distant place but a reality that can be created on earth through human efforts. Kuvempu uses natural imagery, like the sunshine on gardens and streams, to show that heaven exists in the beauty of the natural world. He emphasizes that humans play a critical role in creating heaven by embodying divine qualities like love, compassion, and creativity. The speaker asserts that if humans do not strive to be like gods or nymphs, then there are no gods or nymphs, suggesting that heaven is shaped by human actions and virtues.

• Heaven is nothing but a replica of the best qualities of Earth. How does the poem ‘Heaven, If You Are Not Here On Earth’ justify this statement?

Answer: The poem justifies this statement by describing heaven as a reflection of the natural world and human virtues. Kuvempu portrays heaven as existing in the beauty of streams, gardens, and sunshine, which are all aspects of the earth. Additionally, the poem suggests that heaven is created through human qualities like kindness, love, and creativity, making it a replica of the best traits found in humans and nature. The poet emphasizes that by appreciating and nurturing these qualities, we can experience heaven on earth.

• ‘It is not gods that make heaven but humans who attain divinity.’ How is this brought out in ‘Heaven, If You Are Not Here On Earth’?

Answer: The poem brings out this idea by suggesting that heaven is not created by external divine beings, but by humans who attain godlike qualities. The speaker emphasizes that if humans cannot embody divine qualities, then there are no gods, and heaven cannot exist. This reflects the idea that humans are capable of creating heaven by living virtuously and harmoniously with nature. The poet uses natural imagery and the metaphor of humans being gods and nymphs to show that heaven is a product of human efforts to bring out their divine potential.

• ‘Heaven, If You Are Not Here On Earth’ tries to remove the traditional picture of heaven. Discuss.

Answer: The poem challenges the traditional picture of heaven as a faraway, mystical place. Instead, it presents heaven as something that can be experienced on earth through the beauty of nature and human actions. Kuvempu uses imagery of streams, gardens, and sunshine to show that heaven is part of the natural world, not a distant realm. The poem also emphasizes human responsibility in creating heaven by embodying divine qualities, suggesting that heaven is a product of human virtue and effort, not a place created by gods. This view contrasts with traditional religious beliefs that heaven is a reward after life.

• Both human nature and the natural world play a vital role in the creation of heaven. Explain with reference to ‘Heaven, If You Are Not Here On Earth’.

Answer: In the poem, both human nature and the natural world are essential in creating heaven. The natural world, with its beauty—streams, sunshine, gardens—represents the physical aspects of heaven on earth. At the same time, human nature, with its potential for goodness and divinity, completes the creation of heaven. Kuvempu suggests that if humans embody godlike qualities such as love, kindness, and creativity, they can turn earth into heaven. Thus, heaven is seen as a harmonious combination of the beauty of nature and the best qualities of humans, showing that both are vital to its existence.

Key Words

1. Books	8. Happiness	15. Life
2. Imagination	9. Humiliation	16. Death
3. Memory	10. Misfortune	17. Technology
4. Blindness	11. Dreams	18. History
5. Mother	12. Art	19. Emotion
6. Poetry	13. Creation	20. Magic
7. Metaphors	14. Time	21. Library

Major Themes

1. Books as an Extension of Imagination and Memory

Borges argues that books are not just objects but an essential extension of human imagination and memory, serving as a repository of dreams and history.

• Blindness as a Resource

Despite his blindness, Borges sees it as a way of life and uses it as a resource to create art. His blindness replaced the visual world with other enriching experiences.

• Regret and Reflection on Relationships

Borges expresses feelings of guilt over not making his mother happier, a sentiment reflecting the universal realization of taking loved ones for granted.

• The Transformative Power of Adversity

Borges believes that misfortunes and humiliations serve as raw material for creating art. Life’s difficulties are given to us to be transformed into something meaningful.

• The Nature of Poetry

Borges views poetry as a magical, mysterious act that cannot be precisely defined. The act of poetry happens in different ways for each reader and writer, rooted in precise words that evoke emotion.

• Metaphors as Timeless and Universal

Borges identifies certain essential metaphors (time as a river, life as a dream, death as sleep) that have been present across all literatures, emphasizing the poet’s role in rediscovering and reinterpreting them.

• Books Will Never Disappear

Borges strongly believes that despite technological advances, books will never disappear. Their function as the collective memory and imagination of humanity is irreplaceable.

• Literature as a Dream

Borges compares literature to a controlled dream, where our past, present, and future are intertwined through the stories and memories preserved in books.

1. Answer the following questions in one or two sentences each.

(2 Marks Questions)

1. What does Borges say about his first reading experience?

Answer: Borges says his first reading experience was Grimm’s Fairy Tales in an English version, which he read from his father’s library.

• How does Borges describe his feelings towards his mother?

Answer: Borges feels guilty for not having been a happy man, believing that he could have made his mother happier.

• What is Borges’ perspective on blindness?

Answer: Borges considers blindness as a way of life, seeing it as a resource rather than a misfortune.

• How does Borges explain the role of misfortune and humiliation in art?

Answer: Borges believes that misfortune and humiliation are given to us as raw material to create lasting works of art.

• What does Borges think about the idea that books will disappear?

Answer: Borges strongly believes that books will never disappear because they are essential to human imagination and memory.

• Why does Borges admire Emily Dickinson’s poetry?

Answer: Borges admires Emily Dickinson’s ability to find precise words, like in her line “This quiet dust was gentlemen and ladies,” which makes a simple idea poetic.

• What metaphors does Borges think are essential in literature?

Answer: Borges mentions metaphors like time and a river, life and dreams, and death and sleep as essential to literature.

• How does Borges describe poetry?

Answer: Borges describes poetry as an intimate, mysterious act that happens when a poet writes and a reader reads.

• What does Borges say about literature being a dream?

Answer: Borges says literature is like a controlled dream, which connects the past, present, and future.

1. How does Borges relate books to human history?

Answer: Borges believes that books are the memory of all centuries, and if they disappeared, history and humanity would also disappear.

1. Who was Borges’ first teacher in literature?

Answer: Borges’ first teacher was his father’s library.

1. What does Borges regret about his relationship with his mother?

Answer: Borges regrets not making his mother happier during her lifetime.

1. How does Borges cope with his blindness?

Answer: Borges copes with his blindness by accepting it as a part of life and using it as a resource for his art.

1. What did Borges dream about a library?

Answer: Borges dreamed of a library burning, which he thought might be the library of Alexandria.

1. What does Borges say about metaphors?

Answer: Borges says that metaphors have existed from the beginning of time, and it is the poet’s job to discover and express them in new ways.

1. Why does Borges still buy books despite being blind?

Answer: Borges continues buying books because they are a source of joy and imagination for him.

1. What is Borges’ view on the importance of books in human history?

Answer: Borges believes that books are essential to preserving human history and knowledge.

1. What example does Borges give of precise words in poetry?

Answer: Borges gives the example of Emily Dickinson’s line “This quiet dust was gentlemen and ladies” as an example of precise and poetic wording.

1. What does Borges say about the author’s intention in a book?

Answer: Borges says that a book goes beyond the author’s intention, containing something mysterious and sacred.

• Why does Borges think that books will not be replaced by modern technology?

Answer: Borges thinks books cannot be replaced by technology because they are an extension of our imagination and memory, unlike other inventions.

• How can you relate Borges’ view on books to modern reading habits?

Answer: Borges believed books are irreplaceable, even today, as they nurture imagination, unlike modern gadgets that offer quick but less meaningful engagement.

• What lessons can we learn from Borges’ feelings of guilt towards his mother?

Answer: We can learn to appreciate and show love to our parents while they are alive, as Borges regretted not doing enough for his mother.

• How can someone use adversity, as Borges suggests, to grow creatively?

Answer: Adversity can be used as a tool for personal growth and creativity, turning difficult experiences into inspiration for art or writing.

• Why is it important to find ‘precise words’ in writing, according to Borges?

Answer: Precise words create emotional depth and magic in writing, transforming simple ideas into poetic expressions.

• How can Borges’ dream of the burning library symbolize the importance of preserving knowledge?

Answer: The dream of a burning library could symbolize the loss of knowledge and culture, highlighting the need to preserve books and learning.

• What is the role of memory in both life and literature, as Borges explains?

Answer: Memory serves as the foundation for both life experiences and literature, preserving the past and shaping our identity.

• What metaphor can you create based on Borges’ ideas about life and dreams?

Answer: Life can be seen as a journey through a river of dreams, where each experience is like a wave moving us forward.

• How can Borges’ positive outlook on blindness inspire others facing challenges?

Answer: Borges’ acceptance of blindness as a resource for creativity shows that challenges can be transformed into opportunities for growth and learning.

• How can we apply Borges’ belief that books are an extension of imagination to today’s digital world?

Answer: In today’s digital world, we can use books, both physical and digital, to expand our imagination and connect with timeless ideas.

• What does Borges’ admiration for Emily Dickinson teach us about the power of simplicity in writing?

Answer: Borges shows that simplicity in writing, when combined with precise words, can convey profound and beautiful emotions.

1. Answer the following questions in about 60 words each

(3 Marks)

1. How does Borges describe his relationship with his father’s library?

Answer: Borges explains that his father’s library played a crucial role in his early education, shaping him more than formal schooling. His first reading was Grimm’s Fairy Tales in an English version, which sparked his love for literature and formed the foundation of his lifelong reading habits.

• What is Borges’ main regret regarding his mother, and why?

Answer: Borges regrets not having made his mother happier during her lifetime. He feels guilty because he believes he could have brought her more happiness, especially as he grew older, realizing how much she had done for him.

• How does Borges view his blindness, and how does it affect his life?

Answer: Borges views his blindness not as a tragedy but as a way of life. He believes it has opened up new possibilities for creativity, allowing him to focus on different aspects of the world and use his experiences to fuel his writing.

• What does Borges believe is the role of misfortune in an artist’s life?

Answer: Borges believes that misfortune, humiliation, and life’s struggles are given to artists as raw material. These experiences can be transformed into something beautiful and meaningful through art, allowing the artist to turn pain into creation.

• Why does Borges continue to buy books even though he is blind?

Answer: Despite his blindness, Borges continues to buy books because he loves them and still enjoys their presence. He sees books as an extension of his imagination and memory, which remain essential to his life as a reader and writer.

• What is Borges’ opinion on the idea of writing a history of books?

Answer: Borges finds the idea of writing a history of books wonderful but doubts whether he could accomplish it at his age. He recalls that Spengler already wrote remarkable comments about books in his work, showing Borges’ respect for the topic.

• How does Borges define poetry, and why does he say it is difficult to define?

Answer: Borges describes poetry as an intimate, magical, and mysterious event that happens during the act of writing or reading. He says it’s difficult to define poetry because it’s like trying to explain concepts such as love or colors—they are deeply felt but hard to put into words.

• What does Borges believe about the power of precise words in poetry?

Answer: Borges believes that precise words are crucial in poetry because they evoke emotion and transform simple ideas into something beautiful. He admires Emily Dickinson for her ability to find the perfect words, making her poetry powerful and meaningful.

• Why does Borges think that books will never disappear?

Answer: Borges believes books will never disappear because they are unique inventions that extend human imagination and memory. Unlike other tools, which enhance physical abilities, books preserve thoughts, dreams, and history, making them irreplaceable in human life.

1. How does Borges describe literature as a dream?

Answer: Borges describes literature as a controlled dream, one that intertwines with memories and imagination. He believes literature shapes who we are and who we will be, preserving the essence of human experience across time through books.

1. What was Borges’ first memory of reading, and how did it shape him?

Answer: Borges’ first memory of reading was Grimm’s Fairy Tales in an English version from his father’s library. This early exposure to literature had a profound impact on him, shaping his love for stories and contributing to his development as a writer.

