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

1. Where is the kingdom of Monaco located in “Too Dear”?

Answer: Near the borders of France and Italy, on the shore of the Mediterranean Sea.

• How many inhabitants does the kingdom of Monaco have, and what would happen if all the land were divided among them?

Answer: Monaco has about seven thousand inhabitants. If all the land were divided, there would not be an acre for each inhabitant.

• What are the main sources of revenue for the Prince of Monaco, as mentioned in “Too Dear”?

Answer: The main sources of revenue for the Prince of Monaco are taxes on tobacco, wine, and spirits, and income from a gaming house where people play roulette.

• Why did some German Sovereigns stop operating gaming houses in “Too Dear”?

Answer: The German Sovereigns stopped operating gaming houses because they caused significant harm, including people risking and losing money they did not own, leading to extreme despair and suicides.

• What difficulties did the Prince of Monaco face when trying to carry out the death sentence for the criminal?

Answer: The Prince faced difficulties because Monaco lacked a guillotine and an executioner. Attempts to procure these from France and Italy were deemed too costly.

• How did the cost of executing the criminal compare to the overall population’s financial burden, and how did this influence the prince’s decision?

Answer: The cost of executing the criminal was more than two francs per head of the population, which the prince considered too high. This led to the decision to alter the sentence to imprisonment for life instead.

• What challenges did the Prince encounter with the imprisonment of the criminal, and how did this affect the decision-making process?

Answer: The challenges included the cost of maintaining the prisoner and the lack of a suitable prison. This led to the decision to eventually offer the prisoner a pension to encourage him to leave the kingdom.

• How did the criminal react to the offer of a pension and the suggestion to leave Monaco?

Answer: The criminal agreed to leave Monaco on the condition that his pension would be paid regularly. He eventually settled just across the border, lived comfortably, and continued to visit Monaco for his pension.

• What does “Too Dear” suggest about the nature of governance and the impact of economic considerations on legal and ethical decisions in Monaco?

Answer: The Too Dear suggests that economic considerations heavily influence governance decisions in Monaco, leading to practical but morally questionable solutions. The Prince’s decisions were driven by financial constraints rather than solely by justice or ethical concerns.

1. How does the story “Too Dear” reflect on the moral implications of using gambling as a major source of revenue for a government?

Answer: The story “Too Dear” reflects that using gambling as a major source of revenue raises moral concerns, as it is recognized as a “dirty business” with harmful social consequences. The Prince is aware of the immorality but continues to profit from it due to financial necessity.

1. Why is Monaco described as a “tiny little kingdom” in “Too Dear”?

Answer: Monaco is described as a “tiny little kingdom” because it has a very small population of about seven thousand people and very little land.

1. How does the Prince of Monaco make money from the gaming house, and why is this important for him?

Answer: The Prince makes money from the gaming house because he gets a percentage of the money that people gamble. This is important for him because it helps cover the costs of running the kingdom, including paying his courtiers and officials.

1. What problem did the Prince face when trying to carry out the death sentence, and how did he try to solve it?

Answer: The problem was that Monaco did not have a guillotine or an executioner. The Prince tried to solve it by asking France and Italy for help, but both options were too expensive, so he eventually decided to change the sentence to imprisonment for life.

1. Why did the Prince decide to change the criminal’s sentence from death to life imprisonment?

Answer: The Prince decided to change the sentence because the cost of executing the criminal was too high. He thought that life imprisonment would be cheaper and more manageable.

1. How did the criminal feel about being offered a pension and told to leave Monaco?

Answer: The criminal felt unhappy and unfairly treated. He didn’t want to leave because he had no place to go and felt that his life had been ruined by the way he had been treated.

1. What did the Prince and his ministers discover about the cost of keeping the criminal in prison?

Answer: They discovered that it was very expensive to keep the criminal in prison, costing more than 600 francs per year, and they were worried about the high cost over a long period.

1. What was the final decision regarding the criminal’s situation, and what did it involve?

Answer: The final decision was to offer the criminal a pension of 600 francs to leave Monaco. This was a cheaper option than continuing his imprisonment.

1. What did the criminal do after he left Monaco with his pension?

Answer: After leaving Monaco, the criminal bought land, started market-gardening, and lived comfortably. He also continued to collect his pension and use it for gambling.

1. Why did the Prince of Monaco have to make tough financial decisions about justice and imprisonment?

Answer: The Prince had to make tough financial decisions because Monaco was a small kingdom with limited resources. He needed to manage his budget carefully and find the most cost-effective solutions for running the kingdom and dealing with legal matters.

• What lesson can we learn from “Too Dear” about how governments might handle difficult situations?

Answer: The lesson from “Too Dear” is that governments might face difficult financial decisions that lead them to make compromises, even if it means making morally questionable choices. The story shows the impact of economic constraints on decision-making.

• Where is the kingdom of Monaco located, and how many people live there?

Answer: The kingdom of Monaco is located near the borders of France and Italy, on the shore of the Mediterranean Sea. Only about 7,000 people live there.

