Category Archives: 1st Year PUC

The School Boy-William Blake

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Key Characters:

  • The School Boy: The speaker of the poem expresses his feelings about school and nature.
  • Father and Mother: The poem mentions parental figures and their role in a child’s happiness.

Major Themes:

  1. Joy vs. Sorrow: The contrast between nature’s joy and school’s sorrow.
  2. Childhood Innocence: The natural happiness of childhood versus the constraints of formal education.
  3. Nature: The beauty and freedom found in nature compared to the confinement of school.
  4. Education: Critique of traditional education and its impact on a child’s spirit.

Key Concepts:

  • Freedom vs. Confinement: The idea that children should be free to enjoy life rather than being confined to a classroom.
  • Impact of Environment: How the environment (nature vs. school) affects a child’s mood and development.
  • Parental Influence: The role of parents in nurturing or hindering a child’s happiness.

Imagery and Metaphors:

  • “Summer morn”: Represents joy, warmth, and freedom.
  • “Birds sing on every tree”: Symbolizes happiness and the beauty of nature.
  • “Cruel eye outworn”: Metaphor for strict and harsh teaching methods.
  • “Cage”: Represents confinement and restriction of a child’s spirit.
  • “Tender wing”: Symbolizes the fragility of childhood joy and innocence.
  • “Buds are nipped “: Metaphor for lost potential and happiness due to harsh conditions.
  • “Blasts of winter”: Represents challenges and hardships that can destroy joy.
  • Answer the following questions in one or two sentences each.

(2 Marks Questions)

  1. Who is the speaker of the poem “The School Boy”?

Answer: The speaker is a school boy who expresses his feelings about school and nature.

  • What does the school boy love to do in the morning?

Answer: He loves to rise in the morning and enjoy birds singing and nature’s beauty.

  • What does the huntsman do in the poem?

Answer: The huntsman winds his horn, which adds to nature’s joyful sounds.

  • What does the school boy feel when he has to go to school?

Answer: He feels that going to school drives all joy away.

  • What does the phrase “cruel eye outworn” refer to?

Answer: It refers to the strict and harsh ways of teaching that the boy experiences at school.

  • What does the school boy compare himself to when he feels sad?

Answer: He compares himself to a bird that is born for joy but is trapped in a cage.

  • What do the “buds” and “blossoms” symbolize in the poem?

Answer: They symbolize the potential and happiness of childhood that can be lost.

  • What does the school boy spend many anxious hours doing?

Answer: He spends many anxious hours feeling restless and unable to enjoy his book.

  • What season is mentioned in the poem that represents joy?

Answer: Summer is mentioned as a season that represents joy.

  1. What does the school boy wish for his parents to understand?

Answer: He wishes for them to understand how sorrow and care can affect a child’s happiness.

  1. Why does the school boy feel joy in nature but sorrow at school?

Answer: He feels joy in nature because it is free and beautiful, while school feels restrictive and dull.

  1. How does the poem illustrate the conflict between nature and education? Answer: The poem shows that nature brings happiness and freedom, while education can bring sadness and confinement.
  2. What emotions does the school boy experience throughout the poem?

Answer: He experiences joy when thinking of nature and sorrow and anxiety when he thinks about school.

  1. How does the imagery of birds contribute to the poem’s message?

Answer: The imagery of birds symbolizes freedom and joy, contrasting with the boy’s feelings of being trapped at school.

  1. What does the school boy mean by “forget his youthful spring”?

Answer: He means that he forgets the joy and innocence of childhood when he is burdened by school.

16. Why does the school boy refer to school as a “dreary shower”?

Answer: He uses this metaphor to describe school as a tiresome and gloomy experience that dampens his spirit.

17. What is the significance of the “blasts of winter” mentioned in the poem?

Answer: The “blasts of winter” symbolize the challenges and hardships that can destroy joy and happiness.

18. How does the school boy’s perspective on education differ from his view of nature? Answer: He sees education as a source of sorrow and confinement, while he views nature as a source of joy and freedom.

III.        Answer the following questions in about 60 words each.

(3 Marks Questions)

1. What does the school boy love to do on a summer morning?

Answer: The school boy loves to wake up early on a summer morning. He enjoys listening to the birds singing in the trees and appreciates the beauty of nature around him. This joyful experience contrasts sharply with his feelings about going to school, which he finds dull and depressing.

2. Who are the main characters mentioned in the poem?

Answer: The main character in the poem is the school boy, who shares his feelings about school and nature. His father and mother are also mentioned, representing parental figures who influence his happiness. Their roles highlight the importance of nurturing a child’s spirit and understanding their emotional needs in education.

3. What does the phrase “cruel eye outworn” refer to in the poem?

Answer: The phrase “cruel eye outworn” refers to the strict and harsh teaching methods that the school boy experiences at school. This phrase captures the oppressive atmosphere of the classroom, where the boy feels judged and constrained, leading to his feelings of sadness and anxiety about learning and school life.

4.  How does the school boy feel when he has to go to school?

Answer: The school boy feels that going to school drives all joy away from him. He experiences sadness and anxiety, which makes it difficult for him to focus on his studies. The contrast between the joy he finds in nature and the sorrow he feels at school highlights the negative impact of rigid education.

5. What does the school boy compare himself to when he feels trapped?

Answer: The school boy compares himself to a bird that is born for joy but is trapped in a cage. This metaphor illustrates his feelings of confinement and restriction at school, where he cannot express his true self or enjoy the freedom and happiness that nature provides him outside the classroom.

6. Why does the school boy feel joy in nature but sorrow at school?

Answer: The school boy feels joy in nature because it represents freedom, beauty, and happiness. In contrast, school feels restrictive and dull, filled with rules and expectations that stifle his spirit. This contrast highlights the emotional struggle children face when their natural instincts for joy are suppressed by formal education.

7. How does the imagery of birds enhance the poem’s message?

Answer: The imagery of birds symbolizes freedom, joy, and the natural beauty of life. By contrasting the joyful singing of birds with the boy’s feelings of confinement at school, the poem emphasizes the importance of allowing children to experience happiness and freedom, rather than being trapped in a rigid educational environment that stifles their spirit.

8. What emotions does the school boy experience throughout the poem?

Answer: Throughout the poem, the school boy experiences a mix of emotions. He feels joy and excitement when he thinks about nature and the freedom it offers. However, he also feels deep sorrow, anxiety, and restlessness when he reflects on his school experience, which makes him feel trapped and unhappy, contrasting with his natural joy.

9. What does the school boy mean by “forget his youthful spring”?

Answer: When the school boy mentions “forget his youthful spring,” he refers to losing the joy, innocence, and carefree spirit of childhood. The burdens of school and the pressures of learning overshadow his natural happiness, causing him to forget the joyful experiences that should define his early  years, leading to feelings  of sadness  and confinement.

10. Why does the school boy describe school as a “dreary shower”?

Answer: The school boy describes school as a “dreary shower” to convey the idea that it feels tiresome, gloomy, and depressing. This metaphor emphasizes how school dampens his spirit and joy, much like a rain shower can make a day feel dull and uninviting, and contrasting sharply with the vibrant joy he finds in nature.

(FROM QUESTION BANK)

1. Who loves to rise on a summer morning? Answer: The school boy.

2. When does the school boy love to rise? Answer: On a summer morning.

3. Whose song is heard on every tree? Answer: The lark’s song.

4. Who winds his horn?

Answer: The huntsman.

5. What does the huntsman wind?

Answer: His horn.

6. Which bird sings with the school boy, according to the speaker of “The School Boy”? Answer: The lark.

7. Mention one of the things that the school boy considers as ‘sweet company’. Answer: Nature.

8. What drives the joy of the boy away?

Answer: Going to school.

9. What does the boy hate to do on a summer morning? Answer: Go to school.

10. Where does the boy hate to go on a summer morning? Answer: To school.

11. ‘A cruel eye outworn’ refers to

a) authoritarian teacher              b) bird                  c) huntsman

 Answer: a) authoritarian teacher.

12. ‘Learning’s bower’ refers to

a) fields               b) home              c) school

Answer: c) school

13. What does ‘cage’ stand for?

Answer: Confinement or restriction.

14. What cannot give delight to the school boy?

Answer: School.

15. ‘Dreary shower’ implies

a) monotonous ways of teaching.           b) easy ways of understanding. c) modern techniques adopted in teaching.

Answer: a) monotonous ways of teaching.

16. “And blossoms blown away”. Here ‘blossoms’ refer to

a) teachers        b) flowers           c) children

Answer: c) children

17. ‘Spring’ refers to in the poem.

a) old age           b) childhood      c) youth

Answer: b) childhood.

18. ‘Summer’ refers to in the poem

a) old age           b) childhood      c) youth

Answer: c) youth.

19. Which season signifies ‘old age’ in the poem?

Answer: Winter.

20. What does ‘winter’ refer to, in the poem?

Answer: Hardships or challenges of life.

IV.        Answer the following questions in about 100 words each (4 Marks)

1. The boy loves to learn amidst nature. How does the poet bring it out in the poem?

In “The School Boy,” the poet William Blake shows how much the boy loves learning in nature. He describes a beautiful summer morning where the boy hears the cheerful song of the lark and feels the warm sun on his face. The boy enjoys exploring the fields and being surrounded by flowers and trees. This connection to nature makes him feel happy and free, unlike the dullness he experiences in school. Blake uses these images to show that learning is more joyful and exciting when it happens in a natural, beautiful environment.

2. Describe the experience of the boy in the school.

The boy’s experience in school is very unhappy and frustrating. Instead of feeling excited about learning, he feels trapped and sad. The school is a place where he has to follow strict rules and listen to an authoritarian teacher who does not encourage his curiosity. The joy he feels in nature disappears when he enters the classroom. He finds the lessons boring and feels like his spirit is being crushed. This experience makes him dislike school, showing how important it is  for children to learn in a happy  and supportive environment.

3. How is the child’s growth ‘nipped and stripped’ of its joy in the springing day?

In the poem, the phrase “nipped and stripped” means that the boy’s natural growth and happiness are taken away by the school. While spring is a time of new life and joy, the boy feels sad and trapped in school. Instead of enjoying the beauty of spring and learning freely, he is forced to sit in a classroom, which makes him feel miserable. This shows that the school takes away the joy of learning and prevents the boy from growing and exploring the world around him, which is so important for children.