1. How does Borges feel about not making his mother happier during her lifetime?

Answer: Borges feels guilty and regretful for not making his mother happier. He compares the situation to how people often take their loved ones for granted, realizing too late how much they should have done for them while they were alive.

1. Why does Borges believe blindness is not entirely a misfortune?

Answer: Borges believes blindness is not entirely a misfortune because it has opened new opportunities for creativity. He views all life experiences, including blindness, as resources for artistic creation and a way to explore different aspects of the world.

1. What dream did Borges have about a burning library, and what could it symbolize?

Answer: Borges dreamt about the burning of a great library, possibly the Library of Alexandria. This dream could symbolize the loss of knowledge and history, which highlights Borges’ belief in the irreplaceable role of books in preserving human civilization.

1. How does Borges describe the role of metaphors in literature?

Answer: Borges explains that certain metaphors, like time and a river or life and dreams, are universal and timeless. He believes that it is the poet’s task to rediscover these metaphors, which have been part of literature from the beginning of time.

1. Why does Borges continue buying books, even though he is blind?

Answer: Borges continues buying books because they are an important part of his life and imagination, even though he cannot read them. He surrounds himself with books because they bring him joy and connection to the world of literature.

1. What does Borges mean when he says that a book goes beyond its author’s intention?

Answer: Borges means that a book contains something more than what the author intended, something sacred and mysterious. A book may have errors, but it transcends its flaws and remains meaningful through its connection to the reader’s imagination.

1. How does Borges explain the connection between literature and memory?

Answer: Borges explains that literature acts as a collective memory of human experiences, preserving the past for future generations. He believes that without books, both history and human civilization would be lost, as books hold the dreams and knowledge of all time.

1. What example does Borges give of precise wording in poetry?

Answer: Borges gives the example of Emily Dickinson’s line “This quiet dust was gentlemen and ladies” to show how the precise choice of words creates magic in poetry. If she had written “men and women” instead, the line would have lost its poetic quality.

• Why does Borges think books cannot be replaced by modern technology?

Answer: Borges believes that books are irreplaceable because they are extensions of imagination and memory, unlike modern technology, which merely extends our physical abilities. Books preserve human thoughts and dreams, making them essential to culture and history.

• How can Borges’ relationship with books inspire your reading habits?

Answer: Borges’ deep connection to books, even after going blind, can inspire us to value reading as a lifelong source of knowledge and imagination. His belief that books are irreplaceable shows the importance of continuing to explore literature throughout our lives.

• What can we learn from Borges’feelings about his mother regarding family relationships ?

Answer: Borges’ regret about not making his mother happier teaches us to appreciate and cherish our family members while they are alive. We should express love and gratitude instead of taking them for granted, as Borges realized too late.

• How can you turn personal challenges into opportunities for growth, like Borges did with his blindness?

Answer: Like Borges, who used blindness as a resource for creativity, we can turn our own challenges into opportunities for personal growth. Difficult situations can become fuel for learning and creating something new, whether in art or other areas of life.

• How can precise language make your writing more effective, as Borges suggests?

Answer: Precise language can make writing more powerful and emotionally engaging. Like Borges admired in Emily Dickinson’s poetry, choosing the right words can transform a simple idea into something beautiful and meaningful, leaving a lasting impact on readers.

• What does Borges’ dream about the burning library teach us about the importance of preserving knowledge? Answer: Borges’ dream about the burning library reminds us of the importance of preserving knowledge through books. It teaches us to value the written word as a way of safeguarding human history, culture, and learning for future generations.
• How does Borges’ idea of literature as a dream connect to the role of imagination in reading?

Answer: Borges’ idea of literature as a controlled dream highlights the role of imagination in reading. When we read, we enter a dream-like state where stories, characters, and ideas come alive, shaping our understanding of the world and ourselves.

• What metaphor can you create about life, inspired by Borges’ view of essential metaphors?

Answer: Inspired by Borges’ view of essential metaphors, you might create the metaphor that life is like a river, constantly flowing and changing, with each bend and rapid representing the challenges and opportunities we face.

• What does Borges’ acceptance of his blindness teach us about overcoming difficulties?

Answer: Borges’ acceptance of his blindness teaches us that difficulties can be faced with resilience and creativity. By seeing challenges as opportunities for growth, we can find new ways to enjoy life and pursue our passions, even in the face of adversity.

(FROM QUESTION BANK)

1. Which according to Borges is his first literary reading?

Answer: Borges’ first literary reading was “Grimm’s Fairy Tales.”

• According to Borges, in which language did he read ‘Grimm’s Fairy Tales’?

Answer: Borges read “Grimm’s Fairy Tales” in English.

• Where according to Borges was he educated more than high school or the university?

Answer: Borges believes he was educated more by his father’s library than by high school or university.

• Who according to Borges was an extraordinary person?

Answer: Borges says his mother was an extraordinary person.

• Whom does Borges look upon as an intelligent and gracious woman?

Answer: Borges looks upon his mother as an intelligent and gracious woman.

• What according to Borges is blindness to him?

Answer: Borges describes blindness as a way of life that is not entirely unhappy.

• Borges says one must think that whatever happens to him or her is a:

a. resource                   b. misfortune               c. embarrassment

Answer: a. resource

• Name the book of Homer mentioned by Borges in his interview.

Answer: The book mentioned by Borges is “The Odyssey.”

• ‘All that is near becomes far.’ This line is from a poem by

a. Homer                      b. Spengler                  c. Goethe

Answer: c. Goethe

1. What did Borges fill his house with when the visible world moved away from his eyes?

Answer: Borges filled his house with books even after he lost his sight.

1. Which library according to Borges may have been the one he dreamed of?

Answer: Borges believes the library in his dream may have been the Library of Alexandria.

1. What exactly did Borges visualize about the library in his dream?

Answer: Borges visualized a great library being attacked by flames and burning.

1. Name the book which according to Borges has remarkable comments on books.

Answer: The book that Borges says has remarkable comments on books is “The Decline of the West” by Spengler.

1. Who according to Borges has predated his attempt to write a history of books?

Answer: Borges believes Spengler predated his attempt to write a history of books.

1. Who according to Borges quoted that every book worth being re-read has been written by the spirit? Answer: Borges quotes Bernard Shaw as saying that every book worth being re-read has been written by the spirit.
2. What according to Borges is magical, mysterious, and unexplainable?

Answer: According to Borges, poetry is magical, mysterious, and unexplainable.

1. Whose line in a poem does Borges remember always?

Answer: Borges always remembers a line from a poem by Emily Dickinson.

1. Since when according to Borges do metaphors exist?

Answer: According to Borges, metaphors have existed since the beginning of time.

1. Mention any one of the essential metaphors which according to Borges are found in all literatures. Answer: One essential metaphor Borges mentions is “time and a river.”
2. What according to Borges will never disappear?

Answer: According to Borges, books will never disappear.

• Which according to Borges is the most astounding invention of man?

Answer: Borges believes the most astounding invention of man is the book.

• Borges says that the telescope and the microscope are the extensions of our

a. voice                        b. sight                        c. arms

Answer: b. sight

• Which of the inventions of man is the extension of our voice according to Borges?

Answer: According to Borges, the telephone is the extension of our voice.

• According to Borges, which of the inventions of man is the extension of our imagination and memory? Answer: According to Borges, the book is the extension of our imagination and memory.
• What according to Borges is a controlled dream?

Answer: Borges describes literature as a controlled dream.

• According to Borges, our past is nothing but a sequence of    .

a. dreams                     b. memories                 c. experiences

Answer: a. dreams

• When according to Borges would history disappear?

Answer: According to Borges, history would disappear if books were to disappear.

1. Answer the following questions in about 100 words each

(4 Marks)

1. What does Borges tell us about his mother in particular and all mothers in general?

Answer: Borges describes his mother as an extraordinary person who was kind, intelligent, and gracious. He feels guilty for not being a happier person to give her the joy she deserved. He reflects on how children often take their mothers for granted, comparing this to how we take natural elements like the moon and the sun for granted. Borges believes that only after a mother’s death do we realize how much we have relied on her, feeling a sense of loss and regret for not appreciating her enough during her lifetime.

• How does Borges look upon his blindness?

Answer: Borges views his blindness not as a misfortune but as a way of life that offers him a new perspective. He believes that everything that happens to a person, even something like blindness, is a resource that can be used to create art. Instead of dwelling on what he has lost, Borges focuses on what he has gained, including his ability to experience the world through imagination and memory. His blindness has helped him appreciate other senses and has allowed him to continue filling his life and home with books.

• How according to Borges does a book go beyond its author’s intention?

Answer: Borges believes that a book transcends its author’s intention because it contains more than just the ideas the author wanted to convey. A book, according to him, holds something mysterious, sacred, and magical that allows it to resonate with readers across time. Even if the author’s opinions or intentions are flawed or disagreeable, a book still carries a power that goes beyond those limitations. For Borges, the value of a book lies in its ability to evoke new interpretations and emotions in different readers.

• What are Borges’s views on poetry and poem?

Answer: Borges distinguishes between a poem and poetry, believing that poetry is the aesthetic experience that occurs during the act of creation or when a reader engages with the text. He describes poetry as something intimate, magical, and unexplainable, similar to emotions like love or the color yellow. Poetry, for Borges, is the artistic event that transcends the mere words on a page. It is not the poem itself but the emotional and intellectual response that it evokes in both the poet and the reader.

• To what extent is finding the precise words important in the art of poetry according to Borges?

Answer: Borges believes that finding the precise words is crucial in poetry because it is the precision of language that elicits strong emotions and transforms ordinary ideas into something extraordinary. He gives the example of Emily Dickinson’s line, “This quiet dust was gentlemen and ladies.” He points out that the use of the words “gentlemen and ladies” instead of “men and women” elevates the line from a cliche about death to something poetic and evocative. For Borges, the right words give poetry its magic.

• What are Borges’s views on metaphors?

Answer: Borges believes that metaphors are fundamental to human expression and have existed since the beginning of time. He feels that while the essential metaphors remain constant, such as “time and a river” or “life and dreams,” poets continually rediscover and express them in new ways. Borges argues that the poet’s task is not to invent new metaphors but to present these timeless ideas in a way that resonates with readers. He sees metaphors as a core element of poetry and literature, reflecting universal human experiences.

• Why according to Borges will books never disappear?

Answer: Borges argues that books will never disappear because they are unique inventions that serve as extensions of human imagination and memory. While other inventions like the telephone or the microscope extend our physical capabilities, only the book extends our ability to think, dream, and remember. Borges believes that books are irreplaceable because they are the collective memory of humanity, containing the thoughts and dreams of all people throughout history. Without books, Borges asserts, not only history but also humanity itself would vanish.

• One’s experience is one’s resource. How does Borges expound his views on this?

Answer: Borges believes that every experience, whether positive or negative, serves as raw material for creativity and personal growth. He views life’s challenges, such as his own blindness, as opportunities to shape one’s character and art. According to him, an artist must embrace all aspects of life, including humiliations and misfortunes, as resources to create something meaningful. Borges sees life as a collection of experiences that, when transformed through art, can lead to timeless and universal works.

• Poetry is unexplainable. Discuss in the light of Borges’s interview.

Answer: Borges explains that poetry is something magical and unexplainable, much like emotions or colors. It cannot be fully defined without losing its essence. While the words in a poem may be simple or symbolic, the true impact of poetry comes from the emotional and intellectual response it triggers in the reader. Borges views poetry as an intimate, mysterious experience that takes place during the act of writing or reading. If this poetic event does not occur, Borges believes the poem has failed to evoke the intended response.