• What was the special way the Prince of Monaco made money for his kingdom?

Answer: The Prince made money by allowing a gambling house (where people played roulette) to operate in Monaco. The Prince received a percentage of the money people lost while gambling.

• What crime did the man in “Too Dear” commit, and what was his punishment?

Answer: The man committed a murder, and his original punishment was to have his head cut off (execution).

• Why did the Prince and his ministers have trouble carrying out the execution?

Answer: They had trouble because Monaco didn’t have a guillotine or an executioner. It was too expensive to borrow one from France or Italy.

• What solution did the Prince and his ministers finally decide on instead of executing the criminal?

Answer: They decided to change the criminal’s sentence from execution to life imprisonment because it was cheaper.

• Why didn’t the prisoner try to escape when the guard was dismissed?

Answer: The prisoner didn’t escape because he had nowhere to go. He said his character was ruined, he didn’t know how to work anymore, and no one would accept him.

• How did the story “Too Dear” end? What happened to the criminal?

Answer: The Prince and his ministers decided to pay the criminal a pension of 600 francs a year to leave the kingdom. The criminal agreed, moved just outside Monaco, and started a peaceful life as a market gardener.

• Do you think it was fair for the Prince to offer the criminal a pension? Why or why not?

Answer: Answers will vary. One possible answer: It might seem unfair, but since they didn’t want to spend more money on keeping him in prison or executing him, the pension was a cheaper way to solve the problem.

• Why do you think none of the soldiers wanted to cut off the prisoner’s head?

Answer: The soldiers didn’t want to do it because they weren’t trained to execute people. They only knew how to fight in war, not to carry out executions.

• What lesson do you think Leo Tolstoy wanted readers to learn from “Too Dear”?

Answer: One possible lesson is that trying to save money at all costs can lead to strange and sometimes unfair solutions. It also shows how absurd and complicated it can be for a small kingdom to carry out justice.

• What kind of place is Monaco, and how many people live there?

Answer: Monaco is a tiny kingdom near France and Italy, and about 7,000 people live there.

• What special way does the Prince of Monaco make money for his kingdom?

Answer: The Prince makes money through a gambling house where people play roulette, and he gets a percentage of the money they lose.

• What crime did the man in “Too Dear” commit? What was the punishment given to the criminal?

Answer: The man committed murder. The criminal was sentenced to have his head cut off (execution by guillotine).

• Why couldn’t the Prince carry out the punishment of cutting off the criminal’s head?

Answer: The Prince couldn’t carry out the punishment because Monaco didn’t have a guillotine or an executioner, and it was too expensive to borrow one.

• What were some of the taxes in Monaco mentioned in “Too Dear”?

Answer: The taxes in Monaco mentioned in “Too Dear” included a tax on tobacco, wine, spirits, and a poll-tax.

• What did the Prince and his ministers decide to do instead of executing the criminal?

Answer: They decided to change the sentence to life imprisonment because it was cheaper than execution.

• How did the criminal get his food after the guard was dismissed?

Answer: The criminal went to the Prince’s kitchen to get his own food after the guard was dismissed.

• Why didn’t the criminal leave the prison when there was no guard?

Answer: The criminal didn’t leave because he had nowhere to go and said his reputation was ruined.

• What was the final decision the Prince made about what to do with the criminal? Where did the criminal go after he received his pension?

Answer: The final decision was to offer the criminal a pension of 600 francs per year to leave the kingdom. The criminal moved just across the border and started a peaceful life as a market gardener.

• What did the criminal do with some of his pension money after moving out of the kingdom?

Answer: The criminal sometimes went to the gaming tables and staked two or three francs, occasionally winning or losing.

1. Answer the following questions in about 60 words each (3 Marks)
2. What is Monaco like, and how does the Prince make money for his kingdom?

Answer: Monaco is a tiny kingdom with only about 7,000 people, located near France and Italy. The Prince makes money through taxes and a gambling house, where people come to play roulette. The Prince gets a percentage of the money from the gambling, which helps him run the kingdom and pay his officials.

• What was the problem with executing the criminal, and how did the Prince try to solve it?

Answer: The problem was that Monaco didn’t have a guillotine or an executioner, and borrowing one from France or Italy was too expensive. The Prince and his ministers tried to find a cheaper solution by asking soldiers to do it, but none were willing. Eventually, they decided to change the punishment to life imprisonment.

• Why did the criminal stay in the prison even when there was no guard to watch him?

Answer: The criminal stayed in the prison because he had nowhere to go. His reputation was ruined because of his crime, and he believed no one would accept him. He also felt that after being in prison for so long, he had gotten out of the habit of working and didn’t know how to start a new life.

• How did the Prince finally solve the problem with the criminal?

Answer: The Prince and his ministers decided to offer the criminal a yearly pension of 600 francs to leave Monaco. The criminal agreed to this, moved just across the border, and started a new life as a market gardener. This solution was cheaper than keeping him in prison, and the Prince was happy with the outcome.