4. How do the different seasons show the effects of the school on the child?

In “The School Boy,” Blake uses seasons to show how school affects the boy. Spring represents  childhood, a time of joy, growth, and exploration. The boy  loves  being outside, enjoying nature, and learning freely. However, when he goes to school, the happiness of spring fades away, and he feels trapped, like it is winter. Winter symbolizes sadness and old age, showing how school can take away the boy’s joy and energy. This contrast between the lively  spring and the cold winter highlights  how the school environment can harm a child’s natural growth and happiness.

5. “The School Boy” is a critique on the formal system of education. Comment.

“The School Boy” criticizes the formal education system by showing how it can harm a child’s love for learning. Blake describes the boy’s joy in nature, which disappears when he goes to school. Instead of encouraging curiosity, the school is strict and dull, making the boy feel sad and trapped. The poem suggests that education should be fun and inspiring, not boring and controlling. By highlighting the negative effects of a rigid school system, Blake encourages teachers to create a more supportive and joyful learning environment for children, allowing them to grow and thrive.

6. “Nature is the best teacher.” How is it depicted in the poem “The School Boy”?

In “The School Boy,” Blake shows that nature is the best teacher by describing how the boy learns and grows in the natural world. He feels happy and free when he is outside, surrounded by flowers, trees, and the singing lark. Nature inspires him and fills him with joy, making him curious about the world. In contrast, when he goes to school, he feels trapped and unhappy. This  shows  that learning in nature is  more enjoyable and meaningful than in a strict classroom. Blake believes that children learn best when they are connected to the beauty of the natural world.

7.   “The formal system of education hinders the growth  of  a  child.”  Explain with reference to the poem ‘The School Boy’.

In “The School Boy,” Blake illustrates how the formal education system hinders a child’s growth. The boy loves learning in nature, where he feels happy and free. However, when he goes to school, he is forced to follow strict rules and listen to an authoritarian teacher. This makes him feel sad and trapped, taking away his joy and curiosity. Instead of encouraging his natural growth, the school environment stifles his spirit. Blake’s poem shows that a rigid education system can prevent children from exploring and enjoying learning, which is essential for their development and happiness.

8. “A teacher should not be authoritarian.” Examine the statement with reference to the poem ‘The School Boy’.

In “The School Boy,” Blake emphasizes that a teacher should not be authoritarian because it can harm a child’s love for learning. The boy feels unhappy and trapped in school due to the strict rules and harsh treatment from his teacher. Instead of inspiring curiosity, the teacher’s control makes the boy feel sad and discouraged. Blake suggests that teachers should create a supportive and encouraging environment where children can explore and learn freely. When teachers are too strict, they can stifle a child’s natural enthusiasm and creativity, leading to a negative experience in education. The poem serves  as  a reminder that teaching should be about nurturing and inspiring students, rather than controlling them, to help them grow and thrive.

9.  The poem ‘The School Boy’ is not just the speaker’s experience but a reminder to every teacher. Elucidate.

Blake’s “The School Boy” is a powerful reminder to all teachers about the importance of creating a positive learning environment. The poem highlights the boy’s joy in nature, which contrasts sharply with his unhappy experience in school. This serves as a warning that strict and authoritarian teaching methods can harm a child’s love for learning. Blake encourages teachers to be more nurturing and supportive, allowing children to explore their interests and creativity. The poem reminds educators that their role is to inspire and uplift students, ensuring that learning is a joyful and enriching experience for every child.

Don’t ask me of me, My love-Faiz Ahmed Faiz

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Key Characters

  1. The Poet/Speaker: Represents a voice of love that speaks to a beloved; however, the perspective changes throughout the poem. The speaker is introspective and affected by broader social and humanitarian issues.
  2. The Beloved: While unnamed, the beloved represents an idealized figure from the speaker’s past, emblematic of beauty and youthful love. This character contrasts with the harsh realities presented later in the poem.

Major Themes

  1. Love and Loss: The initial verses celebrate a youthful and vibrant love that has diminished over time. The speaker acknowledges that feelings of love change and may fade.
  2. Illusion vs. Reality: The poem discusses the contrast between how love may seem (“the world was mine”) and the ultimate realization that this perception was an illusion.
  3. Suffering and Social Injustice: The later stanzas prompt a recognition of other forms of suffering in the world, suggesting an awareness of social issues beyond personal love.
  4. Human Experience: The poem calls to address the broader human experiences, illustrating that love is not the only important aspect of life.

Key Concepts

  1. Transformation of Love: The speaker reflects on how their feelings have evolved, shifting from a focus on personal love to a broader awareness of suffering.
  2. Connection between Personal and Collective Suffering: The poem juxtaposes individual romantic love with collective human suffering, drawing attention to the realities of poverty, disease, and violence.
  3. Beauty in the Midst of Sorrow: While acknowledging the beloved’s beauty, the speaker becomes increasingly aware of the ugliness and struggles that permeate the world.

Imageries and Metaphors

  1. Nature Imagery: “Spring everlasting youth” and “life was bright” evoke the vitality and joy that love brings, illustrating its initial beauty and promise.
  2. Silk and Satin: The reference to “Woven in silk and satin and brocade” conjures images of luxury and beauty, but contrasts starkly with the darkness that follows, representing the superficiality of the beauty of love compared to the harsher realities of existence.
  3. Blood and Disease: Imagery such as “bodies bathed in blood,” and “pus dripping from their festering sores” serves to shock the reader, highlighting the extent of human suffering and the limitations of personal love in the face of collective misery.
  4. Marketplace Imagery: “Sold from marketplace to marketplace” symbolizes the commodification of human bodies and suffering, illustrating themes of exploitation and social injustice.

II.Answer the following questions in one or two sentences each. (2 Marks Questions)

  1. What does the speaker ask the beloved not to do?

Answer: The speaker asks the beloved not to ask about the love he once had for her.

  • What natural element symbolizes youth and beauty in the poem?

Answer: Spring symbolizes youth and beauty in the poem.

  • What are two types of imagery used in the poem?

Answer: Nature imagery and imagery of suffering are used in the poem.

  • What major theme does the poem address alongside love?

Answer: The theme of suffering and social injustice is also addressed.

  • What does the speaker mean by the world being an illusion when in love? Answer: The speaker means that when he was in love, he felt as if the world was

beautiful and perfect, but later realized it was just an illusion.

  • What kind of suffering does the speaker mention in the poem?

Answer: The speaker mentions suffering from poverty, disease, and violence.

  • Why does the speaker believe that love can sometimes be an illusion?

Answer: The speaker believes love can be an illusion because the joy and beauty it brings may distract from the more difficult realities of life.

  • How does the speaker’s view of love change throughout the poem?

Answer: The speaker’s view of love changes from seeing it as a source of beauty and fulfilment to recognizing it as less significant compared to the collective suffering in the world.

  • What message is the poet trying to convey about the connection between personal feelings and social issues?

Answer: The poet conveys that while personal feelings are important, they should not overshadow the awareness of broader social issues and suffering.

  1. How does the poet use imagery to express suffering in the poem?

Answer: The poet uses strong and graphic imagery, such as bodies “bathed in blood” and “festering sores,” to highlight the harsh realities of human suffering.

  1. Why does the speaker refer to the beloved as “beautiful still”?

Answer: The speaker acknowledges the beloved’s lasting beauty but realizes that it must be considered alongside the pain and suffering present in the world.

  1. How does the use of the phrase “other sorrows in the world” contribute to the poem’s theme?

Answer: This phrase emphasizes that love is just one aspect of life, and that many other significant sorrows and issues require attention and compassion.

III.Answer the following questions in about 60 words each. (3 Marks Questions)

  1. What is the main message of the poem regarding love and suffering?

Answer: The main message of the poem is that while love is beautiful, it often exists alongside significant suffering in the world. The poet highlights that personal experiences of love cannot be separated from the realities of societal issues. Through this lens, the poem explores how individual affections are connected with broader struggles faced by humanity.

  • What imagery does Faiz use to illustrate the theme of suffering in the poem? Answer: Faiz uses vivid and impactful imagery to illustrate suffering, describing

scenes like bodies “bathed in blood” and people experiencing deep emotional pain. This imagery makes the reader feel the weight of the suffering in society and connects personal love to the greater injustices. It shows the harsh realities of life, which often coexist with love.

  • What does the poet suggest about the relationship between love and social justice? Answer: The poet suggests that love should not be seen in isolation but rather in

connection to the fight for social justice. He highlights how personal feelings can become less significant when faced with broader issues like poverty, violence, and inequality. The message is that true love should inspire awareness and action towards addressing societal problems.

  • How does the speaker express the idea that love can be an illusion in the poem? Answer: The speaker expresses the idea that love can be an illusion by describing

how overwhelming feelings can cloud one’s perception of reality. In the poem, the beauty of love is contrasted with worldly suffering, leading to the realization that the joy of love may distract from the pain in society. This reflection reveals the complexities of love’s nature.

  • What does the phrase “Do not ask of me, my love” signify in the poem?

Answer: The phrase “Do not ask of me, my love” signifies a plea from the speaker to the beloved, wishing to avoid discussions about love’s nature and its implications. It reflects the speaker’s struggle between personal feelings and the harsh realities of life. This refrain emphasizes the tension between private emotions and public suffering.

  • How does the tone of the poem ‘Do Not Ask of Me, My Love’ change from the beginning to the end?

Answer: The tone of the poem shifts from one of passionate love and beauty at the beginning to a more somber and reflective tone toward the end. Initially, there is an expression of longing and desire, but as the poem progresses, the emphasis on societal suffering becomes stronger, prompting the reader to contemplate the harsh realities of life.

  • What are the implications of the poet’s call for social awareness in the poem?

Answer: The poet’s call for social awareness implies that love should inspire individuals to recognize and address societal issues like inequality and injustice. It encourages readers to not only focus on personal relationships but also to be aware of the larger context in which they live. This message promotes empathy and responsibility in fostering change within society.

  • Why does Faiz Ahmad Faiz use contrasting imagery in the poem?

Answer: Faiz Ahmad Faiz uses contrasting imagery to emphasize the complexities of love in relation to human suffering. By juxtaposing beautiful elements of nature with harsh realities, he illustrates how love can exist alongside pain. This technique invites readers to reflect on the duality of their own feelings and the societal conditions that impact them.