1. The function of books is irreplaceable. Explain with reference to ‘I Believe that Books will Never Disappear’.

Answer: Borges emphasizes that books serve an irreplaceable function in preserving human history, memory, and imagination. He believes that without books, history would disappear because they are the only medium capable of recording and transmitting the knowledge, dreams, and experiences of past generations. Borges argues that no modern invention can replace the book because it is the extension of human thought. While other tools extend physical abilities, books preserve the essence of human creativity and memory, making them vital to the survival of culture and knowledge

KEY WORDS

1. Old Man	7. Basavaiah	13. Art
2. Coconut Grove	8. Rivalry	14. Fame
3. Chennarayapatna	9. Land Acquisition	15. Death
4. Labourer	10. Ballads	16. America & Russia
5. Philosopher	11. Wealth	17. Revenge
6. Tammanna	12. Vengeance	18. Non-entity

MAJOR THEMES

1. Rivalry and Jealousy: The story explores how rivalry, particularly between Tammanna and Basavaiah, leads to extreme competition and shapes their lives.

• Revenge and Vengeance: The theme of revenge drives much of the narrative, with both characters living to outdo and destroy each other, symbolizing the destructive nature of vengeance.

• Wealth and Materialism: The accumulation of land and wealth plays a significant role in the story, showing how materialism can dominate lives and lead to personal emptiness.

• The Power of Art: Tammanna’s use of ballads to outshine Basavaiah highlights the theme of art as a tool for power and transcendence, representing a shift from material to intellectual or creative dominance.

• Human Nature and Conflict: The story delves into the complexities of human nature, particularly the need for conflict, competition, and the drive for personal victory over others.

• Identity and Legacy: The loss of identity over time, as seen in the old man’s transformation from a famous poet to a forgotten gardener, is a key theme that questions the lasting impact of one’s actions and reputation.

• The Futility of Competition: Through the rivalry between Tammanna and Basavaiah, the story highlights the futility of excessive competition, as both characters ultimately face personal loss and emptiness.

• Death and Resolution: The theme of death is portrayed as the ultimate end of competition, with Tammanna choosing to leave his rivalry behind, leading to Basavaiah’s downfall.

1. Answer the following questions in one or two sentences each. (2 Marks Questions)

1. Who were Tammanna and Basavaiah in the story, and what was the nature of their relationship?

Answer: Tammanna and Basavaiah were rivals who competed to outdo each other in land ownership and fame.

• What did Tammanna do to overcome Basavaiah when he couldn’t compete with him in wealth?

Answer: Tammanna composed songs and ballads, using his creativity to gain fame and surpass Basavaiah.

• How did Basavaiah react when Tammanna’s songs made him famous?

Answer: Basavaiah tried to compete by accumulating more wealth and inviting scholars to his house, but he still felt defeated.

• Why did Tammanna decide to leave everything behind, and what happened to Basavaiah after that?

Answer: Tammanna thought his death would be the ultimate revenge, and after he left, Basavaiah lost the will to live and died.

• What does the old man tell the owner’s wife about human nature and revenge?

Answer: The old man explains that humans often live for revenge or competition, and this drives many of their actions in life.

• Where did the old man meet the owner’s wife in the story?

Answer: The old man met the owner’s wife near the well in the garden, where he brought down tender coconuts for her.

• Why did the old man say he came to the garden and stayed there?

Answer: The old man came to the garden after walking many miles, and the owner needed someone like him, so he stayed to work there.

• How did Tammanna and Basavaiah’s rivalry begin in the story?

Answer: Their rivalry began with them competing to buy more land and gain more friends than each other.

• What did Tammanna do when Basavaiah took over his land?

Answer: Tammanna started composing and singing ballads about their rivalry instead of fighting back directly.

1. What realization did Tammanna come to about defeating Basavaiah in the end?

Answer: Tammanna realized that only by leaving everything behind, and through death, could he completely end his rivalry with Basavaiah.

1. How does the rivalry between Tammanna and Basavaiah show the impact of competition on relationships?

Answer: The rivalry shows that excessive competition can lead to jealousy, conflict, and ultimately harm both individuals, as seen in Tammanna and Basavaiah’s destructive relationship.

1. What lesson about human nature does the old man share with the owner’s wife?

Answer: The old man explains that humans often live for competition and revenge, which can drive their actions and complicate their lives, even when other needs like wealth and success are fulfilled.

1. Answer the following questions in about 60 words each (3 Marks)

1. Why did Tammanna and Basavaiah’s rivalry grow so intense, and what did they do to compete with each other?

Answer: Tammanna and Basavaiah’s rivalry intensified as they tried to outdo each other by acquiring land and followers. When Basavaiah took over Tammanna’s land, Tammanna responded by composing songs to showcase his superiority, shifting their competition from material wealth to fame and reputation.

• What change did the arrival of the old man bring to the plantation, and how did the owner’s wife feel about it?

Answer: The old man’s arrival improved the plantation’s income, ended thefts, and made life easier for the owner. However, the wife was unsure if his influence was good or bad, as her husband became wealthier but also more distant and involved in unhealthy activities.

• How did Tammanna finally decide to end his rivalry with Basavaiah, and what happened after he left?

Answer: Tammanna decided that death was the only way to end the rivalry. He left everything behind, believing his absence would destroy Basavaiah. Shortly after, Basavaiah died because he lost his reason to live without the competition, showing how deeply the rivalry affected them.

• What does the old man’s story tell us about the nature of revenge and its role in human life? Answer: The old man’s story shows that revenge can drive people to devote their entire lives to competition, often leading to destruction and emptiness. Both Tammanna and Basavaiah’s lives were consumed by their need to outdo each other, highlighting how revenge can take over a person’s purpose in life.

• How does the story illustrate the idea that wealth and power do not bring true happiness or fulfilment?

Answer: The story illustrates that despite Basavaiah’s wealth and material success, he  remained unhappy because he couldn’t surpass Tammanna in fame. This demonstrates that wealth and power do not guarantee happiness, as Basavaiah’s life felt meaningless without his rivalry with Tammanna to give it purpose.

• What was the significance of the old man in the garden, and how did he contribute to the plantation?

Answer: The old man played a vital role in the garden by improving its productivity and stopping theft. He was skilled in agriculture and connected well with the workers, making him an essential figure in managing the plantation efficiently.

• Why did the owner’s wife feel conflicted about the changes brought by the old man? Answer: The owner’s wife felt conflicted because, although her husband became wealthier and more successful after the old man’s arrival, his personality changed. He became lazy and distant, which led her to question whether the old man’s influence was truly beneficial.

• How did Tammanna and Basavaiah first start competing with each other, and what methods did they use?

Answer: Tammanna and Basavaiah began competing by trying to outdo each other in acquiring land and followers. They bought more land and sought to gain public admiration. Their rivalry grew more intense over time.

• What effect did Tammanna’s ballads have on Basavaiah and their rivalry?

Answer: Tammanna’s ballads, which described Basavaiah’s cruelty, gained him fame and recognition. This made Basavaiah feel powerless because he could not compete with Tammanna’s creative influence, even as he tried to amass more wealth to outdo him.

1. How did Basavaiah react when he heard that Tammanna was ill, and why did he think this would help him win?

Answer: Basavaiah thought that Tammanna’s illness would give him an advantage, as he believed Tammanna’s decline in health would weaken him. He saw Tammanna’s suffering as a way to regain his superiority in their rivalry.

1. How did the old man’s presence change the way the garden was run?

Answer: The old man’s presence improved the garden’s management by stopping thefts and increasing income. His knowledge of agriculture and ability to connect with workers made him valuable, leading to a more efficiently run plantation and a noticeable change in the owner’s lifestyle.

1. What was the old man’s reaction to the owner’s wife’s worries about her husband?

Answer: The old man understood the owner’s wife’s worries and shared a story about his past to explain how human nature often leads to conflict and competition. He offered her insight into the complexities of life and the impact of rivalry on personal happiness.

1. How did Tammanna’s decision to compose ballads affect his rivalry with Basavaiah? Answer: Tammanna’s decision to compose ballads shifted the focus of the rivalry from material wealth to fame and reputation. His songs gained him public attention and made it difficult for Basavaiah to compete effectively.

1. What changes occurred in the plantation owner’s lifestyle after the old man started working in the garden?

Answer: After the old man started working in the garden, the plantation owner became wealthier and less involved in the daily operations. He became more focused on enjoying his wealth, which caused concern for his wife.

1. What role did the old man play when he arrived at the garden, and how did he help improve the plantation?

Answer: The old man became a valuable asset to the plantation. He used his knowledge of agriculture to improve the care of the coconut trees and prevent thefts. This led to increased productivity and higher income for the plantation owner.

1. Describe the initial reaction of the plantation owner’s wife to the old man’s arrival and the changes he brought.

Answer: Initially, the plantation owner’s wife was unsure about the old man. She noticed that her husband became less involved in the plantation’s affairs and more focused on enjoying his wealth. She wondered if the old man’s influence was positive or negative.

1. Answer the following questions in about 100 words each (4 Marks)
2. How did the old man’s arrival affect the way the plantation was run and the owner’s lifestyle? Explain the changes that occurred.

Answer: The old man’s arrival led to improved management of the plantation by ending thefts and increasing income due to his agricultural skills. As a result, the plantation expanded, and the owner’s lifestyle changed dramatically—he became wealthier and more socially prominent. However, this also made the owner lazy and less involved in hard work, which created problems in his personal life and relationships, showing how the old man’s influence brought both positive and negative changes.

• What were Tammanna’s and Basavaiah’s main methods of competing with each other, and how did these methods affect their lives?

Answer: Tammanna and Basavaiah competed primarily through acquiring land and gaining followers. Tammanna used ballads to highlight his superiority and criticize Basavaiah, which earned him fame and admiration. Basavaiah, on the other hand, tried to outdo Tammanna by accumulating wealth and inviting scholars. This competition led to both men becoming increasingly obsessed and unhappy, as their rivalry consumed their lives and created lasting personal conflicts.

• What was the impact of Tammanna’s decision to use art and ballads instead of physical conflict to deal with Basavaiah? How did it affect both characters?

Answer: Tammanna’s decision to use art and ballads allowed him to handle his rivalry with Basavaiah in a creative and non-violent way. This method helped Tammanna gain fame and public support, while Basavaiah felt powerless against Tammanna’s growing reputation. The use of art as a weapon shifted the nature of their conflict from physical competition to a battle of reputation, impacting both characters’ lives by intensifying their obsession with each other.

• In the old man’s story, how did the obsession with revenge ultimately affect Tammanna and Basavaiah’s lives? Describe the outcomes.

Answer: The obsession with revenge deeply affected both Tammanna and Basavaiah, leading  to destructive consequences. Tammanna’s life was consumed by his need to outdo Basavaiah, and his eventual decision to leave everything behind was driven by his desire for ultimate revenge. Basavaiah, meanwhile, tried to surpass Tammanna through wealth but became increasingly empty and defeated. Their fixation on revenge overshadowed their happiness and well-being, leading to personal dissatisfaction and Basavaiah’s demise.

• Describe how the old man’s story about Tammanna and Basavaiah reveals their rivalry and its impact. What were the main events, and how did they affect the characters?

Answer: The old man’s story reveals that Tammanna and Basavaiah were intense rivals, competing to acquire more land and gain more followers. Tammanna responded to Basavaiah’s actions by composing ballads that made him famous, while Basavaiah tried to counteract this by accumulating wealth and inviting scholars to his home. Their rivalry led to personal unhappiness and conflict. Tammanna’s fame grew, while Basavaiah felt humiliated and ultimately died after Tammanna left, showing how their competition had a profound and negative impact on both their lives.