• What lesson do you think the Prince learned from this situation?

Answer: The Prince likely learned that sometimes simple problems can become complicated if you try to avoid spending money. In the end, paying the criminal a pension was the easiest and cheapest solution. The story shows that trying to save too much money upfront can lead to unexpected and costly problems later on.

• Where is Monaco, and how many people live there?

Answer: Monaco is a small kingdom located near the borders of France and Italy, on the Mediterranean Sea. The entire population is about 7,000 people, making it much smaller than most other countries. Despite its tiny size, Monaco has a real Prince, a palace, and even a small army of 60 soldiers.

• What taxes are collected in Monaco, and why does the Prince rely on a gambling house?

Answer: The Prince of Monaco collects taxes on tobacco, wine, spirits, and a poll-tax. However, because the kingdom is so small, these taxes don’t raise enough money to run the kingdom. That’s why the Prince relies on the profits from a gambling house, where people lose money and the Prince gets a share.

• What crime did the man commit, and what was his original punishment?

Answer: The man in the story committed murder, which was a very serious crime in Monaco. The court decided that the punishment should be execution by having his head cut off, as the law directed. However, since Monaco didn’t have the equipment or an executioner, they couldn’t carry out the punishment right away.

• Why did the Prince change the criminal’s punishment from execution to life imprisonment?

Answer: The Prince changed the punishment because borrowing a guillotine and hiring an executioner was too expensive. It would cost 16,000 francs from France or 12,000 francs from Italy, which was more than the Prince was willing to pay. So, they decided that keeping the criminal in prison for life would be a cheaper solution.

1. How did the criminal eventually leave Monaco, and what did he do afterward?

Answer: The Prince and his ministers offered the criminal a yearly pension of 600 francs to leave Monaco because keeping him in prison was also too expensive. The criminal agreed, moved just across the border, and started a new life as a market gardener. He collected his pension regularly and lived peacefully.

1. Why did the Prince of Monaco rely on the gambling house for money?

Answer: The Prince relied on the gambling house for money because Monaco is a tiny kingdom with only 7,000 people, and the taxes collected on tobacco, wine, and a poll-tax weren’t enough to support the kingdom’s expenses. The gambling house provided a steady income through the percentage the Prince received from players’ losses.

1. What challenges did the Prince face in trying to execute the criminal?

Answer: The Prince faced the challenge of not having a guillotine or an executioner in Monaco. Borrowing one from France or Italy was too expensive, costing thousands of francs, which the Prince found unreasonable. Even trying to get soldiers to do the job failed because none of them were trained or willing to carry out the execution.

1. Why did the criminal refuse to leave the prison even after the guard was dismissed?

Answer: The criminal refused to leave the prison because he felt he had nowhere to go. His reputation was ruined, and he believed no one would accept him. He also admitted that after being in prison for so long, he had lost the habit of working and didn’t know how to start a new life on his own.

1. How did the Prince resolve the problem with the criminal in the end?

Answer: In the end, the Prince resolved the problem by offering the criminal a yearly pension of 600 francs to leave Monaco. This was a cheaper solution than keeping him in prison. The criminal

agreed, moved across the border, and lived a quiet life as a market gardener, collecting his pension regularly and staying out of trouble.

1. What does the story suggest about the challenges of ruling a small kingdom like Monaco?

Answer: The story highlights that ruling a small kingdom like Monaco presents unique challenges, such as limited resources and the high cost of handling even basic legal matters. The Prince had to find creative and cost-effective solutions to problems like punishing the criminal, which larger, wealthier countries might not face to the same degree.

1. Why do you think the Prince chose to offer the criminal a pension instead of keeping him in prison?

Answer: The Prince offered the criminal a pension because it was cheaper. Keeping the criminal in prison was costing more than 600 francs a year, and the Prince realized that paying the criminal to leave would save money in the long run. The decision reflects the Prince’s focus on finding a cost- effective solution rather than one based on justice.

1. How did the Prince’s decision-making show the difficulty of balancing justice and money?

Answer: The Prince’s decision-making showed that balancing justice and money can be difficult in a small kingdom with limited resources. Initially, justice demanded execution, but the cost was too high. The Prince had to choose between expensive justice and cheaper alternatives, ultimately compromising by offering a pension, which saved money but seemed like an unusual solution for justice.

1. If you were one of the ministers, how would you have handled the situation differently?

Answer: If I were a minister, I might have suggested using community service as an alternative punishment. This way, the criminal could work off his crime, and the kingdom would save money. This option would balance the need for justice with the practical financial concerns of the Prince, ensuring the criminal contributed to society instead of simply being paid to leave.

1. Why do you think none of the soldiers wanted to carry out the execution, even though they were trained to fight?

Answer: The soldiers likely didn’t want to carry out the execution because executing someone is very different from fighting in a war. War is about defending the kingdom or fighting enemies, while executing someone for a crime feels more personal and morally difficult. It’s not something they were trained for, so they didn’t feel comfortable doing it.