  • How does the speaker’s plea reflect the struggles of everyday life?

Answer: The speaker’s plea reflects the struggles of everyday life by acknowledging that personal feelings of love are often disrupted by the harsh realities of the world. The desire to shield a beloved from these realities indicates the speaker’s struggle to balance personal happiness and awareness of societal suffering, showing that daily life can be filled with contrasting emotions.

  1. Why is the concept of beauty important to the understanding of the poem?

Answer: The concept of beauty is crucial to understanding the poem because it acts as a backdrop against which suffering is measured. Beauty represents love, hope, and joy in life, while suffering symbolizes the challenges faced by individuals. By exploring these two themes together, the poet emphasizes the necessity of recognizing both elements to grasp the full human experience.

(TEXTBOOK)

  1. Multiple Choice Questions
  2. When does the speaker realize that what he thought about love was not true?
  3. When he is with his beloved              b. After experiencing personal loss

c. Through observing suffering in the world d. While reminiscing about the past Answer: c. Through observing suffering in the world

  • ‘That’s the way I imagined it to be.’ suggests
  • that the speaker’s concept of love is naive
  • the speaker’s realization of realities.
  • the speaker’s view of love was just wishful thinking.
  • that love can be deceptive.

Answer: c. the speaker’s view of love was just wishful thinking.

  • Tor there are other sorrows in the world than love/ here ‘sorrows’ refers to miseries

a. generated by love.                           b. caused by poverty and deprivation.

c. caused by jealousy and envy.            d. that are unavoidable.

Answer: b. caused by poverty and deprivation.

  • ‘You are beautiful still, my love.’ Here the speaker is expressing his
  • fidelity to his love.
  • inability to pay the same undivided attention to his love.
  • preoccupations with other issues in life than his love.
  • belief in eternal love.

Answer: b. inability to pay the same undivided attention to his love.

  1. Short Answer Questions
  2. What does the line ‘those dark and brutal curses of countless centuries’ suggest? Answer: This line suggests the deep-rooted historical suffering and injustices that

humanity has faced over time. It highlights the harsh realities of life, including oppression and conflict, which overshadow the beauty of personal love.

  • What harsh realities of life have drawn the speaker’s attention much more than the beauty of his beloved?

Answer: The speaker’s attention is drawn to the widespread suffering caused by poverty, violence, and social injustice. These issues reveal the pain and challenges that many people face, making the beauty of his beloved seem less significant in comparison.

  • What transformation in the perception of love do you see in the poem?

Answer: The transformation in the perception of love shows a shift from an idealized and personal view to a broader understanding that love must include awareness of social issues and suffering. The speaker realizes that love cannot be separated from the world’s harsh realities.

  1. Discussion Questions
  2. At the end of the poem, do you feel ‘the speaker does not love his beloved less, but the suffering humanity more’? Do you agree?

Answer: Yes, I agree. The poem portrays the speaker’s love as deeply connected to the suffering of humanity. He doesn’t love his beloved any less; rather, his awareness of the widespread suffering deepens his sense of compassion and empathy, leading to the realization that personal love cannot exist in isolation from social pain.

  • Many critics have pointed out that in this poem ‘the beloved’ means not just a lover but also country and nationalism. With this observation, does the poem read differently?

Answer: Yes, viewing ‘the beloved’ as a representation of country and nationalism adds a layer of meaning to the poem. It reflects a sense of collective identity and responsibility towards one’s nation. This interpretation emphasizes the connection between personal feelings of love and a broader sense of duty to fight against social injustices in one’s own country.

(FROM QUESTION BANK)

  1. Answer the following in a word, a phrase, or a sentence each:
  2. What did the speaker of the poem tell his beloved not to ask of him in the poem ‘Do Not Ask of Me, My Love’?
  3. His future plans                               b) The love he once had for her

c) His feelings for another person d) His opinions on the world Answer: b) The love he once had for her

  • What does the speaker request of his beloved in the poem ‘Do Not Ask of Me, My Love’?
  • To leave him                                   b) To understand his pain

c) Not to inquire about his feelings d) To stay with him forever Answer: c) Not to inquire about his feelings

  • When was the speaker’s life bright in ‘Do Not Ask of Me, My Love’?
  • When he was happy                        b) When he was in love with her

c) When he was carefree                      d) When he had many friends

Answer: b) When he was in love with her

  • What is more painful for the speaker at the beginning in ‘Do Not Ask of Me, My Love’?

a) Memories of the past                        b) Suffering around him

c) Lack of attention from his beloved d) Loneliness

Answer: b) Suffering around him

  • When does the speaker’s idea of love undergo a change in ‘Do Not Ask of Me, My Love’?

a) When he meets someone new           b) When he realizes the world’s suffering

  • When he receives advice from friends          d) When he reads a book about love

Answer: b) When he realizes the world’s suffering

  • What gave the Spring ‘everlasting youth’ in the poem ‘Do Not Ask of Me, My Love’?
  • The beauty of nature
  • The joy of love                    c) The presence of youth
  • The seasons changing

Answer: b) The joy of love

  • The speaker says “Do not ask of Me, My Love, that love I once had for you” because:
  • His beloved is not as beautiful as she was.
  • There are other sorrows around him demanding his attention.
  • He has found a more beautiful lady love.
  • He is too busy to love anyone.

Answer: b) There are other sorrows around him demanding his attention.

  • What does the line “those dark and brutal curses of countless centuries” suggest? a) Trials of personal relationships b) Historical injustices and suffering
  • Natural disasters                             d) Personal battles with addiction

Answer: b) Historical injustices and suffering.

  • According to the speaker of the poem, ‘there are other___ in the world than love’,

a) joys              b) feelings c) sorrows d) simple truths

Answer: c) sorrows.

  1. In the poem, when the speaker says “you are beautiful still, my love, but I am helpless too” suggests that:
  2. He has to address the miseries of human beings.
  3. He is in love with another beautiful lady.
  4. He is trying to flatter her.
  5. He is unable to meet her expectations.

Answer: a) He has to address the miseries of human beings.

  1. What was everything for the speaker in the beginning, in the poem ‘Do Not Ask of Me, My Love’?

a) His family                             b) His passion for life

c) His love for his beloved d) His dreams Answer: c) His love for his beloved.

  1. When did the speaker think that the world was with him?

a) During times of joy                            b) When he was with his friends

c) When he was deeply in love              d) When he was successful

Answer: c) When he was deeply in love.

.

Answer the following questions in about 100 words each (4 Marks)

  1. What are the harsh realities of life that have drawn the speaker’s attention more than his beloved’s love?

Answer: The speaker is drawn to harsh realities like suffering, injustice, and pain, which affect many people in the world. He notices how many individuals experience deep sadness and hardships that cannot be ignored. This awareness makes him feel overwhelmed, causing him to realize that his love for his beloved seems less important compared to the urgent need for compassion and understanding in the face of these serious issues. As a result, his focus shifts from personal love to a greater concern for the struggles faced by others, which weighs heavily on his heart.

  • How is the speaker of the poem ‘Do Not Ask of Me, My Love’ affected by the harsh realities of life?

Answer: The speaker is profoundly affected by the harsh realities of life, which cause him to feel sadness and helplessness. Instead of celebrating love, he becomes aware of the suffering and challenges that surround him. This awareness brings a heavy weight to his heart, making it difficult to focus on his feelings for his beloved. As he grapples with societal issues like injustice and pain, he questions how he can fully engage in love while there are so many pressing problems. His emotional state shifts toward empathy and responsibility, distancing him from personal romantic joy.

  • What transformation in the priorities of the speaker do you see in the poem ‘Do Not Ask of Me, My Love’?

Answer: The speaker experiences a major transformation in his priorities throughout the poem. Initially, he places his love for his beloved at the center of his emotions. However, as he confronts the harsh realities of the world, such as suffering and injustice, his focus shifts. He realizes he must attend to these larger issues, as they affect many lives. This newfound awareness makes him prioritize empathy and understanding over personal affection. Ultimately, his love becomes intertwined with a sense of responsibility, leading him to recognize that caring for others is just as essential as loving his beloved.

  • How does the responsibility of the speaker as a human being change his perception of love in ‘Do Not Ask of Me, My Love’?

Answer: The speaker’s sense of responsibility as a human being profoundly changes his view of love. At first, he sees love as a strong and emotive feeling directed toward his beloved. However, as he becomes aware of the struggles and suffering faced by others, he realizes that love must also involve caring for those in need. This change leads him to understand that true love is not only about personal affection but also about empathy and action. He begins to prioritize these responsibilities, which reshapes his perception, making him feel that love must be connected to compassion for the wider world.

  • “The perception of love changes when one realizes one’s responsibilities.” How is this idea brought out in the poem ‘Do Not Ask of Me, My Love’?

Answer: This idea is clearly illustrated in the poem as the speaker grapples with his emotional priorities. Even though he cherishes his love for his beloved, he realizes that love cannot exist in isolation from the world’s suffering. As he acknowledges the harsh realities surrounding him, he understands the need for compassion and action. His responsibilities to help those in pain shift his focus from purely personal feelings to a broader sense of duty. This transformation highlights that love involves not just affection but also an awareness of and response to the hardships faced by others in society.

  • In ‘Do not Ask of Me, My Love,’ the speaker’s statement “you are beautiful still, but I am helpless too,” signifies a major change in the priorities of the speaker. Elaborate.

Answer: The statement “you are beautiful still, but I am helpless too” reveals a significant change in the speaker’s priorities. While the speaker acknowledges the beauty and value of his beloved, he also feels a profound sense of helplessness regarding the suffering in the world. This realization indicates that he cannot focus on love alone when so many people are in pain. It emphasizes a shift from celebrating personal love to recognizing the importance of addressing larger issues. His emotional struggle reflects a deeper understanding of the interconnectedness of love and responsibility, making him revaluate what truly matters in his life.

Two Gentlemen of Verona

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  1. Nicola: The elder brother, aged thirteen, who displays maturity beyond his years. He is determined, hardworking, and responsible, with a protective nature towards his younger brother, Jacopo.
  2. Jacopo: The younger brother, nearly twelve, who exhibits a lively spirit and innocence, contrasting with Nicola’s seriousness. He looks up to Nicola and shares in their efforts to care for their sister.
  3. Lucia: The sister of Nicola and Jacopo, who has been suffering from tuberculosis of the spine after the war. Despite her health struggles, she represents hope and the bond of family.
  4. The Narrator/Visitor: A traveller who becomes acquainted with the brothers and observes their lives, reflecting on their noble qualities and resilience in the face of adversity.