• How did the old man’s presence in the garden change the dynamics of the plantation and the lives of the owner and his wife? What were the visible effects?

Answer: The old man’s presence brought significant changes to the plantation. He improved its productivity by managing it better and stopping thefts. The owner’s income increased, and the plantation expanded. However, these changes had mixed effects: while the owner became wealthier and more influential, he also became lazy and detached. His wife noticed these changes and felt uncertain about whether the old man’s influence was ultimately good or bad for their lives, leading to a complex situation at home.

• Explain how Tammanna’s decision to use ballads as a means to address his rivalry with Basavaiah impacted their competition. What was the result for both characters?

Answer: Tammanna’s decision to use ballads shifted their rivalry from a physical competition to a contest of public perception. By singing ballads that highlighted his own virtues and criticized Basavaiah, Tammanna gained fame and admiration, putting Basavaiah at a disadvantage. Basavaiah, unable to compete with Tammanna’s artistic success, focused on accumulating wealth but remained unhappy and defeated. This change in strategy ultimately deepened their rivalry and led to personal dissatisfaction for both characters.

• What lesson does the old man’s story about Tammanna and Basavaiah teach us about the consequences of obsession with competition and revenge? How did this affect the characters’ lives?

Answer: The old man’s story teaches that obsession with competition and revenge can lead to negative consequences, such as personal unhappiness and destructive behaviour. Tammanna and Basavaiah’s intense rivalry consumed their lives, causing them to focus solely on outdoing each other. This obsession led to Tammanna’s eventual departure and Basavaiah’s demise, showing that such fixations can overshadow happiness and well-being, ultimately leading to a troubled and unfulfilled life for both characters.

(FROM QUESTION BANK)

1. Where did the narrator of ‘The Gardener’ meet the old man by chance?

Answer: The narrator met the old man by chance in a coconut grove near Chennarayapatna.

• Where was the coconut grove in which the narrator of ‘The Gardener’ met an old man? Answer: The coconut grove was near Chennarayapatna.

• What was tucked under the old man’s arm when the narrator of ‘The Gardener’ met him? Answer: A newspaper was tucked under the old man’s arm.

• Who became lethargic after the arrival of the old man in ‘The Gardener’? Answer: The plantation owner became lethargic after the arrival of the old man.

• Who became apprehensive about the plantation owner’s vices in ‘The Gardener’? Answer: The plantation owner’s wife became apprehensive about his vices.

• Whom did Tammanna treat as the most important among all his possessions in ‘The Gardener’?

Answer: Tammanna treated his rival Basavaiah as the most important among all his possessions.

• Whose name is said to be Sangoji and later corrected as Basavaiah in ‘The Gardener’? Answer: The name said to be Sangoji and later corrected as Basavaiah is Tammanna’s rival.

• How many acres of Tammanna’s land did Basavaiah acquire forcibly in ‘The Gardener’? Answer: Basavaiah acquired two hundred acres of Tammanna’s land forcibly.

• Who hit upon the idea of composing and singing ballads in ‘The Gardener’? Answer: Tammanna hit upon the idea of composing and singing ballads.

1. Whose cruelty and meanness did Tammanna’s songs make a mention of in ‘The Gardener’? Answer: Tammanna’s songs made mention of Basavaiah’s cruelty and meanness.

1. Who was felicitated as the best poet of his times in ‘The Gardener’? Answer: Tammanna was felicitated as the best poet of his times.

1. Who appointed a number of persons to praise him in ‘The Gardener’? Answer: Basavaiah appointed a number of persons to praise him.

1. Whose palatial mansion looked dull and empty without Tammanna’s books in ‘The Gardener’?

Answer: Basavaiah’s palatial mansion looked dull and empty without Tammanna’s books.

1. When did Basavaiah find the means of surpassing Tammanna in ‘The Gardener’?

Answer: Basavaiah found the means of surpassing Tammanna when he learned that Tammanna was ill.

1. Whose disease was Basavaiah’s health according to the narrator of ‘The Gardener’? Answer: According to the narrator, Basavaiah’s health was Tammanna’s disease.

1. When would Basavaiah go on offering stiff competition according to Tammanna in ‘The Gardener’?

Answer: Basavaiah would go on offering stiff competition as long as Tammanna was alive and healthy.

1. When, according to the narrator of ‘The Gardener’, does man lose his name? Answer: According to the narrator, man loses his name after a particular age.

1. According to the old man, when did he conceive the story of Tammanna and Basavaiah? Answer: The old man conceived the story of Tammanna and Basavaiah when he was reading the newspaper and reflecting on human nature.

1. Who thought his death alone could destroy Basavaiah in ‘The Gardener’? Answer: Tammanna thought his death alone could destroy Basavaiah.

• When did Basavaiah pass away according to Tammanna in ‘The Gardener’? Answer: According to Tammanna, Basavaiah passed away shortly after Tammanna left.

• When according to Tammanna did he forget all his songs and ballads in ‘The Gardener’? Answer: Tammanna forgot all his songs and ballads after Basavaiah’s death.

• Who says he avenged himself by becoming a non-entity in ‘The Gardener’? Answer: The old man says he avenged himself by becoming a non-entity.

• Who according to Tammanna the old man, is not amenable to any advice in ‘The Gardener’?

Answer: According to the old man, the plantation owner is not amenable to any advice.

• How long does man go on living for some revenge according to the old man in ‘The Gardener’?

Answer: According to the old man, man goes on living for some revenge till the day of his death.

• Who paints well according to the old man in ‘The Gardener’? Answer: According to the old man, the young child Lokya paints well.

IV. Answer the following questions in about 100 words each (4 Marks)

1. How did the plantation owner’s lifestyle change after the arrival of the old man in ‘The Gardener’?

Answer: After the old man’s arrival, the plantation owner’s lifestyle changed significantly. The old man’s effective management led to increased productivity and income from the plantation. As a result, the owner became wealthier and more socially prominent. However, these changes also made him lethargic and less involved in the daily work of the plantation. His newfound wealth and status led to a more extravagant and less meaningful lifestyle, which ultimately caused tension and uncertainty in his personal life.

• Why did the plantation owner’s wife find it hard to decide whether the old man’s arrival was for the better or worse in ‘The Gardener’?

Answer: The plantation owner’s wife found it difficult to decide whether the old man’s arrival was beneficial or detrimental because, while the old man’s expertise improved the plantation’s profitability and status, it also led to negative changes in her husband’s behaviour. He became lazy and increasingly involved in social activities, raising concerns about potential vices and moral decline. The contrast between the tangible benefits and the intangible, possibly harmful changes created confusion and ambivalence about the old man’s impact.

• How did Tammanna and Basavaiah manage their rivalry in the beginning in ‘The Gardener’? Answer: Initially, Tammanna and Basavaiah managed their rivalry through competitive means such as acquiring land and gaining followers. They engaged in what appeared to be healthy competition, each trying to outdo the other in terms of land ownership and social influence. However, this competition gradually escalated as they both sought to surpass each other in every possible way, leading to an increasingly intense and destructive rivalry.

• Explain the invisible means by which Tammanna decided to destroy Basavaiah in ‘The Gardener’.

Answer: Tammanna decided to use an invisible and intangible means to destroy Basavaiah by composing and singing ballads that depicted Basavaiah’s cruelty and shortcomings. This artistic approach allowed Tammanna to tarnish Basavaiah’s reputation and gain public favor without resorting to physical confrontation. By focusing on spreading his own fame through his songs, Tammanna effectively undermined Basavaiah’s status and influence, illustrating the power of art and public perception in their rivalry.

• What did Basavaiah do to invest his home with meaning in ‘The Gardener’? Explain.

Answer: To invest his home with meaning, Basavaiah tried to counteract the emptiness he felt due to Tammanna’s absence. He constructed a grand mansion, filled it with luxurious decorations, and appointed people to praise him. Despite these efforts, his home remained dull and lacked substance without the presence of Tammanna’s influential works. Basavaiah’s actions highlight his attempt to fill the void created by his rivalry with Tammanna and show how material wealth and external validation could not replace true artistic or personal fulfilment.

• The arrival of the old man to the garden caused both good and bad things. How is this brought out in ‘The Gardener’?

Answer: The arrival of the old man to the garden brought both positive and negative changes. On the positive side, the old man’s expertise improved the garden’s productivity, ended petty thefts, and increased the plantation’s income, leading to the owner’s financial success and expansion. However, on the negative side, the owner became lethargic and overly focused on his newfound status, which led to potential moral decline and discontent in his personal life. This dual impact illustrates how the old man’s presence created a complex situation with mixed outcomes.

• The rivalry between Tammanna and Basavaiah started moving from the visible to the invisible domain. Explain.

Answer: Initially, Tammanna and Basavaiah’s rivalry was characterized by visible competition, such as acquiring land and gaining social status. However, as their conflict intensified, Tammanna shifted the rivalry to an invisible domain by using ballads to undermine Basavaiah’s reputation. Tammanna’s songs, which highlighted Basavaiah’s flaws and cruelty, transformed their competition from a tangible struggle into a battle of public perception and artistic influence. This shift demonstrates how rivalry can evolve from physical to psychological and cultural arenas.

• Man goes on living for some revenge. How is this presented in ‘The Gardener’?

Answer: In “The Gardener,” the theme of living for revenge is vividly portrayed through the characters of Tammanna and Basavaiah. Tammanna’s life became consumed by his desire to surpass and outshine Basavaiah, leading him to use his artistic talents to craft ballads that criticized his rival. Similarly, Basavaiah’s actions, such as acquiring more land and wealth, were motivated by his need to counteract Tammanna’s successes. The narrative suggests that both characters were driven by their need for revenge, which overshadowed their personal fulfilment and led to their eventual downfall.

• Rivalry can make one both aggressive and reflective. How does Tammanna’s narrative in ‘The Gardener’ prove this?

Answer: Tammanna’s narrative demonstrates how rivalry can make one both aggressive and reflective. On the aggressive side, Tammanna’s rivalry with Basavaiah led him to engage in competitive actions, such as acquiring more land and composing critical ballads to damage Basavaiah’s reputation. This aggressive stance aimed to assert his superiority. On the reflective side, Tammanna’s use of ballads and his eventual contemplation of Basavaiah’s death reveal a deeper reflection on the nature of revenge and human behaviour. Tammanna’s story underscores how rivalry can provoke both confrontational and contemplative responses.

These key words reflect the poem’s themes of aging, memory, love, and loss.

1. Old	11. Beauty
2. Gray	12. Love
3. Full of sleep	13. Pilgrim soul
4. Nodding	14. Sorrows
5. Fire	15. Changing face
6. Book	16. Glowing bars
7. Dream	17. Love fled
8. Soft look	18. Mountains
9. Shadows	19. Stars
10. Grace	20. Murmur

KEY CONCEPTS

themes of love, loss, memory, and the bittersweet nature of life’s fleeting moments.

• Aging and Mortality: The speaker imagines the subject in old age, reflecting on the passage of time and the inevitability of growing old.

• Reflection on Youth: The subject is urged to look back on their younger days, when they were admired for their beauty and grace.

• Love and Devotion: The poem contrasts superficial love based on external beauty with a deeper, more enduring love for the “pilgrim soul”—the inner self and spirit.

• The Pilgrim Soul: The idea of a journeying or seeking soul, suggesting the person’s inner qualities and emotional depth, is central to the poem’s theme of true love.

• Loss of Love: Love is depicted as having fled or become distant, symbolized by its retreat to the mountains and hiding among the stars.

• Regret and Melancholy: The speaker subtly implies that the subject might regret not fully valuing the deeper love they once received, leading to a tone of sorrow in old age.