• What does the criminal’s behaviour after being offered the pension tell you about his character?

Answer: The criminal’s behaviour shows that he was practical and willing to adapt to his situation. Though he could have tried to escape, he realized that staying in Monaco with no prospects wasn’t a good option. When offered the pension, he agreed and used the money to start a new life, showing that he was realistic and accepted the outcome.

• Why do you think the Prince’s ministers considered multiple options before deciding on a solution for the criminal?

Answer: The ministers considered multiple options because they had to find a solution that balanced justice with the kingdom’s financial limitations. They initially explored execution, but it was too costly. Life imprisonment was cheaper, but still expensive over time. By carefully considering all possibilities, they eventually chose a pension, which was the most affordable and practical choice.

• How does the story reflect the difficulty of making ethical decisions when money is involved?

Answer: The story shows that money can complicate ethical decisions. The Prince wanted justice but didn’t want to spend too much. This led him to make a choice—offering the criminal a pension—that may not seem fair or ethical but was financially reasonable. The struggle to balance justice with financial constraints highlights the complexity of leadership.

• Do you think the Prince’s final decision to pay the criminal a pension was the best choice? Why or why not?

Answer: The Prince’s decision was likely the best choice for his situation. It solved the problem cheaply and efficiently, without causing more expense or public outrage. However, it may seem unfair since the criminal benefited from his crime. While not perfect, it was practical given Monaco’s small size and limited resources, making it a reasonable solution.

• How might the criminal’s refusal to leave the prison without help reflect his experience in prison and his view of society?

Answer: The criminal’s refusal to leave the prison shows that he felt isolated and disconnected from society. Prison likely made him feel unfit for normal life, and with no one willing to accept him after his crime, he had nowhere to go. His experience in prison made him dependent, showing how long-term imprisonment can affect someone’s ability to reintegrate into society.

• What does this story teach us about the challenges small countries face when it comes to law enforcement and justice?

Answer: The story highlights that small countries, like Monaco, may lack the resources for standard law enforcement, such as carrying out executions or maintaining prisons. These limitations force leaders to find creative, often unconventional solutions. It shows that justice in small countries may be influenced more by economic constraints than in larger nations with more resources.

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

1. Where is the kingdom of Monaco, and what is its population?

Answer: Monaco is a small kingdom located on the Mediterranean coast, near the borders of France and Italy. It has a population of around 7,000 people. Despite its tiny size, Monaco is an independent country with a Prince who governs it. The kingdom’s small population and limited land mean that it does not have large resources like other countries. This plays a significant role in the decisions the Prince makes, especially regarding finances and justice. Monaco is famous for its wealth and the casino, which attracts many visitors and generates revenue for the kingdom.

• What was the crime committed in the story, and what was the criminal’s original punishment?

Answer: In the story, the criminal committed murder, a serious crime in Monaco. The court sentenced him to execution by guillotine. However, this punishment was problematic because Monaco didn’t have the equipment or an executioner. The Prince tried to arrange for the execution by contacting France and Italy, but the costs were too high. Because of this, the Prince and his ministers decided to change the criminal’s sentence from execution to life imprisonment, which they initially thought would be more affordable for the small kingdom’s limited resources.

• Why did the Prince decide to offer the criminal a pension, and how much did he agree to pay?

Answer: The Prince decided to offer the criminal a pension because keeping him in prison was too expensive. The cost of his food and the salary of the guard added up to more than 600 francs per year, which was a burden on Monaco’s limited budget. The Prince and his ministers realized that offering the criminal money to leave would be cheaper than keeping him imprisoned. The Prince offered the criminal an annual pension of 600 francs, and the criminal agreed to leave the kingdom and settle just across the border, where he started a new life.

• How did the criminal respond to being offered a pension, and what did he do afterward?

Answer: The criminal agreed to the Prince’s offer of a pension, as he saw it as a way to secure his future. After receiving one-third of his pension in advance, he left Monaco and moved just across the border to a neighbouring town. There, he bought a small piece of land and became a market gardener. He lived peacefully, regularly collecting his pension and sometimes visiting the gambling house. This arrangement allowed him to start a new life while still receiving financial support from Monaco, solving the problem for both the kingdom and the criminal.

• What taxes were collected in Monaco, and why were they not enough to sustain the kingdom?

Answer: In Monaco, taxes were collected on tobacco, wine, spirits, and a poll-tax. However, because the kingdom had such a small population of only 7,000 people, the revenue from these taxes was not enough to sustain the Prince’s government, pay officials, and maintain the kingdom. To make up for this shortfall, the Prince relied heavily on the income from a gambling house, where visitors lost money at the roulette tables. The casino provided a significant source of revenue for Monaco, allowing the Prince to cover the kingdom’s expenses that taxes alone couldn’t support.

• Why did the Prince of Monaco decide not to execute the criminal?