Major Themes

  1. Selflessness and Sacrifice: The boys’ dedication to their sister’s well-being is a central theme. They work tirelessly to provide for her care, showcasing a deep sense of responsibility and love.
  2. The Impact of War: The story addresses the harsh realities of war, particularly how it has transformed the lives of the brothers and their sister, forcing them into adulthood and hardship at a young age.
  3. Struggle and Resilience: The narrative emphasizes the strength of the human spirit. Despite their tragic circumstances, Nicola and Jacopo maintain their dignity and purpose, illustrating the resilience that can arise in difficult times.
  4. Brotherhood and Family Bonds: The relationship between the brothers, as well as their commitment to Lucia, highlights the importance of familial bonds and mutual support in overcoming challenges.

Key Concepts

  1. Honour and Nobility: The story redefines what it means to be a “gentleman” by illustrating how honour and courage are embodied in Nicola and Jacopo’s actions of caring for their sister, rather than their physical appearance or societal status.
  2. Childhood vs. Maturity: There is a poignant contrast between the boys’ youthful innocence and the responsibilities thrust upon them by their circumstances. Their actions challenge the notion that maturity is exclusively tied to age.
  3. The Role of Society: The narrative reflects on societal dynamics during and after the war, including economic struggles and the impact of conflict on family structures, demonstrating how external forces shape individual lives.
  4. Compassion and Empathy: The visitors’ interactions with the boys reveal a deeper understanding of their plight and the broader human experience, emphasizing the importance of compassion in times of crisis.

II.Answer the following questions in one or two sentences each. (2 Mark Questions)

  1. What fruit did Nicola and Jacopo sell when the narrator first met them?

Answer: They were selling wild strawberries.

  • How old is Nicola?

Answer: Nicola is thirteen years old.

  • What job did the boys do in addition to selling fruit?

Answer: They shined shoes in the public square.

  • Where did the boys take the narrator during their tour?

Answer: They took the narrator to Juliet’s tomb and other places of interest.

  • What was the condition of the boys’ clothing when they first met the narrator?

Answer: Their clothing was shabby and worn.

  • What type of work did Nicola and Jacopo do to earn money?

Answer: They ran errands, sold newspapers, hawked items, and conducted tours.

  • How did the boys spend their evenings after selling newspapers?

Answer: They were often seen resting on the pavement late at night.

  • What was the name of the sister the boys cared for?

Answer: Their sister’s name is Lucia.

  • What was the reason for Lucia’s hospitalization?

Answer: Lucia was suffering from tuberculosis of the spine.

  1. Who was the narrator’s car driver during the trip?

Answer: The narrator’s car driver was named Luigi.

  1. Why do you think Nicola was annoyed with Jacopo when he suggested using the car?

Answer: Nicola wanted to avoid troubling the narrator and was protective of their independence.

  1. How do Nicola and Jacopo’s actions demonstrate the theme of responsibility?

Answer: Their commitment to working hard and caring for their sister shows their sense of duty and maturity.

  1. What can we infer about the boys’ background based on their behaviour and living conditions?

Answer: The boys likely came from a once comfortable home but were forced to adapt to a life of hardship due to the war.

  1. What lesson do you think the narrator learned from observing Nicola and Jacopo?

Answer: The narrator learned about the strength of family bonds and the nobility of

selflessness amidst adversity.

  1. How does the author portray the boys as gentlemen despite their economic struggles?

Answer: The author highlights their dignity, work ethic, and care for their sister rather than their appearances or wealth.

  1. Why do you think the nurse was so appreciative of what the boys did for their sister?

Answer: The nurse recognized their love and devotion, which showed their strong

character and commitment to family.

  1. In what ways did the war affect the boys, both negatively and positively?

Answer: Negatively, the war caused them to lose their home and forced them into difficult situations; positively, it made them strong and responsible.

  1. How do the boys’ experiences during the war shape their attitude toward life and work?

Answer: Their hardships made them hardworking and determined, showing that they value every opportunity to support their family.

II.Answer the following questions in about 60 words each.(3 Marks Questions)

  1. What fruit did Nicola and Jacopo sell when the narrator first met them?

Answer: They were selling wild strawberries. The boys had baskets full of these small, sweet fruits and were eager to share them with anyone passing by. Their enthusiasm for selling strawberries highlighted their playful spirit amid hard work.

  • What job did the boys do in addition to selling fruit?

Answer: Besides selling fruit, the boys also shined shoes in the public square. This job helped them earn more money and showed their willingness to work hard, contributing to their efforts in supporting their family during tough times.

  • Where did the boys take the narrator during their tour?

Answer: The boys took the narrator to several interesting places, including Juliet’s tomb. They excitedly guided him around the city, sharing stories and facts, which enriched the narrator’s understanding of their hometown and its history.

  • What was the condition of Nicola and Jacopo when they first met the narrator? Answer: Nicola and Jacopo wore shabby and worn clothing when the narrator first met

them. Their old and patched clothes reflected their tough life. Despite their appearance, their cheerful attitude and friendly nature stood out.

  • What type of work did Nicola and Jacopo do to earn money?

Answer: Nicola and Jacopo earned money by running errands, selling newspapers, and hawking goods. They also conducted tours for visitors, showcasing their resourcefulness and dedication to supporting their family.

  • How did the boys spend their evenings after selling newspapers?

Answer: After selling newspapers, the boys spent their evenings resting on the pavement late at night. They often chatted with each other, reflecting on their day and dreaming about a better future, even when they were tired.

  • What was the name of the sister the boys cared for?

Answer: The name of the boys’ sister is Lucia. Nicola and Jacopo cared for her deeply, managing their work to ensure she had everything she needed while facing her health struggles with love and support.

  • Why do you think Nicola was annoyed with Jacopo when he suggested using the car?

Answer: Nicola was annoyed because he valued their independence and didn’t want to

trouble the narrator for a ride. He wanted to maintain their self-sufficiency and prove they could manage on their own, reflecting his maturity.

  • How do Nicola and Jacopo’s actions demonstrate the theme of responsibility?

Answer: Their commitment to caring for Lucia and working hard shows a strong sense

of responsibility. They prioritize their sister’s wellbeing over their own desires, highlighting their maturity and dedication to family, key themes in the story.

  1. What can we infer about the boys’ background based on their behaviour and living conditions?

Answer: Based on their behaviour and living conditions, we can infer that the boys faced challenges due to their family’s difficulties, likely caused by war. They adapted well, demonstrating resilience and strength while trying to maintain a sense of normalcy.

  1. What lesson do you think the narrator learned from observing Nicola and Jacopo?

Answer: The narrator learned about the importance of family bonds, sacrifice, and

perseverance. Observing the boys’ dedication to each other and their sister taught him valuable lessons about love, care, and the strength required to face life’s challenges.

  1. How does the author portray the boys as gentlemen despite their economic struggles?

Answer: The author portrays Nicola and Jacopo as gentlemen through their respectful behaviour, dignity, and hard work. Despite wearing shabby clothes, their kindness and determination to help their sister shine through, reflecting true character beyond appearances.

(FROM QUESTION BANK)

  1. Where did the author meet the two boys?

Answer: The author met the two boys in a public square.

  • Who tries to stop the author from buying fruits from the boys?

Answer: The driver tries to stop the author from buying fruit from the boys.

  • What did the driver talk about the fruits?

Answer: The driver mentioned that the fruits might be bad or of poor quality.

  • What did the narrator buy from the boys?

Answer: The narrator bought wild strawberries from the boys.

  • Who was younger between Nicola and Jacopo?
  • Nicola B. Jacopo C. Both are the same age

Answer: B. Jacopo was younger than Nicola.

  • Who was elder between Nicola and Jacopo?
  • Nicola         B. Jacopo C. They are the same age

Answer: A. Nicola was elder than Jacopo.

  • What were the boys doing in the public square?

Answer: The boys were selling wild strawberries in the public square.

  • What was one of the jobs done by the two boys to earn money?

Answer: One of the jobs done by the boys to earn money was shining shoes.

  • How old was Jacopo?

Answer: Jacopo was about ten years old.

  1. How old was Nicola?

Answer: Nicola was thirteen years old.

  1. The narrator observed that the two boys spent_______
  2. very little money on their food and clothing
  3. more money on their food and clothing
  4. little time to earn money

Answer: A. very little money on their food and clothing.

  1. The narrator was very much impressed by the boys’ personalities because___
  2. hey were great actors
  3. despite their age, they behaved like true gentlemen
  4. they were not successful

Answer: B. despite their age, they behaved like true gentlemen.

  1. What favor did Jacopo ask the narrator?

Answer: Jacopo asked the narrator to drive them to Poleta.

  1. Why were the two boys visiting Poleta on every Sunday?

Answer: The two boys visited Poleta every Sunday to see their sick sister, Lucia.

  1. What was Lucia suffering from?

Answer: Lucia was suffering from tuberculosis.

  1. Mention one of the ways the boys helped the resistance movement.

Answer: The boys helped the resistance movement by delivering messages and running errands for them.

  1. How long did the German Elite Guards rule over Verona?

Answer: The German Elite Guards ruled over Verona for three years.

  1. Where are Romeo and Juliet reputed to have lived in?

Answer: Romeo and Juliet are reputed to have lived in Verona.

  1. How old was Lucia?

Answer: Lucia was about twelve years old.

  • Whose tomb did Nicola offer to take the narrator to?

Answer: Nicola offered to take the narrator to Juliet’s tomb.

  • Name the village where Lucia was being treated.

Answer: Lucia was being treated in the village of Poleta.

  • How would the boys usually go to Poleta?

Answer: The boys usually walked to Poleta.

  • Where did Nicola and Jacopo’s father work as a singer?

Answer: Nicola and Jacopo’s father worked as a singer in a cafe.

  • How far was Poleta from Verona?

Answer: Poleta was about thirty kilometers from Verona.