• Nature and the Cosmic: The imagery of mountains and stars symbolizes vast, unreachable spaces, possibly representing love’s transcendence or the unreachable past.

METAPHORS

1. “Full of sleep” – A metaphor for old age, suggesting weariness and the approach of death.
2. “Pilgrim soul” – A metaphor for the inner self, suggesting a journey of the spirit or a search for meaning beyond physical beauty.
3. “Love fled” – A metaphor for lost or distant love, implying that love has retreated or is no longer present.
4. “Hid his face amid a crowd of stars” – Love is personified as something cosmic and distant, hiding among the stars, symbolizing its elusiveness and unattainability.

IMAGERIES

1. “Gray and full of sleep” – Visual and tactile imagery of old age, evoking a sense of tiredness and decline.
2. “Nodding by the fire” – Visual and kinetic imagery, creating a cosy yet melancholic picture of someone resting beside a fire, emphasizing the passage of time.
3. “Take down this book” – Visual imagery that invites the reader to imagine physically handling a book, symbolizing the act of reflection.
4. “Soft look” and “shadows deep” – Visual imagery referring to the subject’s youthful beauty, suggesting both light and depth, representing their emotional and spiritual layers.
5. “Glowing bars” – Visual imagery of the fire, which symbolizes warmth and life, but also hints at the passage of time and the eventual fading of vitality.
6. “Mountains overhead” – Visual imagery suggesting vast, unreachable places, symbolizing love’s transcendence or distance.
7. “A crowd of stars” – Cosmic imagery, evoking a sense of distance, vastness, and something beyond human reach, often symbolizing fate or lost opportunities.

1. Answer the following questions in one or two sentences each. (2 Marks Questions)
2. What does the speaker suggest you should do when you are old and tired?

Answer: The speaker suggests that when you are old and tired, you should take down a book, read it slowly, and think about how your eyes and their expressions used to be when you were younger.

• How does the poem describe the love that the speaker is talking about?

Answer: The poem describes this love as special because it is not just about physical beauty but about truly understanding and caring for the person’s inner self and their feelings.

• What does the speaker mean when they say “Love fled and paced upon the mountains overhead”?

Answer: The speaker means that love has gone away and is now distant and hard to reach, symbolized by the mountains and stars, suggesting that it is no longer close or easy to find.

• What is the speaker asking the reader to do with the book when they are old?

Answer: The speaker is asking the reader to take down the book, read it slowly, and remember how they looked when they were younger.

• What does the speaker mean by “the pilgrim soul” in the poem?

Answer: “The pilgrim soul” refers to the inner self or spirit that goes on a journey through life, showing that true love values a person’s deeper feelings and character.

• How does the poem describe the way others have loved the subject of the poem? Answer: The poem describes that many people loved the subject for their beauty or happiness, but only one person loved them for their true inner self and emotional depth.

• What image does the poem use to show that love has become distant and hard to reach?

Answer: The poem uses the image of love hiding “amid a crowd of stars” to show that love has become distant and is now far away, symbolizing its inaccessibility.

• How can understanding the emotions described in the poem help you appreciate the true value of someone’s love?

Answer: Understanding the emotions in the poem helps you see that true love is not just about physical appearance but also about appreciating and caring for a person’s inner self and feelings, which is more meaningful and lasting.

1. Answer the following questions in about 60 words each (3 Marks)

1. In the poem, what does the speaker suggest you should do when you are old and sitting by the fire?

Answer: The speaker suggests that when you are old and sitting by the fire, you should take down a book, read it slowly, and think about how you looked and felt when you were younger, remembering your past self.

• What is meant by “the pilgrim soul” in the poem, and why is it important?

Answer: “The pilgrim soul” refers to the inner self or spirit that goes through life’s journey. It is important because the poem shows that true love values this inner self and the person’s emotions, not just their outer appearance.

• How does the poem describe the difference between the love of many people and the love of one special person?

Answer: The poem describes that many people may love the subject for their looks or happiness, but only one special person truly loves their inner self and the emotions they experience, showing a deeper and more meaningful kind of love.

• What does the poem suggest about the nature of love through the image of love hiding among stars?

Answer: The poem suggests that love can sometimes seem distant or hard to reach, symbolized by it hiding among stars. This shows that true love might not always be easy to see or grasp, but it remains important and valuable.

• What is the significance of the image of love hiding among stars in the poem?

Answer: The image of love hiding among stars signifies that love has become distant and difficult to find, suggesting that it is no longer close or easily accessible, but it still holds a special, mysterious value.

• How does the poem use the idea of “glowing bars” to help you understand the setting? Answer: The poem uses “glowing bars” to describe the warm and comforting fire, setting a cosy scene where the speaker imagines being old and reflecting on past memories, highlighting the contrast between warmth and the distant past.

• How does the poem’s description of love as something that hides among stars help you understand its meaning?

Answer: The poem’s description of love hiding among stars helps you understand that love can sometimes feel far away or difficult to grasp. It teaches that even though love may seem distant, it still has great value and significance.

1. Answer the following questions in about 100 words each (4 Marks)

1. In When You Are Old, how does Yeats use the imagery of aging and reflection to convey his message about love and beauty?

Answer: Yeats uses the imagery of aging and reflection to highlight the contrast between superficial and profound love. By imagining someone old and tired, reading a book and reflecting on their past, Yeats underscores how true love appreciates more than just physical beauty. The poem suggests that, in old age, one should recognize and value the deeper, inner qualities that true love cherishes—qualities that transcend temporary physical appearances and are often overlooked.

• How does the poem’s portrayal of the “pilgrim soul” contribute to its overall theme about the nature of genuine love?

Answer: The portrayal of the “pilgrim soul” in the poem contributes to its theme by emphasizing that genuine love is not limited to physical attributes or fleeting moments of happiness. Instead, it focuses on appreciating and understanding a person’s inner self, which endures beyond external changes. This concept reinforces the idea that true love values and connects with the deep, spiritual journey of a person’s life, rather than merely their external qualities.

• What does the imagery of “love fled” and “pacing upon the mountains overhead” reveal about the speaker’s view on the nature of love?

Answer: The imagery of “love fled” and “pacing upon the mountains overhead” reveals the speaker’s view that love can become distant and elusive over time. By depicting love as having retreated to an unreachable place, the poem suggests that genuine love might not always be immediately accessible or visible but remains a profound and valuable experience. This imagery reflects the transient nature of physical beauty and the enduring, though sometimes distant, essence of true love.

• In what ways does the poem’s reflection on past love encourage readers to think about their own relationships and experiences?

Answer: The poem encourages readers to reflect on their own relationships by contrasting fleeting physical attraction with deeper, lasting emotional connections. It prompts readers to consider how they value others in their lives, urging them to appreciate the inner qualities and personal journeys of those they love. By emphasizing that true love transcends physical appearances and is rooted in understanding and empathy, the poem inspires readers to cultivate more meaningful and enduring relationships.

 (FROM QUESTION BANK)

II. Answer the following questions in one or two sentences each. (2 Marks Questions)

1. When according to the speaker in ‘When You Are Old’ will the lady be ‘gray and full of sleep’?

Answer: The lady will be ‘gray and full of sleep’ when she is old and nearing the end of her life.

• Who according to the speaker in ‘When You Are Old’ will be ‘nodding by the fire’? Answer: The speaker imagines the lady, now old, ‘nodding by the fire’ as she reflects on her past.

• What does the speaker in ‘When You Are Old’ want his beloved to do sitting by the fire? Answer: The speaker wants his beloved to take down the book, read it slowly, and dream about how her eyes and their shadows looked when she was younger.

• What does the speaker in ‘When You Are Old’ suggest to his beloved to dream of?

Answer: The speaker suggests that his beloved should dream of the ‘soft look’ her eyes had in the past and of the shadows that were deep in them.

• According to the speaker in ‘When You Are Old’, what did many admire the lady for? Answer: Many admired the lady for her physical beauty and moments of grace.

• Who according to the speaker in ‘When You Are Old’ loved the beloved’s pilgrim soul? Answer: According to the speaker, he himself loved the beloved’s pilgrim soul.

• Whose pilgrim soul did the speaker in ‘When You Are Old’ love? Answer: The speaker loved his own beloved’s pilgrim soul.

• What did the speaker in ‘When You Are Old’ love besides the pilgrim soul?

Answer: Besides the pilgrim soul, the speaker loved the sorrows of the beloved’s changing face.

• Who according to the speaker in ‘When You Are Old’ fled and hid his face? Answer: According to the speaker, Love fled and hid his face.

1. Where according to the speaker in ‘When You Are Old’ did love pace upon? Answer: According to the speaker, Love paced upon the mountains overhead.

1. What according to the speaker in ‘When You Are Old’ did love hide amid a crowd of stars?

Answer: According to the speaker, Love hid his face amid a crowd of stars.

1. Where according to the speaker in ‘When You Are Old’ did love hide his face?

Answer: According to the speaker, Love hid his face among the stars, which symbolize the vast and unreachable aspects of love.

IV. Answer the following questions in about 100 words each (4 Marks)

1. What does the speaker in ‘When You Are Old’ suggest to his beloved to reflect upon? Answer: In the poem When You Are Old, the speaker suggests that his beloved should reflect upon her past as she grows old. He advises her to take down a book, read it slowly, and remember the soft look of her eyes and the deep shadows they once held. This reflection should also include recognizing how many people admired her for her physical beauty and joyful moments. Importantly, the speaker wants her to remember that only one person—him—truly loved her for her inner self and the sorrows that came with her changing face. This reflection is meant to highlight the enduring value of true love over superficial admiration.

• How does the speaker contrast his love with that of many others in ‘When You Are Old’? Answer: The speaker contrasts his love with that of many others by emphasizing the difference between superficial admiration and deep, enduring affection. Many people loved the beloved for her physical beauty and her moments of happiness. In contrast, the speaker’s love was unique because it was not based on her external appearance but on her inner self—the “pilgrim soul”—and the emotional depth she experienced. He loved not only her enduring inner qualities but also the sorrows of her changing face. This contrast highlights the depth and authenticity of his love compared to the more transient and superficial affections of others.

• How does the poem ‘When You Are Old’ distinguish the speaker’s love from that of others?

Answer: The poem distinguishes the speaker’s love from that of others by focusing on the inner qualities and emotional experiences rather than physical attributes. While many people loved the beloved for her external beauty and joyful moments, the speaker’s love was rooted in a deeper understanding of her true self. He valued her “pilgrim soul”—her inner journey and emotional depth—over her physical appearance. The speaker’s love is portrayed as enduring and profound, appreciating the beloved’s inner essence and the complexities of her life, which sets it apart from the more superficial love of others who admired her beauty alone.

• ‘When You Are Old’ brings out the transient nature of beauty and permanence of love. Explain.

Answer: In When You Are Old, Yeats explores the contrast between the fleeting nature of physical beauty and the enduring nature of true love. The poem reflects on how physical beauty fades with age, as represented by the imagery of growing old and becoming “gray and full of sleep.” This transient quality of beauty is contrasted with the speaker’s love, which is depicted as enduring and deeply rooted in the beloved’s inner self. The speaker’s love is not based on her physical appearance but on her true essence and emotional experiences. The poem suggests that while external beauty is temporary, true love, which appreciates and values a person’s inner qualities and experiences, remains constant and significant, transcending the changes that come with time.

• ‘When You Are Old’ makes the ‘beloved’ look back on her youth. Discuss.

Answer: In When You Are Old, the speaker encourages the beloved to look back on her youth as she grows old. He suggests that when she is gray and tired, she should take down a book and slowly read it while reflecting on her past. The poem highlights the contrast between her youthful appearance and her current state, prompting her to remember the way her eyes once looked and how many people admired her beauty. This reflection serves to emphasize the fleeting nature of physical beauty and the lasting significance of true love, which the speaker had for her inner self and emotional depth.