Answer: The Prince of Monaco decided not to execute the criminal because it was too expensive. Monaco didn’t have a guillotine or an executioner, so the Prince asked France and Italy for help. France wanted 16,000 francs, and Italy asked for 12,000 francs. The Prince thought this cost was

too high for one criminal, especially for such a small kingdom. Instead of spending the money, he searched for cheaper alternatives and eventually changed the criminal’s sentence to life imprisonment to avoid the large expense of an execution.

• What difficulties did the Prince face in keeping the criminal in prison, and how did he solve them?

Answer: The Prince faced financial difficulties in keeping the criminal in prison because the cost of his food and the salary of the prison guard amounted to more than 600 francs per year. As Monaco was a small kingdom with limited funds, these expenses were significant. Eventually, the Prince decided that continuing to pay for the prisoner’s upkeep was not sustainable. The final solution was to offer the criminal a yearly pension of 600 francs to leave the country. The criminal accepted this offer and moved to a nearby place, solving the problem at a lower cost.

• Why did the criminal refuse to leave the prison when there was no guard, and what does this show about his situation?

Answer: The criminal refused to leave the prison, even when there was no guard, because he felt he had nowhere to go and that his reputation was ruined. He believed that no one would accept him back into society after his crime, and he had become used to being taken care of in prison. This shows that the criminal had become dependent on the prison system and feared living independently. His reluctance to leave indicates how long-term imprisonment can affect a person’s sense of self-worth and ability to reintegrate into society.

• How did the Prince balance justice and cost in dealing with the criminal?

Answer: The Prince balanced justice and cost by finding a solution that saved money while still addressing the criminal’s punishment. Although the criminal’s initial sentence was execution, the high cost of carrying out this punishment led the Prince to switch to life imprisonment. When imprisonment became too expensive due to ongoing costs, the Prince finally settled on offering the criminal a pension to leave Monaco. While this was an unconventional solution, it was a practical one that ensured justice was served in a way that the kingdom could afford, reflecting the Prince’s priority of managing costs efficiently.

1. What does the story suggest about the challenges of running a small kingdom like Monaco?

Answer: The story suggests that running a small kingdom like Monaco comes with unique financial and practical challenges. The Prince’s inability to afford standard forms of justice, like execution or long-term imprisonment, highlights the limitations of a tiny, resource-limited kingdom. Every decision, even in matters of crime and punishment, had to be carefully weighed against the costs. The Prince’s final solution—offering the criminal a pension—shows that sometimes, small states must find creative and unconventional ways to handle problems that larger countries might solve through more traditional methods. Managing limited resources was a constant concern for the Prince.

1. Why did the Prince of Monaco face difficulties in executing the criminal, and what alternatives did he consider?

Answer: The Prince faced difficulties because Monaco didn’t have a guillotine or an executioner, and borrowing one from France or Italy was too expensive. The cost for an execution was more than the Prince was willing to pay, given Monaco’s small population and limited budget. The Prince first considered getting a soldier to perform the execution, but no one was willing. Eventually, he

changed the sentence to life imprisonment. However, keeping the criminal in prison also became too expensive, leading the Prince to offer the criminal a pension to leave the kingdom.

1. How does the criminal’s behaviour after the guard was dismissed show his view of his situation?

Answer: The criminal’s behaviour after the guard was dismissed shows that he felt trapped by his circumstances. Even though there was no one preventing him from escaping, he chose to stay in the prison because he felt he had nowhere else to go. His crime had ruined his reputation, and he believed he wouldn’t be accepted by society. Additionally, after being in prison for so long, he had become dependent on the system and lost his ability to work or live independently. His behaviour reflects a sense of resignation to his fate and fear of the unknown outside the prison.

1. What was the final solution to the problem of the criminal, and why did the Prince choose this option?

Answer: The final solution to the problem was to offer the criminal a yearly pension of 600 francs to leave Monaco. The Prince chose this option because it was the cheapest and most practical solution. The costs of execution or keeping the criminal in prison were too high, especially for a small kingdom like Monaco. By giving the criminal a pension, the Prince saved money and rid the kingdom of the problem without causing public outrage. It was a compromise between justice and financial practicality, ensuring that the criminal would not stay in Monaco without creating a large financial burden.

1. What does the Prince’s decision-making process reveal about his priorities as a ruler?

Answer: The Prince’s decision-making process reveals that his top priority as a ruler was the financial well-being of his kingdom. Faced with limited resources, he had to make choices that balanced justice with the need to save money. He initially considered execution, but when the costs were too high, he opted for life imprisonment. When even that proved too expensive, he decided to offer the criminal a pension. His approach shows that he prioritized practical solutions over strict justice, focusing on what would benefit Monaco financially rather than adhering strictly to traditional methods of punishment.

1. How does the story of the criminal in “Too Dear!” highlight the challenges of balancing justice and economics?

Answer: The story highlights that balancing justice and economics can be challenging, especially in small or resource-limited places like Monaco. The Prince faced a dilemma: justice required punishment for the criminal, but traditional methods, like execution or imprisonment, were too expensive. This forced the Prince to find a more cost-effective solution by offering the criminal a pension. The story shows that justice isn’t always straightforward when financial constraints are involved. Leaders must sometimes prioritize economic realities over ideal solutions, leading to compromises that may seem unusual or unfair but are necessary for the greater good.