III. Answer the following questions in about 100 words each (4 Marks)

  1. What qualities of the boys impressed the narrator?

Answer: The narrator was deeply impressed by Nicola and Jacopo’s maturity, dedication, and selflessness. They worked hard to earn money for their sick sister, Lucia, which showed their love and responsibility. Instead of playing and enjoying their childhood, they hustled by selling strawberries and shining shoes. Their positive attitude and determination, despite the difficult circumstances of war, made them stand out. The narrator admired how they behaved like true gentlemen, displaying kindness and compassion, and this inspired him to reflect on their extraordinary character, which was rare for boys their age.

  • What were the different jobs that the two boys did to earn money?

Answer: Nicola and Jacopo took on various jobs to earn money for their sister, Lucia. They sold wild strawberries in the public square, which was their main source of income. In addition, they shined shoes for passersby, demonstrating their willingness to work hard. They also did little jobs for people in the neighborhood and helped deliver messages for the resistance movement. All their efforts showed their responsibility and commitment to supporting their family during tough times. By taking on these different jobs, they exemplified maturity far beyond their young ages of ten and thirteen.

  • Describe the boys’ sacrifice to save their sister, Lucia.

Answer: Nicola and Jacopo made great sacrifices to help their sister Lucia, who was suffering from tuberculosis. They worked tirelessly, taking on various jobs, and spent almost all their earnings on her medical treatment. Instead of spending money on themselves or having fun, they saved every penny for her care. This dedication highlighted their selflessness and strong bond as brothers. They even walked long distances to visit Lucia in the hospital, prioritizing her health above everything else. Their sacrifices demonstrated their profound love and devotion, making them true heroes in the eyes of the narrator.

  • How did the two boys help the narrator during his stay at Verona?

Answer: During the narrator’s stay in Verona, Nicola and Jacopo helped him by being friendly and informative. They guided him to buy wild strawberries and other local goods, sharing their experiences along the way. The boys also shared their story about caring for their sick sister, Lucia, which deeply moved the narrator. Their kindness and respect left a big impression on him. By showing the narrator their world and the challenges they faced, the boys made his visit meaningful. Their cheerful spirit and positive attitude turned what could have been a typical visit into an inspiring journey.

  • How had the war affected the boys in ‘The Two Gentlemen of Verona’?

Answer: The war had a significant impact on Nicola and Jacopo, forcing them to grow up quickly. They lost their father, which left them alone to care for their sick sister, Lucia. The conflict stripped away their childhood innocence, making them responsible for their family’s well-being. Because of the difficult circumstances, they had to work hard at various jobs instead of going to school or playing. The harsh realities of war also made them more mature and resilient, instilling values of sacrifice and devotion. They became heroes in their own right, embodying bravery during challenging times.

  • Examine the statement: ‘Yet this silent epic of youthful devotion had touched me deeply.’

Answer: This statement reflects the narrator’s profound admiration for Nicola and Jacopo. Their silent devotion and sacrifices for their sister Lucia created a powerful story of love and commitment. The narrator saw how these young boys embraced adult responsibilities despite their young ages. Their tireless efforts to support their sister during the war highlighted the beauty of selflessness. This experience taught the narrator important lessons about courage and family. Their actions moved him emotionally, showing that acts of love can leave a lasting impact, inspiring him to appreciate the nobility of human spirit and childhood sacrifice.

  • Why does the author feel that the two boys brought new nobility to mankind? Answer: The author believes that Nicola and Jacopo brought new nobility to mankind

because their selfless actions demonstrate true character. During difficult times, these boys chose to care for their sick sister, Lucia, prioritizing her needs over their own wishes. Their determination to work hard and face life’s challenges at such a young age showcased their admirable qualities, showing that nobility isn’t just about wealth or status but is based on love, sacrifice, and kindness. These brave acts inspired others and showed that even in dire situations, human compassion and devotion can shine brightly, uplift spirits, and create hope.

  • Why was the narrator silent during the return journey? Explain.

Answer: The narrator was silent during the return journey because he was overwhelmed with emotions. As he reflected on the story of Nicola and Jacopo, their dedication to their sick sister, Lucia, deeply touched him. He was impressed by their maturity and selflessness, especially considering the hardships they faced due to the war. The realization of their sacrifices made him feel a mix of admiration and sadness. This emotional weight left him in thoughtful silence, contemplating the harsh realities of life that these young boys faced. Their bravery and commitment were reminders of the strength of the human spirit.

An Old woman

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KEY CHARACTERS

1. Old Woman: A persistent and determined elderly woman trying to make a living.

2. The Speaker: A passerby who interacts with the old woman.

MAJOR THEMES

1.   Poverty and Survival:  The plight of the old woman reflects poverty and the desperation to earn a living.

2.  Human Apathy: The speaker’s initial indifference to the old woman symbolizes societal neglect of marginalized individuals.

3. Empathy and Reflection: The speaker’s realization of the woman’s struggle brings a deeper understanding of her situation.

4.  Decay and Transformation: The physical and metaphorical cracks signify decay in society and humanity.

KEY CONCEPTS

1. The contrast between material wealth and human dignity.

2. Transformation of the speaker’s attitude.

3. The persistence of the marginalized.

4. Symbolism of physical cracks as societal decay.

IMAGERIES AND METAPHORS

1. Bullet holes in her eyes: Represent the old woman’s suffering and hardship.

2.  Cracks around her eyes: Symbolize the deep scars of her struggle and societal neglect.

3.  Hills crack, temples crack, sky falls: Reflect the speaker’s epiphany about societal indifference and decay.

4. Reduced to small change: Highlights the speaker’s diminished self-worth in light of the woman’s resilience.

5. Shatterproof crone: Illustrates the old woman’s indomitable spirit.

II. Answer the following questions in one or two sentences each. (2 Marks Questions)

1. Who is the old woman in the poem?

Answer: A persistent elderly woman trying to earn a living. 2. What does the old woman offer to do?

Answer: Take the passerby to the horseshoe shrine.

3. What does the old woman expect for her service? Answer: A fifty paise coin.

4. What is the horseshoe shrine?

Answer: A sacred site linked to the legend of Khandoba. 5. How does the speaker initially react to the old woman? Answer: He is irritated and wants to end the interaction.

6. What are the old woman’s eyes compared to?

7. What symbolizes the old woman’s determination?

Answer: Her persistence and firm grip on the speaker’s shirt.

8. What does “so much small change” signify in the poem?

Answer: The speaker’s feeling of insignificance.

9. What is the tone of the poem?

Answer: Reflective and critical.

10. What cracks in the poem symbolize societal decay?

Answer: Cracks in the hills, temples, and the sky.

11. Why does the old woman persist in tagging along with the speaker?

Answer: She is determined to earn a fifty paise coin, as it is her means of survival.

12. What does the phrase “shatterproof crone” imply?

Answer: It implies the old woman’s resilience despite her harsh life.

13. How does the speaker’s perception of the old woman change?

Answer: He initially sees her as a nuisance but later realizes her struggle and dignity.

14. Why does the speaker look at the sky after hearing the old woman’s words? Answer: He is deeply moved and reflects on her plight and societal neglect.

15. What does the comparison of her eyes to bullet holes signify?

Answer: It signifies her life filled with pain and suffering.

16. Why does the poet describe the hills and temples as cracking?

Answer: To symbolize the crumbling values of society.

17. What does the old woman’s persistence teach the speaker?

Answer: It teaches him about strength and survival in adversity.

18. How does the poem critique society?

Answer: It highlights societal neglect and apathy toward marginalized individuals.

19. What does the old woman’s grip on the shirt signify?

Answer: Her determination and refusal to give up.

20. Why is the old woman described as a burr?

Answer: To indicate her tenacity and inability to be ignored.

21. How does the poet use imagery to depict the old woman’s hardships?

Answer: The poet uses metaphors like “bullet holes” and “cracks” to show her pain and resilience, while the description of the hills and temples reflects societal decay.

22. How does the poem highlight the dignity of marginalized individuals?

Answer:  Through the old woman’s persistence and strength, it shows how she maintains her dignity despite her struggles.

23. What lesson does the speaker learn from the old woman?

Answer:  The speaker learns to empathize with the resilience and plight of the marginalized.

24. How is the phrase “reduced to small change” significant?

Answer: It reflects the speaker’s realization of his own insignificance compared to the old woman’s strength.

III.        Answer the following questions in about 60 words each. (3 Marks Questions)

1: Who is the main character in the poem “An Old Woman”?

Answer: The main character is an old woman who approaches the speaker. She asks him for a fifty paise coin to take him to the horseshoe shrine. Despite him having already seen the shrine, she grabs onto him and insists on going there with him, showing her determination.

2: What does the old woman want from the speaker?

Answer: The old woman wants a fifty paise coin from the speaker. She believes that having this coin will allow her to take him to the horseshoe shrine. Her desire to go there signifies  her hopefulness  despite her old age and wretched appearance, reflecting her longing for connection.

3: How does the old woman hold on to the speaker?

Answer: The old woman grabs the speaker’s sleeve tightly and then grips his shirt as they walk together. She doesn’t let go, demonstrating her persistence and need for companionship. This physical hold represents her desire to connect with the speaker, making it difficult for him to escape her presence.

4: What does the speaker think about the old woman initially?

Answer: At first, the speaker finds the old woman bothersome and wants to end the situation. He feels frustrated, comparing her to other old women who cling to him. He sees the encounter as a farce and wishes she would let go, showing his initial lack of empathy for her.

5: What does the old woman say to the speaker that makes him pause?

Answer: The old woman says, “What else can an old woman do on hills as wretched as these?” This statement makes the speaker pause and reflect on her life. It highlights her loneliness and struggle, making him reconsider his  attitude toward her and revealing the deeper meaning behind her request.

6: How does the speaker describe the old woman’s eyes?

Answer: The speaker describes the old woman’s eyes as “bullet holes,” suggesting they look empty and damaged. This description conveys her suffering and the hardships she has faced in life. It creates a vivid image in the reader’s mind, making the old woman seem fragile and emotionally wounded.

7: What happens when the speaker really looks at the old woman?

Answer: When the speaker truly looks at the old woman, he notices cracks around her eyes that seem to spread beyond her skin. As he observes, he imagines that the cracks

extend to the hills, temples, and even the sky, connecting her suffering to the environment around her.

8: Why does the old woman insist on having the coin?

Answer: The old woman insists on having the fifty paise coin because she believes it will help her take the speaker to the horseshoe shrine. This reflects her desperation and hope to connect with someone, showing that even small acts of kindness can mean a lot to those who are lonely.

9: What effect does the old woman’s presence have on the speaker?