• The speaker in ‘When You Are Old’ is not addressing an old lady. Explain.

Answer: The speaker in When You Are Old is indeed addressing an old lady, but the poem’s message is meant to reflect on the beloved’s past from the perspective of her old age. Although the speaker addresses her as an elderly woman who is reflecting on her past, the purpose is to convey the enduring nature of true love and the contrast between superficial admiration and genuine affection. The poem uses this future perspective to highlight how, despite the passage of time and changes in physical appearance, the deeper, more meaningful aspects of love remain significant. Whose love in ‘When You Are Old’ is immortal? How does the poem present this? Answer: In When You Are Old, the speaker’s love is presented as immortal. The poem conveys this through the contrast between the fleeting nature of physical beauty and the enduring quality of true love. While many admired the beloved for her external beauty and joyful moments, the speaker’s love is described as profound and lasting because it appreciates her inner self and emotional experiences. The poem highlights that while physical beauty fades with time, the speaker’s love, which values the beloved’s inner qualities and life’s journey, remains constant and enduring. This idea is emphasized by the speaker’s reflection on how only he truly loved her for who she was on the inside, beyond her physi

KEY EVENTS

oA sunny morning in a park in Madrid. Dona Laura arrives with her maid Petra and sits on a bench, scattering breadcrumbs for the pigeons.

• Don Gonzalo’s Entrance:

oDon Gonzalo arrives with his servant Juanito. He is irritated because the bench he wants is occupied by priests. He reluctantly sits on the bench with Dona Laura.

• Initial Conflict:

oDona Laura and Don Gonzalo have an argument about the birds and benches. They exchange witty, sarcastic remarks, both annoyed by each other.

• Unexpected Connection:

oThrough conversation, they realize they are discussing a romantic story from their past, involving a woman named Laura Llorente and a man who was her admirer.

• Sharing the Past:

oThey recount their versions of a love story

oLaura Llorente, also known as “The Silver Maiden,” used to exchange flowers with a lover every day.

oThis led to a duel where the lover fought and had to flee after wounding another man.

oEach character exaggerates the aftermath, making the story more dramatic.

• Realization of Identity:

oAs they talk, both Dona Laura and Don Gonzalo realize they were the Laura and Gonzalo from the past, but they do not reveal this to each other directly.

• Parting Agreement:

oDespite recognizing each other, both decide not to acknowledge their true identities. They agree to meet again the next day on the same bench, keeping the romance of the past alive in their memories.

• Symbolic Gesture:

oAs they part, Don Gonzalo picks up the violets that Dona Laura had dropped. Both characters, aware of each other’s true identity, smile nostalgically, hinting at their shared past.

DRAMATIC DEVICES

• Irony:
• Situational Irony: The main irony is that Don Gonzalo and Dona Laura, former lovers, unknowingly meet again as elderly strangers and discuss their shared past without initially recognizing each other.
• Dramatic Irony: The audience knows that Dona Laura and Don Gonzalo are the long-lost lovers before the characters themselves realize it.

• Foreshadowing:
• The conversation about Maricela and Laura Llorente foreshadows the eventual revelation that Dona Laura is the very woman from Don Gonzalo’s romantic past.

• Symbolism:
• Pigeons: The pigeons represent innocence, peace, and the passage of time. Dona Laura feeding the pigeons symbolizes her nurturing nature and the connection to the past.
• Violets: The violets symbolize the enduring nature of their love and nostalgia for their youth. Don Gonzalo picking up the violets represents his recognition of their shared history.

• Memory and Flashback:
• Much of the plot revolves around the characters recounting their memories, particularly the story of their youthful love affair. These memories serve as a form of dramatic flashback, revealing their past connection in pieces.

• Contrast and Juxtaposition:
• Youth vs. Old Age: The characters constantly compare their youthful selves to their present older selves, creating a contrast between how they were and how they are now.
• Past vs. Present: The romanticized version of their youthful love contrasts with their current, more cynical and humourous perspectives on life and love.

• Aside:
• Both characters engage in asides, where they reveal their true thoughts to the audience, adding a layer of humour and helping the audience understand  their inner conflicts.

1. Answer the following questions in one or two sentences (2 Marks Questions)

1. Who are the main characters in the play, and how do they know each other from the past?

Answer: The main characters are Don Gonzalo and Dona Laura. They were once young lovers but haven’t seen each other for many years.

• Why do Don Gonzalo and Dona Laura argue when they first meet?

Answer: They argue because Don Gonzalo scares away Dona Laura’s pigeons and takes her bench in the park.

• What do the pigeons symbolize in the play?

Answer: The pigeons symbolize peace and the passage of time, connecting to Dona Laura’s gentle nature and memories of the past.

• How do Don Gonzalo and Dona Laura realize they are the long-lost lovers from their youth?

Answer: They realize it when they talk about their past love stories and recognize details from each other’s memories.

• Why don’t Don Gonzalo and Dona Laura tell each other that they remember being in love?

Answer: They don’t admit it because they are both a little embarrassed and prefer to keep their memories romantic and perfect.

• What is ironic about Don Gonzalo and Dona Laura’s conversation?

Answer: It’s ironic because they talk about their past love without realizing that they are talking to the very person they once loved.

• Why does Dona Laura visit the park every morning?

Answer: Dona Laura visits the park to enjoy the sunny morning and to feed the pigeons with breadcrumbs.

• What does Don Gonzalo first complain about when he arrives at the park?

Answer: Don Gonzalo complains that his favourite bench is occupied by priests and that there aren’t enough benches in the park.

• How do Dona Laura and Don Gonzalo behave toward each other at the beginning of the play?

Answer: At the beginning, they are rude and argue with each other over the birds and the bench.

1. What event causes Dona Laura and Don Gonzalo to start talking nicely to each other?

Answer: They begin to talk nicely to each other after sharing snuff and sneezing together, which breaks the tension.

1. How does Don Gonzalo describe his cousin’s love story, and why is this important? Answer: Don Gonzalo describes his cousin’s love story, but it is actually his own story with Dona Laura. This is important because it helps them realize they were once in love.

1. Why do Don Gonzalo and Dona Laura hide their true identities from each other at the end?

Answer: They hide their identities because they want to keep the memory of their youthful love perfect, without revealing how much they have changed.

1. How does Dona Laura’s behaviour towards the birds show her kindness?

Answer: Dona Laura feeds the birds daily and even talks to them, showing that she cares about them and enjoys their company.

1. What can you learn about Don Gonzalo’s personality from the way he treats Juanito?

Answer: Don Gonzalo is grumpy and impatient, as shown by how he orders Juanito around and complains about small things like the benches.

1. How do Dona Laura and Don Gonzalo manage to resolve their initial argument? Answer: They resolve their argument by sharing a pinch of snuff, which makes them sneeze and laugh, helping them to relax and start a friendly conversation.

1. What does the ending of the play tell us about how people sometimes deal with aging and memories?

Answer: The ending shows that people sometimes prefer to hold on to their youthful memories and avoid facing the reality of how much time has changed them.

1. Why do Dona Laura and Don Gonzalo both pretend that the romantic story is about someone else?

Answer: They pretend because they want to preserve their memories and avoid the awkwardness of revealing their true identities after so many years.

1. Answer the following questions in about 60 words (3 Marks)
2. Why do Dona Laura and Don Gonzalo initially argue when they meet in the park? Answer: Dona Laura and Don Gonzalo argue because Don Gonzalo accidentally scares away the birds that Dona Laura was feeding. Their disagreement continues as they both have strong personalities and are a bit grumpy. However, this argument is just the beginning of their deeper connection.

• How does the relationship between Dona Laura and Don Gonzalo change throughout the play?

Answer: At first, Dona Laura and Don Gonzalo argue over small things, but as they talk, they realize they were once in love many years ago. Instead of revealing their true identities, they both choose to remember their past romance fondly, and their relationship turns from bickering to a gentle and kind friendship.

• Why do you think Dona Laura and Don Gonzalo decide not to reveal their true identities to each other?

Answer: Dona Laura and Don Gonzalo likely choose not to reveal their true identities because they want to preserve the romantic memories of their youth. They realize that time has changed them, and instead of confronting that reality, they prefer to keep the memory of their past love alive without ruining it by facing the present.

• What role does humour play in the interaction between Dona Laura and Don Gonzalo?

Answer: Humour plays a big role in softening the tension between Dona Laura and Don Gonzalo. Their sarcastic remarks and playful banter help ease their initial argument, and moments like sneezing together after taking snuff make them laugh. This shared humour helps build a friendly connection despite their grumpy first encounter.

• How does the theme of memory shape the events in the play?

Answer: Memory is a central theme in the play, as both Dona Laura and Don Gonzalo reflect on their past romance. Their memories of each other, though they choose not to reveal them, influence how they interact. The play shows how powerful memories can be, shaping feelings and choices even after many years have passed.

• How do Dona Laura and Don Gonzalo use their wit to avoid revealing their true identities?

Answer: Dona Laura and Don Gonzalo use cleverness by pretending to talk about “friends” from their past when, in fact, they are talking about themselves. They skilfully avoid direct admission by crafting a story about two young lovers they once knew, showing how they use their wit to navigate the situation.

• What strategies do Don Gonzalo and Dona Laura use to maintain politeness while bickering?

Answer: Despite their arguments, both characters use indirect language and sarcasm to maintain a polite tone. For example, instead of directly insulting each other, they express their frustrations through exaggerated compliments or witty remarks. This allows them to argue without being openly rude, showing their social skills in handling conflict.

• How do Dona Laura and Don Gonzalo’s actions demonstrate the theme of pride in the play?

Answer: Both characters demonstrate pride by not openly admitting their past love or their real identities. Their pride prevents them from being vulnerable; so instead, they protect their dignity by pretending to be indifferent to their shared past. This highlights how pride influences their behaviour and choices in the play.

• What communication skills do Dona Laura and Don Gonzalo use to turn their initial argument into a friendly conversation?

Answer: They use humour, active listening, and empathy to turn the argument into a more pleasant exchange. After the initial tension, they slowly soften their tone and start engaging in a more personal and reflective conversation. Their ability to read each other’s emotions and adapt helps them shift from conflict to friendship.

1. How does Don Gonzalo’s willingness to admit he can no longer walk far reflect problem-solving skills?

Answer: Don Gonzalo accepts his physical limitations and chooses to sit on the same bench as Dona Laura, even though it initially causes tension. His ability to recognize his needs and find a solution (sitting close to the shady spot) shows practical problem- solving skills despite the difficult circumstances of aging.

1. Answer the following questions in about 100 words each (4 Marks)

1. Why do Don Gonzalo and Dona Laura annoy each other in ‘A Sunny Morning’? Answer: Don Gonzalo and Dona Laura annoy each other due to their contrasting personalities and behaviours. Don Gonzalo is irritable, demanding, and impatient, particularly about public spaces and the arrangement of benches. Dona Laura, on the other hand, is refined and enjoys her peaceful moments feeding pigeons. Gonzalo’s rude intrusion and disregard for Laura’s enjoyment of the birds provoke her, while her critical remarks and perceived interference aggravate him. Their interactions quickly escalate into a battle of wits and complaints, highlighting their mutual irritation.

• What makes Laura feel in the beginning that Don Gonzalo is an ill-natured man in ‘A Sunny Morning’?

Answer: Dona Laura perceives Don Gonzalo as ill-natured when he rudely demands a bench for himself, scaring away the pigeons she is feeding. His impatience with the priests occupying a bench and his grumbling about the park conditions contribute to her view of him as unpleasant. Additionally, his dismissive attitude towards her concerns about the pigeons and his brusque manner further solidify her impression of him as a disagreeable person.