1. Why do you think the Prince’s ministers decided to offer the criminal a pension instead of finding another punishment?

Answer: The ministers offered the criminal a pension because other options were either too expensive or impractical. Executing the criminal was costly because Monaco didn’t have a guillotine or executioner, and borrowing one would cost thousands of francs. Keeping him in prison was also expensive, as the kingdom had to pay for his food and a guard. The pension was a cheaper

alternative, allowing the criminal to leave the country peacefully. This decision reflected their need to balance justice with the financial constraints of running a small kingdom like Monaco.

1. What does the Prince’s approach to dealing with the criminal tell us about the difficulties of governing a small kingdom?

Answer: The Prince’s approach shows that governing a small kingdom comes with unique challenges, particularly regarding resources and justice. Unlike larger countries, Monaco couldn’t afford the usual means of punishing criminals, such as executions or long-term imprisonment. The Prince had to find a solution that fit the limited budget while maintaining order. This dilemma reveals that, in small states, leaders must be creative and often prioritize financial efficiency over traditional forms of justice. It also demonstrates how governing small countries requires balancing moral decisions with practical economic considerations.

1. Do you think the criminal’s refusal to leave the prison without support is a reflection of his character or his circumstances? Why?

Answer: The criminal’s refusal to leave without support is more a reflection of his circumstances than his character. After being sentenced to life imprisonment, he became dependent on the prison system. His crime and imprisonment damaged his reputation, leaving him without a home or job opportunities. Over time, he lost the will to work or integrate back into society. His dependency on the system shows how long-term imprisonment can affect a person’s confidence and ability to start fresh. His refusal to leave illustrates the difficulty of reintegrating into society after being institutionalized for a long period.

1. What lessons can we learn about justice from the Prince’s handling of the criminal’s punishment?

Answer: The Prince’s handling of the criminal’s punishment teaches us that justice is not always straightforward and can be influenced by economic and practical considerations. While traditional justice would have meant execution or long-term imprisonment, these options were financially unfeasible in Monaco. The Prince had to prioritize cost-effectiveness, showing that justice systems, especially in small countries, may need to adapt to their circumstances. The story also raises questions about fairness—while the criminal received a pension for his crime, this solution benefited the kingdom financially. Ultimately, justice must balance fairness, practicality, and the resources available.

• In what ways did the criminal’s final decision to accept a pension and leave reflect his ability to adapt to new circumstances?

Answer: The criminal’s decision to accept the pension and leave Monaco demonstrates his adaptability and practical thinking. Initially, he refused to leave the prison because he had nowhere to go, and his life had been shaped by the prison routine. However, when offered a pension, he realized this was an opportunity to secure his future. Instead of resisting or clinging to his past, he accepted the change and relocated to a nearby area where he could live peacefully. This adaptability shows that, despite his circumstances, he was able to make the best of the situation, accepting a new role in life.

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.

Key Words

1.   Virtuous:  Suggests  moral  integrity,  setting  up  a  contrast  with  the  speaker’s  sense  of  guilt  and loss.

2. Creditors: Represents societal and financial pressures faced by the speaker.

3. Poison: Symbolizes betrayal and the destructive impact of the husband’s actions.

4. Crop: Represents the economic struggles and the connection between livelihood and survival.

5. Dignity: Illustrates the loss of respect and self-worth due to hardship and betrayal.

6. Burden: Highlights the weight of responsibilities, particularly in caring for children.

7. Embrace: Suggests acceptance and resilience in face of life’s challenges.

Key Characters

1.   The  Speaker  (Farmer’s  Wife):  Represents  women  who  are  oppressed  and  burdened  by  socio­ economic challenges but possess inner strength and resilience.

2.     The    Farmer/Husband:    A    complex    character    who    symbolizes    betrayal    and    irresponsibility, contributing to the speaker’s struggles.

3.   Children:  Represent  hope  and  the  future,  as  well  as  the  additional  burdens  that  the  speaker must manage.

Major Themes

1.   Socio-Economic  Struggles:  The  poem  emphasizes  the  hardships  that  come  with  poverty,  debt, and agricultural failures.

2.    Betrayal:   The   husband’s   abandonment   and   use   of   poison   metaphorically   highlight   feelings   of betrayal and emotional pain.

3.    Resilience   and   Strength:   Despite   difficult   circumstances,   the   speaker   demonstrates   immense strength and determination to survive and protect her children.

4.     Gender   Roles:   The   text   critiques   traditional   gender   roles   and   the   expectations   placed   on women, illustrating both their struggles and resilience.

5.   Life  and  Death:  A  recurring  theme  that  explores  the  fragility  of  life  and  the  struggle  against despair, emphasizing the will to live.

Key Concepts

1.    Motherhood:   Portrayed   as   both   a   source   of   strength   and   a   heavy   burden;   the   speaker’s identity is deeply tied to her children.