Answer: The old woman’s presence makes the speaker feel uncomfortable and frustrated at first. However, as he listens to her, he starts to reflect deeply on her life and struggles. He begins to sense a connection to her pain, leading him to reconsider his initial thoughts and feelings about her.

10: How do the hills and temples relate to the old woman in the poem?

Answer: The hills and temples parallel the old woman’s state, as both appear cracked and wretched. This imagery suggests that her suffering is shared with her surroundings, emphasizing themes of decay and hardship. It highlights the idea that everything in life can be connected through shared experiences of struggle.

11: What does the speaker mean by “clear through the bullet holes she has for her eyes”?

Answer: The phrase “bullet holes she has for her eyes” means that the old woman’s eyes look empty and damaged, reflecting her difficult life. It suggests that she has witnessed many hardships, and her gaze conveys sadness and weariness, making the reader think about her experiences and emotions.

12: Why might the speaker choose to look at the sky instead of the old woman? Answer: The speaker looks at the sky instead of at the old woman as a way to escape the uncomfortable situation. It symbolizes his reluctance to confront the harsh reality

of her life, as looking away allows him to avoid feeling empathy for her and the struggles she faces.

13: How can the imagery of cracks in the poem relate to life?

Answer: The imagery of cracks symbolizes how life is filled with imperfections and struggles. Just like the old woman and the cracked surroundings, everyone faces challenges. This reminds us to show kindness to others, as we all have our struggles. It also teaches us that healing can come from understanding and support.

(FROM QUESTION BANK)

I.  Answer the following in a word, a phrase, or a sentence each:

1. In the poem “An Old Woman’, ‘You’ refers to:

Answer: b. any pilgrim whom the old woman meets.

2. What does the old woman offer to do?

Answer: She offers to take the speaker to the horseshoe shrine.

3. Where does the old woman want to take the speaker?

Answer: To the horseshoe shrine in Jejuri.

4. The old woman is.

Answer: b. a person with self-respect.

5. The old woman represents.

Answer: a. inhuman social negligence.

6. What does the old woman demand for her service?

Answer: A fifty paise coin.

7. The old woman sticks to the speaker like a.

Answer: burr.

8. The old woman’s eyes are compared to.

Answer: bullet holes.

9. What does the phrase ‘bullet holes’ stand for?

Answer: The old woman’s pain and suffering etched into her eyes.

10. ‘You want to end the farce.’ Here, “farce” stands for:

Answer: c. the old woman pestering the speaker.

11. Who is referred to as a ‘shatterproof crone’ in the poem?

Answer: The old woman.

12. Name the shrine mentioned in the poem.

Answer: The horseshoe shrine.

IV.        Answer the following questions in about 100 words each (4 Marks)

1. How is the plight of the old woman depicted in the poem?

Answer: The old woman in the poem symbolizes the marginalized and neglected sections of society. She clings to the speaker, asking for a mere fifty paise coin, reflecting her struggle for survival. Her eyes, compared to “bullet holes,” show the deep scars of suffering and the harshness of her life. Despite her age and frailty, she persistently tries to earn through honest means, highlighting her dignity. The speaker initially views her as a nuisance but later understands her misery, which is a reflection of societal apathy towards the elderly and poor.

2. How does the speaker’s attitude undergo a change?

Answer: The speaker initially feels irritated and dismissive of the old woman, seeing her as a bothersome figure clinging to him for a coin. He tries to end the interaction, viewing it as a farce. However, her question, “What else can an old woman do on hills as wretched as these?” forces him to reflect on her plight. He begins to see her suffering and resilience, symbolized by her “bullet holes” and cracks. By the end, his scorn changes to respect,  recognizing  her  as  a  “shatterproof  crone,”  representing indomitable spirit amid societal neglect.

3. “The old woman dwarfs the self-esteem of the speaker and makes him feel that he is nothing more than a small change in her hand.” Comment.

Answer: The poem portrays a transformation in the speaker’s perception of self-­ worth. Initially dismissive of the old woman, the speaker feels superior. However, her persistence and resilience force him to confront his indifference and arrogance. Her plight makes him realize the depth of societal neglect and the privilege he takes for granted. The metaphor of being reduced to “small change” in her hand signifies the humbling of his ego, as he recognizes her strength in the face of adversity and his own insignificance in comparison.

4. The speaker’s perception of the old woman changes from ‘burr’ to a ‘shatterproof crone’ in the poem “An Old Woman.” Elaborate.

Answer: Initially, the speaker finds the old woman’s persistence annoying, describing her as a “burr” that clings to him. This reflects his irritation and condescension toward her. However, as  the interaction unfolds, the old woman’s  resilience and dignity become evident. Her question about what else she can do on the wretched hills forces him to empathize with her situation. By the end, he sees her as a “shatterproof crone,” a symbol of strength and endurance. This shift highlights his journey from apathy to respect, mirroring society’s potential for recognizing the dignity of marginalized individuals.

5.  ‘The miserable plight of the old woman is a comment on the merciless society.’ Examine.

Answer: The poem critiques society’s neglect of the elderly and marginalized. The old woman represents those left to fend for themselves in poverty, despite their age and vulnerability. Her persistence and dignity contrast sharply with societal indifference, embodied in the speaker’s initial dismissiveness. The imagery of cracks in the hills, temples, and sky reflects the larger decay of societal values, emphasizing the lack of empathy for the underprivileged. Through the old woman’s plight, the poem urges readers to confront their own indifference and recognize the humanity in those often overlooked.

6. Why does the speaker’s scorn change to respect for the old woman towards the end of the poem?

Answer: The speaker’s scorn transforms into respect as he begins to understand the old woman’s plight. Her persistence and honest effort to earn reflect her dignity and resilience, which starkly contrasts with his earlier condescension. Her rhetorical question about her helplessness on the wretched hills serves as a moment of reflection for the speaker, forcing him to see the deeper societal neglect she represents. This realization humbles him, and he comes to admire her as a “shatterproof crone,” symbolizing an unyielding spirit in the face of adversity.

Frederick Douglass -An American slave-1st puc notes

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Key Characters

1.           Frederick Douglass

The narrator and author was born into slavery in Maryland and later became a prominent abolitionist, orator, and writer. Frederick Douglass’s life story is a testament to resilience, intelligence, and the pursuit of justice and equality

2.           Harriet Bailey

Douglass’s mother was a slave who endured immense hardships and was separated from him at an early age. Her brief night-time visits symbolise a mother’s love amid the cruel separation enforced by slavery.

3.           Captain Anthony

Douglass’s first master is depicted as a cruel and hardened slaveholder who perpetuates the brutalities of slavery.

4.           Mr. Plummer

The overseer under Captain Anthony, is characterized by extreme cruelty and violence toward the slaves, highlighting the dehumanization inherent in the system of slavery.

Major Themes

1.           Dehumanization of Slavery

Douglass portrays slavery as a system that strips individuals of their humanity. Slaves are denied basic rights, such as knowing their age or maintaining familial bonds.

Physical abuse, psychological torment, and systemic oppression are used to maintain control, as seen in the treatment of Douglass’s aunt and the separation of children from their mothers.

2.           Loss of Identity

Douglass reflects on how slavery deprives people of their personal histories, family connections, and self-awareness. This loss of identity fosters control and subjugation.

3.           Resistance and Hope

Despite the horrors, Douglass harboured an enduring hope for freedom and justice. His faith in God and his belief that slavery would eventually end exemplify the resilience of the human spirit.

4.           injustice and Hypocrisy

Douglass critiques the moral contradictions of slavery, where slaveholders often fathered children with enslaved women, only to perpetuate their suffering. The societal and legal structures protected such abuses.

Kev Concepts

1.           The Psychological Manipulation of Slavery

Slavery sought to keep slaves ignorant and submissive, exemplified by the denial of education and the deliberate separation of families to weaken emotional ties.

2.           The Brutality of the Institution

Graphic descriptions of violence, such as the whipping of Douglass’s aunt, expose the systemic cruelty ingrained in slavery.

3.           The Role of Faith and Determination

Douglass’s unwavering belief in his eventual freedom underscores the role of faith and inner strength in enduring oppression.

4.           Intersection of Race and Power

The narrative explores how race, power, and exploitation intersect, particularly in cases where slaveholders father children with enslaved women, adding layers of suffering and complexity to their plight.

This excerpt reveals the stark realities of slavery while emphasising the resilience and humanity of those who endured it.

II. Answer in one or two sentences each. (2 Marks Questions)

1.           Who wrote the narrative excerpt?

Answer: Frederick Douglass wrote the narrative excerpt.

2.           Where was Frederick Douglass born?

Answer: Frederick Douglass was born in Tuckahoe, near Hillsborough, Maryland.

3.           What was Douglass’s mother’s name?

Answer: Douglass’s mother’s name was Harriet Bailey.

4.           What did Frederick Douglass’s master forbid him from knowing?

Answer: Douglass’s master forbade him from knowing his age.

5.           What kind of work did Douglass’s mother do?

Answer: Douglass’s mother worked as a field hand.

6.           What did Mr. Plummer carry with him to punish the slaves?

Answer: Mr. Plummer carried a cowskin and a heavy cudgel.

7.           What was the name of Douglass’s first master?

Answer: Douglass’s first master name was Captain Anthony.

8.           What law did Douglass mention about children born to slave women?

Answer: The law stated that children born to slave women would inherit their mother’s status as slaves.

9. What did Douglass call his hope for freedom?

Answer: Douglass called his hope for freedom a “living word of faith and spirit of hope.”

10. What happened to Douglass’s mother when he was seven?

Answer: Frederick Douglass’s mother died when he was about seven years old.

11.         Why were slaves not allowed to know their birthdays?

Answer: Slaves were not allowed to know their birthdays to keep them ignorant and submissive.

12.         Why were children often separated from their mothers in slavery?

Answer: Children were separated from their mothers to prevent emotional bonds and weaken family ties.

13. Why did Douglass say he felt like a stranger to his mother?

Answer: Douglass felt like a stranger to his mother because he only saw her a few times at night and never got to know her well.

14. What does the treatment of Douglass’s aunt reveal about slavery?

Answer: The treatment of Douglass’s aunt reveals the extreme cruelty and dehumanization inherent in slavery.

15. How did Douglass learn about his approximate age?

Answer: Douglass learned about his age by overhearing his master mention it.