• What fictitious story did Gonzalo spin about himself in the name of his cousin in ‘A Sunny Morning’?

Answer: Gonzalo spins a fictitious story about his cousin, claiming that his cousin, deeply in love with Laura, fought a duel with a merchant who had insulted him. Gonzalo elaborates that his cousin was forced to flee Valencia, went to Seville, and eventually joined the army, where he died heroically in Africa, still in love with Laura. This fabricated story is intended to elicit sympathy and demonstrate his cousin’s noble sacrifice.

• How does Dona Laura describe her best friend’s death to Don Gonzalo in ‘A Sunny Morning’?

Answer: Dona Laura describes her best friend’s death as tragic and romantic. She recounts that her friend, known as “The Silver Maiden,” was heartbroken after her lover’s duel and subsequent disappearance. One evening, she went to the beach where her lover had fought, wrote his name in the sand, and sat on a rock waiting for him. The rising tide eventually swept her out to sea, and her name remained in the sand for a long time, symbolizing her undying love.

• How do Laura and Gonzalo claim to have pined for each other after their separation in ‘A Sunny Morning’?

Answer: Laura and Gonzalo both express a sense of enduring affection and sorrow over their past. Laura describes how her friend, Laura Llorente, pined away in mourning and eventually met a tragic end, while Gonzalo claims his cousin was heartbroken, wrote letters that went unanswered, and eventually died bravely in battle. Each story reveals their own emotional suffering and loss, though both are ultimately fictionalized accounts.

• What circumstances according to Gonzalo made his cousin flee Valencia in ‘A Sunny Morning’?

Answer: According to Gonzalo, his cousin fled Valencia after a duel with a merchant who had insulted him. The duel had serious consequences, and to avoid further repercussions, his cousin went into hiding, eventually travelling to Seville and then Madrid. The story is meant to convey his cousin’s unfortunate and desperate situation, which forced him into a life of wandering and ultimately led to his death.

IV. Answer the following questions in about 100 words each (4 Marks)

FROM QUESTION BANK

1. Why do Don Gonzalo and Dona Laura annoy each other in ‘A Sunny Morning’? Answer: Don Gonzalo and Dona Laura irritate each other initially due to their stubborn personalities. They are both old, set in their ways, and expect others to accommodate them. Don Gonzalo intrudes on Dona Laura’s favourite bench, and his arrogant attitude further annoys her. They exchange sharp, sarcastic remarks, using humour to express their frustration. Their verbal jabs create a sense of tension, but also show  that they enjoy the back-and-forth banter. Despite the initial annoyance, their playful argument slowly reveals a shared past and mutual respect.

• What makes Laura feel in the beginning that Don Gonzalo is an ill-natured man in ‘A Sunny Morning’?

Answer: Laura thinks Don Gonzalo is ill-natured because of his rude behaviour when they first meet. He intrudes on her peaceful morning, forcibly takes her bench, and then scolds the birds that were amusing her. His grumpy, impatient attitude and lack of manners make her form a negative impression. His coughing and demanding behaviour only confirms her belief that he is a disagreeable person.

• What fictitious story did Gonzalo spin about himself in the name of his cousin in ‘A Sunny Morning’?

Answer: Don Gonzalo, to avoid revealing his true identity, invents a story about his “cousin” who was in love with a beautiful woman from Valencia. In this fabricated tale, his cousin passionately loved the woman but had to flee due to family conflicts. Gonzalo portrays his cousin as a romantic hero, trying to impress Dona Laura without admitting that he himself is the “cousin” in the story. The fiction allows both Gonzalo and Laura to revisit their past while maintaining a layer of mystery.

• How does Dona Laura describe her best friend’s death to Don Gonzalo in ‘A Sunny Morning’?

Answer: Dona Laura invents a story about her “best friend” who died of grief after being separated from her lover. In this tale, the young woman, heartbroken after her lover fled, threw herself into the sea and was never seen again. This fictional narrative allows Laura to speak about her past without revealing that she is, in fact, the woman who loved Gonzalo. The story mirrors Gonzalo’s own fictional tale, as both are reluctant to admit their true identities.

• How do Laura and Gonzalo claim to have pined for each other after their separation in ‘A Sunny Morning’?

Answer: Laura and Gonzalo both describe their deep sorrow and longing after their separation through fictional stories about their “best friends” and “cousins.” Gonzalo claims his cousin was devastated and spent years grieving for his lost love. Laura, in turn, claims her friend pined away until her tragic death. These stories are ways for both characters to express how they felt after their separation, without directly admitting their own feelings to each other.

• What circumstances according to Gonzalo made his cousin flee Valencia in ‘A Sunny Morning’?

Answer: Gonzalo, speaking in the guise of his cousin, says that family opposition and social pressures forced his cousin to flee Valencia. The cousin, deeply in love with a young woman, had to leave to escape a duel or dangerous conflict. This explanation reflects the real reasons behind Gonzalo’s own departure many years ago, but he hides behind the fabricated story to avoid confessing his true identity to Laura. This adds to the layer of romantic mystery in the play.

• Dona Laura and Don Gonzalo spin fictitious stories about themselves to cover their tracks. Discuss with reference to ‘A Sunny Morning’.

Answer: In A Sunny Morning, both Dona Laura and Don Gonzalo realize that they are old lovers who had once separated under emotional circumstances. Instead of immediately revealing their identities, they cleverly concoct stories about “cousins” to mask their own lives. Gonzalo narrates a tale about his “cousin” who was madly in love with a beautiful woman, while Laura also speaks of her “friend” who had a romantic relationship with this man. This allows them to reminisce about their past without the vulnerability of revealing their true selves. The fictitious stories they spin are a way to protect themselves from embarrassment and the awkwardness of confronting their lost youth.

• ‘A Sunny Morning’ is a comic presentation of a serious human relationship. Explain. Answer: ‘A Sunny Morning’ blends humour with the complexities of human emotions. Don Gonzalo and Dona Laura were once passionate lovers who had a painful separation. Now in their old age, they encounter each other unexpectedly in a park but fail to recognize each other at first. The way they annoy and bicker with each other, as well as their playful banter, adds a comic tone to the play. Despite the

humorous dialogues, the play reveals deeper emotions of regret, longing, and reconciliation as they recall their youthful romance. The light-hearted presentation softens the serious theme of lost love, making the story touching yet humorous.

• Laura and Gonzalo recognize each other but conceal their identity. How does ‘A Sunny Morning’ present this?

Answer: In ‘A Sunny Morning’, both Laura and Gonzalo gradually realize that they were once lovers from their youth, but neither openly admits it. Instead, they speak indirectly, narrating stories about “other people” who experienced similar love affairs. This concealment of identity is done through light banter and feigned ignorance, allowing them to express their feelings without revealing their true emotions. Their reluctance to disclose their identity reflects their fear of confronting the reality of time and aging. The play subtly presents this moment of recognition as a bittersweet realization, blending humour and sentiment.

1. ‘The ways of Providence are strange.’ How is this true in the case of Don Gonzalo and Dona Laura in ‘A Sunny Morning’?

Answer: In ‘A Sunny Morning’, Don Gonzalo and Dona Laura, who had once been lovers, meet by chance in a park after many years, unaware of each other’s presence initially. The randomness of their reunion after decades highlights the unpredictability of life’s events. The two had once separated, believing they would never meet again. Yet, through a twist of fate, they encounter each other in old age. This unexpected reunion and their subsequent conversation about their past underscore the strange ways in which life can reconnect people, even when they least expect it.

1. ‘A Sunny Morning’ presents a situation that is not so sunny for Laura and Gonzalo. Do you agree? Give reasons.

Answer: While the title ‘A Sunny Morning’ suggests a bright, cheerful setting, the situation for Laura and Gonzalo is far from carefree. Though they banter humorously, their meeting brings up painful memories of a love they lost due to misunderstandings and circumstances beyond their control. The play deals with themes of aging, lost opportunities, and the passage of time. For both characters, the sunny morning represents a fleeting chance to relive their past, but it also reminds them of their missed connection. Hence, while the morning may be sunny, their situation is tinged with sadness and nostalgia.

FROM QUESTION BANK

1. Where do Don Gonzalo and Dona Laura meet after a long time? Answer: They meet in a park after many years.

• What did Dona Laura use as a cane in ‘A Sunny Morning’? Answer: She used her parasol as a cane.

• Who accompanied Dona Laura when she came to the park in ‘A Sunny Morning’? Answer: Her maid, Petra, accompanied her.

• Who according to Petra belongs to the park in ‘A Sunny Morning’? Answer: Dona Laura, according to Petra, belongs to the park.

• What does Dona Laura feed the birds with in the park in ‘A Sunny Morning’? Answer: She feeds them breadcrumbs.

• Who accompanied Don Gonzalo when he came to the park in ‘A Sunny Morning’? Answer: His servant, Juanito, accompanied him.

• How many priests were sitting on Gonzalo’s usual bench in the park in ‘A Sunny Morning’? Answer: There were three priests.

• According to Gonzalo, where ought to Laura be knitting and counting her beads? Answer: Gonzalo suggests she should be knitting and counting her beads at home.

• What right does Laura claim to have to criticize Gonzalo’s actions in ‘A Sunny Morning’? Answer: She claims the right of being in the park first.

1. What does Don Gonzalo use to brush the dust from his shoes in ‘A Sunny Morning’? Answer: He uses a handkerchief.

1. Where according to Don Gonzalo is one of his estates located in ‘A Sunny Morning’? Answer: One of his estates is located in Valencia.

1. What could Gonzalo show as evidence to prove his skill at hunting in ‘A Sunny Morning’? Answer: He could show a pair of wild boar tusks.

1. What could Laura show as evidence to prove her skill at hunting in ‘A Sunny Morning’? Answer: She could show a tiger skin.

1. What makes peace between Laura and Gonzalo in ‘A Sunny Morning’? Answer: The birds make peace between them.

1. When according to Gonzalo did he compose some verses in ‘A Sunny Morning’? Answer: He composed them at the age of twenty.

1. How old does Gonzalo say he was when he went to America the first time in ‘A Sunny Morning’?

Answer: He was twenty when he first went to America.

1. Name the poet whom Gonzalo says he first met in America in ‘A Sunny Morning’. Answer: He met the poet Campoamor.

1. Where according to Gonzalo did he meet Campoamor in ‘A Sunny Morning’? Answer: He met him in Valencia.

1. Which city according to Don Gonzalo is he a native of in ‘A Sunny Morning’? Answer: He is a native of Valencia.

• Where according to Laura did she spend several seasons in ‘A Sunny Morning’? Answer: She spent several seasons in Maricela.

• According to Gonzalo where did the young man go after the duel? Answer: He fled to Paris.

• By what name was Laura Llorente known in her locality in ‘A Sunny Morning’? Answer: She was known as “The Silver Maiden.”

• Who was called ‘The Silver Maiden’ in ‘A Sunny Morning’? Answer: Laura Llorente was called “The Silver Maiden.”

• Who according to Gonzalo was badly wounded in ‘A Sunny Morning’? Answer: Gonzalo claims his cousin was badly wounded.

• Where did the gallant young man take refuge according to Gonzalo in ‘A Sunny Morning’? Answer: He took refuge in Seville.

• Where according to Gonzalo did his cousin meet a glorious death in ‘A Sunny Morning’? Answer: He met a glorious death in Africa.

• Where did the silver maiden write her lover’s name according to Laura in ‘A Sunny Morning’?

Answer: She wrote his name on the sands of the beach.