2.    Struggle   for   Existence:   The   poem   reflects   the   daily   fight   for   basic   needs   and   dignity   amid overwhelming challenges.

3.   Emotional   Turmoil:   Captures   feelings   of   despair,   frustration,   and   determination   in   a   landscape of loss.

Imageries and Metaphors

1.     “Poisoning   my    bitter   existence”:   Metaphor   for   the   husband’s   betrayal   and   the   resulting emotional pain.

2.    “Worm-eaten   cotton   pods”:   Imagery   that   evokes   decay   and   neglect,   representing   the   fragility of life and hope.

3.   “My   heart   turned   to   water”:   Metaphor   for   vulnerability   and   sorrow,   illustrating   the   emotional weight of loss.

4.   “Clench  a  fist”:  An  image  of  strength  and  defiance,  signalling  the  need  to  fight  back  against oppression and struggle.

5.    “Embrace   life   and   the   struggle   for   life”:   A   powerful   metaphor   for   resilience,   portraying   the speaker’s determination to overcome adversity.

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

1. What challenges does the farmer’s wife face in the poem?

Answer:  She  faces  financial  struggles,  emotional  pain  from  her  husband’s  actions,  and  the  burden of caring for her children.

2. What does the cotton crop symbolize in the poem?

Answer:  The  cotton  crop  symbolizes  the  livelihood,  struggles,  and  the  hope  of  the  farmer’s  wife to provide for her family.

3. What does the term “creditors” refer to in the poem?

Answer:   “Creditors”   refers   to   those   who   lend   money   or   credit   to   the   farmer’s   wife,   representing her financial struggles.

4. What is the primary emotion expressed by the farmer’s wife in the poem?

Answer: The primary emotion expressed is a mix of sorrow and resilience in the face of hardship.

5. How many children does the farmer’s wife mention needing to care for?

Answer: She mentions needing to care for four children.

6. What metaphor does the poem use to describe the wife’s emotional pain?

Answer:   The   poem   uses   the   metaphor   of   “poisoning   my   bitter   existence”   to   describe   her emotional pain.

7. Why does the wife feel a sense of betrayal?

Answer:   She   feels   betrayed   because   her   husband   left   her   and   contributed   to   their   difficult circumstances.

8. What action does the wife consider when talking about her children?

Answer:   She   considers   leaving   her   children   to   the   wind,   indicating   her   despair   over   their situation.

9. What is the wife determined to do despite her struggles?

Answer: She is determined to embrace life and the struggle for life.

10. How does the farmer’s wife express her feelings about her husband?

Answer:  She  expresses  feelings  of  betrayal  and  disappointment,  reflecting  on  how  he  abandoned her in difficult times.

11. What does the speaker mean by “our dignity hit the dust”?

Answer:  It  means  that  the  speaker  feels  they  have  lost  their  self-respect  and  worth  due  to  their dire circumstances.

12. In what ways does the poem show the importance of motherhood?

Answer:   The   poem   shows   motherhood   as   a   significant   responsibility   that   brings   both   strength and a heavy burden to the speaker.

13. How does the author portray the struggles faced by women?

Answer:   The   author   portrays   the   struggles   through   emotional   turmoil,   financial   hardship,   and the responsibilities placed on women to care for their families.

14. What role does the concept of “life” play in the poem?

Answer:   The   concept   of   life   represents   hope,   resilience,   and   the   ongoing   struggle   the   speaker faces despite hardships.

15. Why is the farmer’s wife concerned about her children’s future?

Answer:  She  is  concerned  because  their  living  conditions  are  poor  and  she  fears  for  their  survival and well-being.

16. How does Volga use imagery to convey emotions in the poem?

Answer:  Volga  uses  vivid  imagery,  such  as  “worm-eaten  cotton  pods,”  to  evoke  feelings  of  decay, loss, and vulnerability.

17. What do you think the speaker means when she says she must “clench a fist”?

Answer:   It   means   she   must   be   strong   and   fight   against   her   difficulties   rather   than   simply accepting her circumstances.

18. Why does the speaker wish to teach her children to fight for more than just survival?

Answer: She wants to instil in them the importance of fighting for dignity and a better life rather

than just settling for basic needs.

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

(3 Marks Questions)

1. In the poem, what primary challenges does the farmer’s wife encounter?

Answer: The farmer’s  wife faces  several challenges, including financial struggles, emotional pain from her husband’s  abandonment, and the responsibility  of caring for her four children. These difficulties  make her life very  hard, but they  also show her determination to keep fighting for her family despite these overwhelming circumstances.

2. What does the cotton crop symbolize in the poem?

Answer: In “The Farmer’s  Wife,” the cotton crop symbolizes  the hopes  and dreams  of the farmer’s  family. It represents  their hard work  and struggle to make a living. At the same time, it illustrates  the challenges  they  face, highlighting both the potential for success  and the difficulties of their situation.