16. Why did some slaveholders sell their own children?

Answer: Slaveholders often sold their own children to avoid tension with their white wives and to maintain their authority.

17. What made Douglass to believe that one day  he would eventually be free?

Answer: Douglass’s faith in God and his inner conviction gave him hope that he would eventually be free.

18. Why did Douglass say that a slaveholder being both a master and a father was especially cruel?

Answer: It was cruel because such slaves were treated harshly to avoid favouritism and were often sold to appease the master’s wife.

19. What role did Douglass believe God played in his life during slavery?

Answer: Douglass believed God gave him the strength and hope to endure slavery.

20. How does Douglass describe the sound of his aunt being whipped?

Answer: Douglass described the sound as heart-rending shrieks that reflected the immense pain and suffering, she endured.

Ill. Answer the following questions in about 60 words each. (3 Marks Questions)

  1. Who was Frederick Douglass, and what was his significant achievement?
    Answer: Frederick Douglass was a former slave who escaped and became a powerful abolitionist and writer. He wrote Narrative of the Life of Frederick Douglass to describe the horrors of slavery and fight for freedom. His speeches and writings inspired many to join the fight against slavery and for human rights.
  2. What role did Douglass play during the Civil War?
    Answer: During the Civil War, Frederick Douglass helped recruit black soldiers for the 54th and 55th Massachusetts Regiments. He also worked tirelessly to promote the emancipation of slaves and ensure African Americans could fight for their own freedom and equality. His efforts showed his commitment to justice and equality for all.
  3. What did Douglass’s master believe about slaves asking about their age?
    Answer: Douglass’s master believed that slaves asking about their age was improper and showed a restless spirit. This reflected the control slaveholders had over enslaved people, even denying them the basic right to know personal information like their age. It was one of the many ways they dehumanized slaves.
  4. What did Douglass’s mother do to visit him?
    Answer: Douglass’s mother walked 12 miles at night after working all day to visit him. She stayed only briefly, putting him to sleep before leaving again. Her dedication shows the deep love and sacrifices mothers made despite the cruel system of slavery that kept families apart.
  5. What law affected children born to enslaved women?
    Answer: The law stated that children born to enslaved women would inherit their mother’s status as slaves. This meant they were enslaved from birth, keeping them in the system of slavery. It was a way for slaveholders to profit from their cruelty while maintaining control over generations of enslaved people.
  6. What did Douglass hear about his father’s identity?
    Answer: Douglass heard whispers that his father might have been his master, but he never confirmed it. This mystery reflected the cruel reality of slavery, where enslaved people were often denied knowledge of their parentage, further stripping them of identity and family connections.
  7. Who was Mr. Plummer, and how did he treat slaves?
    Answer: Mr. Plummer was an overseer for Douglass’s master, Captain Anthony. He was extremely cruel, often beating slaves with a cowskin and a cudgel. His actions showed the brutal violence enslaved people endured daily, which was used to control and oppress them.
  8. Why did Douglass write his narrative?
    Answer: Douglass wrote his narrative to prove he was once a slave and to reveal the realities of slavery to the world. His writing helped people understand the cruel system and inspired them to join the fight for abolition, showing the power of truth and storytelling in bringing change.
  9. Why does Douglass describe the separation of slave children from their mothers as cruel?
    Answer: Douglass describes it as cruel because it destroys the natural bond between mother and child. This separation leaves children without love and comfort, making them feel abandoned. It was a deliberate way to weaken family connections and prevent enslaved people from forming strong emotional attachments.
  10. Why did Douglass feel unhappy about not knowing his age?
    Answer: Douglass felt unhappy because white children could know their ages, but he was denied this basic information. This made him feel inferior and deprived of a normal childhood experience. It showed how slavery dehumanized people by stripping away their identities and rights.
  11. What does Douglass’s description of Mr. Plummer’s behaviour reveal about slavery?
    Answer: Mr. Plummer’s behaviour reveals that slavery was a system filled with cruelty and violence. Overseers like him used brutal punishments to control enslaved people, treating them as less than human. This shows how deeply rooted the inhumanity of slavery was in the daily lives of slaves.
  12. How does Douglass view the belief that slaveholders fathered their slaves’ children?
    Answer: Douglass viewed it as hypocritical and cruel. Slaveholders exploited enslaved women for personal pleasure and then treated their own children born from these relationships with even more harshness to hide favouritism. This reflects the selfishness and immorality of slavery.
  13. Why did Douglass’s hope for freedom never fade, even in dark times?
    Answer: Douglass’s faith in God and his inner strength gave him hope that slavery would end. Despite the hardships he faced, he always believed that he would be free one day. His strong spirit helped him endure the darkest moments of his life in slavery.
  14. What does Douglass’s account of his aunt’s punishment convey about the nature of slavery?
    Answer: Douglass’s account of his aunt’s punishment conveys the brutal and inhumane nature of slavery. It shows how slaveholders inflicted pain and suffering on enslaved people for their own control and enjoyment. This violence was a key tool of oppression in the system of slavery.
  15. Why did Douglass feel like a stranger to his mother?
    Answer: Douglass felt like a stranger to his mother because they were separated when he was a baby. He only saw her a few times at night and never spent much time with her. This separation made it hard for him to form a bond with her.
  16. What does Douglass believe slaveholders’ laws about inheritance reveal about their intentions?
    Answer: Douglass believed these laws showed that slaveholders intended to profit from their cruelty. By ensuring children born to enslaved women were also enslaved, they kept future generations in bondage and continued exploiting them for economic gain.

(FROM TEXTBOOK}

  1. What prevented the slaves from knowing their birthdays?
    Answer: Slaveholders kept slaves ignorant to maintain control over them.
  2. How would the master look at the inquiries about the slaves’ birthdays?
    Answer: The master considered such inquiries improper and evidence of a restless spirit.
  3. What was whispered about Douglass’ parentage?
    Answer: It was whispered that Douglass’ master was his father.
  4. When was Douglass separated from his mother?
    Answer: Douglass was separated from his mother as an infant.
  5. Douglass’ mother was able to meet him only at __ _
    Answer: Night.
    6.What was the penalty for the field hand for not being in the field at sunrise?
    Answer: The penalty was a whipping.
  6. How old was Douglass when he lost his mother?
    Answer: About seven years old.
  7. Name the person who was believed to be both Douglass’ father and master. Answer: Captain Anthony.
  8. What was Mr. Plummer?
    Answer: An overseer who was cruel and violent.

{FROM QUESTION BANK}

  1. Where was Frederick Douglass born?
    Answer: Near Easton, Talbot County, Maryland.
  2. What authentic record had Frederick Douglass never seen in his life?
    Answer: His birth record.
  3. What were the slave children ignorant of?
    Answer: Their exact ages or birthdays.
  4. How did the slaves remember their birthdays?
    Answer: By seasons, like planting-time or harvest-time.
  5. According to Frederick Douglass, __ children could tell their ages accurately.
    Answer: b. white.
  6. How old was Frederick Douglass in 1835?
    Answer: About 17 years old.
  7. Who was the overseer of Captain Anthony?
    Answer: Mr. Plummer.
  8. What prevented the slaves from knowing their birthdays?
    Answer: Slaveholders intentionally kept them uninformed.
  9. Who had hired the mother of Frederick Douglass on his farm?
    Answer: Mr. Stewart.
  10. What was the source of unhappiness to Frederick Douglass during his childhood? Answer: Not knowing his birthday.
  11. Who is the mother of Frederick Douglass?
    Answer: Harriet Bailey.
  12. What was whispered about the parentage of Frederick Douglass?
    Answer: His master was rumoured to be his father.
  13. When was Frederick Douglass separated from his mother?
    Answer: As an infant.
  14. Why were the mother and the child separated?
    Answer: To prevent affection and emotional bonds between them.
  15. How far did Frederick Douglass’s mother walk to meet him?
    Answer: 12 miles.
  16. How old was Frederick Douglass when his mother died?
    Answer: About seven years old.
  17. How did Frederick Douglass feel when his mother died?
    Answer: He felt like he lost a stranger because they were separated.
  18. The child with a black mother and white father is referred to as
    Answer: A mulatto.
  19. Who was a savage monster according to Frederick Douglass?
    Answer: Mr. Plummer.
  20. Where did Frederick Douglass run away from, to escape slavery?
    Answer: Maryland.
  21. Whose daughter was Harriet Bailey?
    Answer: Isaac and Betsey Bailey.
  22. How many slaves did Captain Anthony possess?
    Answer: About 30 slaves.
    IV. Answer the following questions in about 100 words each (4 Marks)
  23. Why wasn’t Douglass affected much by his mother’s death?
    Answer: Frederick Douglass wasn’t deeply affected by his mother’s death because they were separated when he was an infant, which prevented them from forming a close bond. She visited him only a few times at night, and their meetings were brief since she had to leave before sunrise. Douglass never saw her during the day and had limited interaction with her. When she passed away, Douglass was not allowed to be present during her illness, death, or burial. As a result, her death felt like the loss of a stranger rather than a parent, leaving little emotional impact on him.
  24. What kind of hardships did the slaves suffer at the hands of the slaveholder and his mistress?
    Answer: Slaves faced constant physical and emotional abuse. They were whipped mercilessly, worked tirelessly, and deprived of basic rights such as knowing their birthdays or maintaining family connections. Mulatto children suffered additional cruelty from the mistress, who often resented them due to suspicions of favouritism from her husband. These children were beaten, humiliated, and sometimes sold. Female slaves’ endured harsh labour and punishments, and families were frequently torn apart. This dehumanization aimed to strip slaves of individuality and control them completely, creating a life of hardship and despair for all enslaved individuals under the authority of their masters.

6.     Why is the slaveholder compelled to sell his mulatto children, according to Douglass?

Answer: According to Douglass, slaveholders often sold their mulatto children to appease their wives, who resented these children as evidence of their husbands’ relationships with enslaved women. The mistress’s jealousy often led to cruel treatment of these children. To avoid household conflict and accusations of favouritism, the master would sell his mulatto children to slave traders. Though cruel, Douglass suggests this was sometimes an act of “humanity” because it spared the children from relentless mistreatment and humiliation at the hands of their mistresses and half-siblings. The sale, however, reflected the moral corruption and inhumanity of slavery.