• Who according to Gonzalo did he run off to Paris with in ‘A Sunny Morning’? Answer: He ran off with a ballet dancer.

• What does Gonzalo pick up with a great effort before leaving with Juanito in ‘A Sunny Morning’?

Answer: He picks up his glasses.

KEY POINTS

• Children: Central subject of the poem, representing individuals who come into the world.
  • Not Your Children: Emphasizes that children belong to themselves and the future, not their parents.
  • Life’s Longing: Represents the force driving the creation and growth of life.
  • Through You, Not From You: Indicates that parents are channels, not creators, of their children’s individuality.
  • House of Tomorrow: Symbolizes the future where children’s souls reside, beyond parental control.
  • Thoughts: Refers to the unique ideas and dreams that children develop independently.
  • Bows and Arrows: Metaphor for parents (bows) guiding children (arrows) on their life path.
  • Archer: Represents a higher power or life itself, guiding the direction of children’s lives.
  • Gladness: The positive attitude parents should have in supporting their children’s growth.
  • Path of the Infinite: Symbolizes the vast and unknown future that children will navigate.

SUMMARY

Kahlil Gibran’s poem “On Children” teaches that children are not owned by their parents, but are the sons and daughters of Life’s longing for itself. They come through parents, but not from them, and belong to the future, or the house of tomorrow, which parents cannot see.

Parents can give their children love but not their thoughts, because children have their own minds. Gibran uses the imagery of bows and arrows: parents are the bows, and children are the arrows sent into the world. Parents should be happy to help guide their children, but understand that children will follow their own path.

Answer the following questions in one or two sentences each. (2 Marks Questions)

1. What does Gibran mean when he says, “Your children are not your children”?

Answer: Gibran means that children belong to themselves and the future, not to their parents, even though they come through them.

• Why does Gibran say parents should give children love but not their thoughts?

Answer: He says this because children have their own thoughts and dreams that are different from their parents.

• What is the “house of tomorrow” in the poem?

Answer: The “house of tomorrow” represents the future where children’s souls live, a place that parents cannot visit or understand.

• What do the bow and arrows symbolize in the poem?

Answer: The bow represents parents, and the arrows represent children. Parents help guide and support their children, but the children will follow their own path in life.

• Why should parents be happy about “bending” as the archer sends forth the arrows?

Answer: Parents should be happy because their role in helping their children grow and succeed is important, even though the children will go their own way.

• What does Gibran say about where children’s souls live?

Answer: Gibran says children’s souls live in the “house of tomorrow,” meaning the future, which parents cannot visit.

• How does Gibran describe the relationship between parents and children?

Answer: Gibran describes parents as bows and children as arrows, meaning parents guide their children, but children are sent into the world to live their own lives.

• Why does Gibran say parents should not try to make their children like them?

Answer: He says this because each child is unique and should have the freedom to develop their own thoughts and identity.

• What does the archer represent in the poem?

  Answer: The archer represents a higher power or life itself, guiding the way parents help their children grow and succeed.

1. What feeling does Gibran encourage parents to have when raising their children?

Answer: Gibran encourages parents to feel gladness and joy when helping their children, knowing they play an important role in their children’s journey.

1. How can parents support their children’s independence, according to the poem?

Answer: Parents can support their children’s independence by offering love and guidance without trying to control their thoughts or make them exactly like themselves.

1. What can parents learn from the image of the bow and arrow in raising their children?

Answer: Parents can learn that they provide strength and direction (like the bow), but once children are sent into the world (like arrows), they must follow their own path.

1. Why is it important for children to have their own thoughts, as Gibran suggests?

Answer: It’s important because having their own thoughts helps children develop independence, creativity, and a sense of identity, allowing them to contribute to the future.

1. How does Gibran’s idea of the “house of tomorrow” help children understand their own future?

Answer: It helps children understand that they belong to the future and will shape it in ways that even their parents might not fully understand.

1. What attitude should parents have when raising their children, based on Gibran’s message?

Answer: Parents should have a positive and joyful attitude, recognizing that their role is to help their children grow into their own person, not to control their lives.

Answer the following questions in about 60 words each (3 Marks)

1. What does Gibran mean when he says, “They come through you but not from you”?

Answer: Gibran means that children are born through their parents but are not created or shaped entirely by them. Children have their own individuality, thoughts, and purpose in life. Parents may help bring them into the world, but the children belong to life itself, not to the parents.

• Why does Gibran compare parents to bows and children to arrows?

Answer: Gibran compares parents to bows and children to arrows to show that parents provide strength, guidance, and support. However, just like arrows, once children are sent out into the world, they travel their own path. Parents help launch their children into life, but they don’t control where they go.

• What is the “house of tomorrow” and why can’t parents visit it?

Answer: The “house of tomorrow” represents the future, where children’s souls belong. Parents cannot visit this “house” because it symbolizes a time and space that is unknown to them. It suggests that children are part of a future that parents cannot fully see or understand, emphasizing the children’s independence and their connection to a new world.

• Why does Gibran say, “You may give them your love but not your thoughts”?

Answer: Gibran says this because while parents can care for and love their children, they should not try to impose their own beliefs and thoughts on them. Children need the freedom to develop their own minds and ideas. This helps them grow as individuals with their own perspectives and dreams.

• How does Gibran’s poem suggest parents should feel about their role in raising children?

Answer: Gibran suggests that parents should feel joy and gladness in their role. By comparing them to a bow, he implies that bending and guiding children should be a happy task, even though children will eventually follow their own path. Parents play a significant part in helping their children, but they should also embrace letting them go.

• What does Gibran mean when he says, “For their souls dwell in the house of tomorrow”?

Answer: Gibran means that children belong to the future, and their souls are connected to the time ahead. Parents cannot fully understand or control this future, as it’s unknown to them. This emphasizes that children are part of a new world that is theirs to explore, while parents belong to the present.

• Why does Gibran say, “You may strive to be like them, but seek not to make them like you”?

Answer: Gibran encourages parents to learn from their children’s energy, curiosity, and spirit, but not to force children to become like them. Life moves forward, and each generation has its own path. Children need to grow into their own people, rather than becoming copies of their parents.

• What role does Gibran believe parents play in their children’s lives, according to the poem?

Answer: Gibran believes parents act as guides who provide love and support, but they must let their children grow into their own individuals. Using the metaphor of bows and arrows, he suggests that parents help launch their children into the world but should not try to control or shape their journey.

• How does Gibran’s comparison of parents to bows and children to arrows reflect the theme of independence?

Answer: The comparison highlights the idea that while parents support and guide their children, the children must ultimately travel their own path in life. Like arrows released from a bow, children are meant to move forward independently, making their own choices and decisions as they progress through life.

1. Why does Gibran say parents cannot visit the future, even in their dreams?

Answer: Gibran says this to emphasize that the future belongs to children, not parents. The “house of tomorrow” represents a time and place parents cannot fully understand or control. Children are part of a new future that is beyond their parents’ reach, symbolizing their independence and the natural flow of life.

1. How can parents help children grow while respecting their individuality, as suggested by Gibran?

Answer: Parents can provide love, support, and guidance while allowing children to form their own thoughts and dreams. Gibran suggests that parents should act as guides, not controllers, helping children navigate life without forcing them to be like their parents, thus respecting their independence and individuality.

1. What lesson can children learn from the idea of the “house of tomorrow”?

Answer: Children can learn that they belong to the future and have the power to shape it in ways their parents may not fully understand. This teaches them that their thoughts, ideas, and actions are important in creating their own path and building a new world that is different from the past.

1. How can Gibran’s metaphor of bows and arrows help children understand their own life journey?

Answer: The metaphor shows that while parents provide strength and direction (like the bow), children (as arrows) must follow their own path in life. This helps children understand that while they may receive guidance, their choices and journey are ultimately their own, teaching them responsibility and independence.

1. How does Gibran’s idea of giving love but not thoughts help in developing a child’s individuality?

Answer: By giving love but not imposing their thoughts, parents encourage children to think for themselves and develop their own ideas. This allows children to grow as independent individuals with their own personalities, capable of making decisions and finding their own path, which is essential for building confidence and self- reliance.

1. What can parents and children learn from Gibran’s message about “bending in the archer’s hand for gladness”?

Answer: Parents can learn to find joy in guiding and supporting their children without trying to control their futures. Children can understand that their parents’ sacrifices and efforts are made with love, and this mutual respect helps both parents and children develop a healthy, supportive relationship based on trust and freedom.

Answer the following questions in about 100 words each (4 Marks)

1. How, according to the speaker of ‘On Children’, should parents look upon their children?

Answer: According to the speaker in ‘On Children’, parents should view their children not as possessions but as independent individuals who belong to life itself. While children may come through their parents, they do not belong to them. Parents should nurture and love their children but allow them to have their own thoughts, dreams, and identities. Children are part of the future, and parents must respect their individuality and the fact that they are separate from them.

• What attitude should parents have towards their children according to the poem, ‘On Children’?

Answer: In the poem, the speaker advises parents to avoid being possessive or controlling. They should give their children freedom to explore their own paths in life. Parents are encouraged to offer love and guidance, but not to force their own thoughts or beliefs on their children. Instead of molding them into their likeness, parents should allow their children to develop into their unique selves, respecting their individuality and supporting their journey towards the future.

• How does the poem, ‘On Children’, bring out the relationship between parents and children?

Answer: The poem uses metaphors to illustrate the relationship between parents and children, portraying parents as bows, children as arrows, and God as the archer. It emphasizes that while parents provide support and guidance, they cannot control the destiny or the future of their children. The poem highlights the idea that children have their own identities and futures, and parents’ role is to provide strength and stability, allowing their children to grow freely and find their own paths in life.

• ‘On Children’ offers new insights into the parent-child relationship. Discuss.

Answer: ‘On Children’ presents a modern perspective on the parent-child relationship, emphasizing the individuality of children and their independence from their parents. Instead of seeing children as extensions of themselves, parents are encouraged to understand that their children have their own lives, thoughts, and purposes. The poem challenges traditional notions of parenting, which often involve control and possession, by suggesting that parents should provide love and guidance but allow children the freedom to shape their own futures.

• The poem, ‘On Children’, rejects conservative upbringing of children. Explain.

Answer: ‘On Children’ rejects the idea of a conservative upbringing where parents impose their beliefs, values, and expectations on their children. The poem advocates for a more open and liberating approach to parenting, where children are encouraged to think for themselves and pursue their own dreams. It suggests that children belong to the future, and parents should not constrain them by trying to make them replicas of themselves. The poem calls for parents to trust their children’s ability to shape their own identities and destinies.

• ‘Parents are bows, children are arrows, and God is the archer.’ How does the poem, ‘On Children’, answer the above question and highlight these images?

Answer: The poem uses the image of the bow, arrow, and archer to illustrate the dynamic between parents, children, and a higher force (God or destiny). Parents, represented by the bow, provide strength and support to launch their children, the arrows, into the world. God, as the archer, determines the direction of the arrow, symbolizing that parents do not have control over their children’s futures. The bow must bend in order for the arrow to fly, signifying that parents should be flexible and understanding, allowing their children the freedom to reach their full potential while offering stability.

• We cannot keep pace with our children’s lives and thoughts. How is this elaborated in ‘On Children’?

Answer: In ‘On Children’, the speaker emphasizes that children are part of the future and their thoughts belong to a world that parents cannot access, even in their dreams. The poem acknowledges that the world is constantly evolving, and children represent the next generation, carrying new ideas and perspectives. Parents, rooted in the past and present, may find it difficult to keep pace with their children’s ever-changing lives and thoughts. This reinforces the idea that parents should not try to control or dictate their children’s lives, but instead, allow them t