7.     What hardships did the mulatto children have to face from their slave masters and their wives?

Answer: Mulatto children faced severe hardships due to their mixed heritage. Mistresses often resented these children as reminders of their husbands’ relationships with enslaved women and treated them harshly. They were subjected to excessive punishment, humiliation, and neglect. Masters, to maintain peace at home, often sold their mulatto children, separating them from their families. These children also faced additional challenges because their resemblance to white people sometimes led to harsher scrutiny and mistreatment. Their experiences highlight the cruelty and moral corruption of slavery, as even the children of slaveholders were not spared from the inhumanity of the system.

8. Write a note on the cruelty of Mr. Plummer.

Answer: Mr. Plummer, the overseer of Captain Anthony’s farm, was described as a cruel and violent man. He often carried a cowskin whip and a cudgel, using them to brutally beat slaves. Douglass witnessed him slashing the heads of women, causing severe injuries. Even Captain Anthony, who was himself harsh, occasionally reprimanded Plummer for his extreme violence. Mr. Plummer’s actions reflected the nrestrained power and sadistic behaviour of overseers. His treatment of slaves demonstrated the deep cruelty ingrained in the system of slavery, where such brutality was not only tolerated but also seen as part of maintaining control over enslaved people.

9. Describe the sufferings of the slaves at the hands of the whites.

Answer: Slaves endured relentless suffering, including physical abuse, family separation, and emotional trauma. They were whipped mercilessly for minor offenses and forced to work long hours under harsh conditions. Families were torn apart, with children separated from their mothers at an early age to prevent emotional attachments. Mulatto children faced additional cruelty, often resented by mistresses and punished severely. Overseers like Mr. Plummer inflicted brutal beatings, leaving slaves injured and scarred. Slaves were also stripped of personal identity, denied basic knowledge like their birthdates, and treated as property. These sufferings highlight the inhumanity and brutality of the institution of slavery.

10. In spite of all the hardships faced, Frederick Douglass overcame them through his grit and determination. Elaborate.

Answer: Despite enduring severe hardships as a slave, Frederick Douglass showed remarkable resilience and determination. He secretly learned to read and write, understanding that knowledge was key to freedom. His hope and faith kept him strong, even during the darkest times. After escaping slavery, he became a powerful orator and writer, using his experiences to inspire others and fight for abolition. Douglass’s determination and refusal to accept slavery’s oppression made him a symbol of strength and courage. His life showed that through perseverance, education, and unwavering hope, it is possible to overcome even the most challenging circumstances.

The Gentlemen of the Jungle

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Introduction:

the present lesson is a fable. It is written by Jomo Kenyatta, the first president of Kenya, he was a Prime Minister and president. Kenya was a British colony since 1865. The independent republic of Kenya was formed in 1963. The present fable talks about kikuyu people’s attitude towards imperialism. It also shows the tactful ways of the Europeans to expand their empire and exploit the natives.

 (allocation of questions from the lesson called MCQ,4M, SV agreement and tenses)

1.Why was the Commission of inquiry appointed by the king of the jungle? (4 M questions)

Once Upon a time a man lived in a hut located at the edge of the forest. An elephant made a friendship with the man. One day a heavy thunderstorm broke out. The elephant went to the man and requested him to allow it to put it trunk inside.it said that it had a soft trunk and it would get hurt in the thunderstorm. The man allowed to put it trunk. The elephant thanked him and put it trunk inside the hut. It said that he had done a good deed and assured him that it should return his kindness one day.it slowly put his head in the hut and finally threw the man out. It tried to convince that he could remain in the rain as there was no space in the hut for both of them. The elephant laid down comfortably in it and the man stood in the rain helplessly. He started to grumble as he lost his shelter.

The animals came to the spot and stood around listening to the heated argument between the both. Lion was the king of the jungle. He was disturbed by the noise of the elephant and the man. It came to the spot and reminded them that he was the king of the jungle and asked how they dare to disturb the peace of jungle. The elephant was one of the top ministers in his cabinet. It was cunning. It conveyed the king that there was no disturbance of the peace in the kingdom. It had a little discussion with its friend, the man about the position of the hut which he had occupied. the lion wanted to have peace and tranquillity in his kingdom. So, it ordered its ministers to appoint the Commission of enquiry to look into it.

2.How did the elephant justify his act of occupying the hut?

the Commission sat for evidence. The elephant entered in grand style. It spoke in a dignified voice. It was asked to state its case first. It said that it didn’t want to waste the valuable time of the Commission by repeating the story which was known to all. It added that the quarrel was an outcome of the misunderstanding between the man and itself. It said that it had always protected the interests of its friends. He considered it has his duty. It added that it entered the hut on man’s invitation. It occupied the Hut in order to save the Hut being blown away by the hurricane. He put the undeveloped space of the hut to a more economic use. He did all that in order to protect the interest of the man. He expressed hope that the members also would do the same in similar situations. Hyena and other elders supported the elephant.

they called the man then. He began to narrate the cause of the quarrel in detail. The Commission warned the man not to Waste the valuable time of the honourable members. They asked him to present his views in brief. They also asked him to restrict himself to relevant issues. They asked him if the undeveloped space available in his hut was occupied by anyone else before Mr elephant. The man replied in negative.

Finally, the verdict was announced. The commission said that the elephant had fulfilled the sacred duty of fulfilling the interest of the man. They allowed the elephant to occupy the hut and permitted the man to find a new site and build a new hut.

3.There is nothing on this earth that cannot be trapped? prove the statement with reference to the gentlemen of the jungle?
Peace is costly but it is worth expense. Justify with reference to the gentlemen of the jungle.
 you can fool people for a time but not forever. Prove with reference to the gentlemen of the jungle.

 The Commission gave its verdict. The elephant was allowed to occupy the hut and the man was permitted to find a new site and build a new hut. The man felt that his refusal would cause the anger of the members of the Commission. the man built the new hut hoping that it would not be occupied by other. Mr. rhinoceros occupied the hut an ordered the man to quit. Again, the royal Commission was appointed to look into the matter. The Commission gave the verdict in favour of rhinoceros. Whenever the new hut was built by the man other animals like Mr Buffalo, and Mr. leopard, Mr hyena and the rest accommodated it. In all the cases the royal Commission of enquiry was appointed to look into the matter. But no judgment came in favour of the man. He lost his hut all the times.

He understood the tactics of the enemies when he was repeatedly fooled by them. He decided to adopt an an effective method of protecting his interest. He said there is nothing on the earth which cannot be trapped.

All the huts being occupied by the animals started to decay. He thought it is a proper time to teach the lesson for all the animals. As a part of his strategy, he builds a new hut. It was a bigger and better. All the animals unaware of the next occupied it. They started to dispute and fight for the ownership of the hut. finally, the man set the hut on fire. He went home by saying that peace is costly, but it is worth the expenses. He lived happily ever after.Introduction:

the present lesson is a fable. It is written by Jomo Kenyatta, the first president of Kenya, he was a Prime Minister and president. Kenya was a British colony since 1865. The independent republic of Kenya was formed in 1963. The present fable talks about kikuyu people’s attitude towards imperialism. It also shows the tactful ways of the Europeans to expand their empire and exploit the natives.

 

Watchman of the lake question and answers

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Q. 1 Mara is a common man with an uncommon determination. Justify
Mara was a common rustic man. The people called him a fool. This they send him away whenever they find him. He was often scolded by all. At one point, the village headman even referred to him as a lunatic and wretched dog. But he was a man of good logic.
In his dream, the river goddess ordered the king to construct a tank across the Vedha River. Mara attempted to persuade the local headman of this. But he did not believe his words. Mara was firm in his decision. He desired to speak with the king and share the words of the river goddess. He was kept in the cellar when he tried to express it.
But Mara convinced Bhima the jailor about his dream. He hid in a tree and jumped suddenly before the king. It created confusion. The king asked Mara the reason for his deed. Mara begged excuse for the disturbance caused and revealed the message of the river goddess about the lake.
The king believed his words and built the lake. Even on hot summer days, the lake supplied water. But the goddess’s mood changed. She considered stone piling as a hurdle. She threatened to break the lake as she considered it as her plaything. Mara tactfully stopped the goddess from smashing the bounds on a condition. The condition was that she would break the lake when he returned from the capital. But he did not return. He boldly asked the king to kill him and make him not to return to the lake. Thus, he saved the lake.


Q.2 Mara’s attitudes toward a man from the farthest village and the fisherman were entirely different in watchman of the lake. Why?
One day a man was found catching the fish in the lake. Ganga Mara’s son informed him about it. Mara rushed to the spot and asked the man to stop fishing. He lied that he was not fishing. He added that Mara was just a watchman and not the master and he was not supposed to order him to stop fishing.
Mara declared to him that he was the master of the lake. The goddess had ordered him not to allow any man to hunt any living being on the Bank of the Lake. He said that even the village headman had to seek permission from him to touch theh water of the lake. Mara threatened him to punish if he was seen there again. He wants his son Ganga to be aware of such people.
After some days a visitor from a faraway village came to meet Mara. He walked in the night taking no rest. The man had come to ask her for help. He said that there was a drought-like condition in his village. The crops had tried and the cattle were dying due to a shortage of water. He so requested that Mara supply his village with water.
Mara was a man of rule. He told the man that water would be provided per the rules of the king. He also told him that he would come along with him to his village to study where the channels could be laid. He assured him that their share of water would be released immediately after the channels were laid.


Q.3 Mara saves the lake with his selfless deed as watchman of the Lake. Prove
Mara sent a man from a distant village assuring him that the village would get their share of water. He said there would be a lot of rain in the evening. It rained heavily as predicted. Water was about to pass the bounds of the lake. The lake was about to break. Mara prayed to the river goddess to save the lake. She appeared. She was furious. She said that her actions were based on her mood. She considered whether has her plaything. She could do anything she liked. No human being could question her. Mara tried to fail to pacify her.
Mara was a man of quick decision. He thought of a plan inorder to save the lake. He prayed for her to wait till he returned from the capital. She agreed to the condition. Mara hurried to see the king in the capital. He informed the king about the fury of the river goddess. He also informed him about the position of the lake. King felt worried. He felt as if the end of the world had arrived.
But Mara suggested a plan to save the lake. He asked the king to kill him so that he wouldn’t return to the river goddess. She had to act according to the agreement that took place between the two of them. She would not break the lake until he returned to the lake. Thus, mara saved the lake.