3.   How  many  children  does  the  farmer’s  wife  have,  and  what  kind  of  responsibility  does  she  carry for them?

Answer: The farmer’s  wife has  four children, and she feels  a heavy  responsibility  to take care of them. She worries  about their safety, well-being, and future, which adds  to her stress. Caring for her children is her top priority, motivating her to fight through her struggles and hardships.

4. What metaphor does the farmer’s wife use to describe her feelings of despair?

Answer: The farmer’s  wife uses  the metaphor “poisoning my  bitter existence” to express  her deep feelings  of despair. This  means  her struggles  and hardships  are making her life feel unbearable. It shows  how difficult emotions  can affect a person’s  perspective, highlighting the pain she feels because of her circumstances.

5. Why is the wife’s sense of betrayal significant in the poem?

Answer: The wife’s  sense of betrayal is  significant because it adds  emotional depth to her struggles. After being abandoned by  her husband, she feels  lonely  and hurt. This  emotion reflects her   pain   and   frustration,   which   makes   her   determination   to   care   for   her   children   and   survive even more powerful and relatable.

6. What does the phrase, “our dignity hit the dust,” mean in the context of the poem?

Answer: The phrase “our dignity  hit the dust” means  that the farmer’s  wife feels  her self-respect has  been lost due to her struggles. It shows  how poverty  and abandonment can harm one’s  sense of worth, adding to her emotional struggle and emphasizing the importance of dignity  in her fight for survival.

7.   How  does  the  farmer’s  wife  convey  her  feelings  regarding  her  husband’s  abandonment  in  the poem?

Answer: The farmer’s  wife expresses  her feelings  of abandonment through her powerful words and heartfelt imagery. She reveals  her sadness  and anger about being left, highlighting her loneliness  and emphasizing the burden of caring for her family. This  emotional turmoil makes  her struggle resonate with anyone who reads the poem.

8. What role does motherhood play in the farmer’s wife’s identity?

Answer: Motherhood is  central to the farmer’s  wife’s  identity, providing her with purpose and strength. It drives  her to work  hard and persevere despite hardships. Her commitment to her children’s  well-being reveals  her resilience and determination, showing how being a mother shapes her life and motivates her to overcome challenges.

9. In what ways does the author depict the struggles faced by women like the farmer’s wife?

Answer: The author depicts women’s struggles through the challenges that the farmer’s wife

endures—financial difficulties, emotional pain, and societal expectations. These experiences

showcase the burdens women carry, emphasizing their resilience and strength. The poem

illustrates how women often fight silently against overwhelming odds to support their families.

10. How does the farmer’s wife’s determination to survive affect her outlook on life?

Answer: The farmer’s  wife’s  determination to survive boosts  her hope, even during tough times. This  determination drives  her to keep going and not give up. It helps  her stay  focused on providing for her children and working hard for a better future, creating a sense of purpose in her life despite hardships.

(FROM QUESTION BANK)

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

1. According to the speaker in ‘The Farmer’s Wife’, who is “the poor sinner”?

Answer: The farmer himself is referred to as “the poor sinner.”

2. Why did the farmer commit suicide?

Answer:  The  farmer  committed  suicide  due  to  overwhelming  financial  troubles  and  the  despair  of failing to provide for his family.

3. The farmer committed suicide by________________

Answer: The farmer committed suicide by hanging himself.

4. In the poem ‘The Farmer’s Wife’, the phrase ‘the harvest of my womb’ refers to________________ a. her financial success b. her children c. her lost dreams

Answer: b. her children

5.   In the poem ‘The Farmer’s Wife’, the line “You are virtuous and you are gone,” “You” refers to

Answer: “You” refers to the farmer, who has left his wife and children behind.

6. According to the farmer’s wife, what is she used to?

Answer: She is used to bearing the burdens of life and carrying on despite the hardships.

7. What does the farmer’s wife want to teach her children?

Answer:  The  farmer’s  wife  wants  to  teach  her  children  values  of  self-respect,  resilience,  and  hard work.

8. How did the farmer treat his wife when he was drunk?

Answer: The farmer treated his wife poorly when drunk, often verbally abusing and belittling her.

9. What was the ‘death blow’ given by the farmer to his wife, in ‘The Farmer’s Wife’?

a. Emotional abandonment b. Physical abuse c. Financial neglect

Answer: a. Emotional abandonment

10. “Worm-eaten cotton pods” are compared to_____________________

Answer:   “Worm-eaten   cotton   pods”   are   compared   to   the   wasted   potential   and   decay   of   the farmer’s dreams.

11. What does the farmer’s wife mean by ‘harvest of my womb’?

a. The bounty of the farm b. Her emotional struggles c. The children she bore

Answer: c. The children she bore

12. How many children did the farmer’s wife have?

Answer: The farmer’s wife had four children.

13. The phrase ‘a bent head’ in ‘The Farmer’s Wife’ refers to

a. her physical deformity, b. submissive nature of women in general.

c. aggressive nature of women in general.

Answer: b. submissive nature of women in general.

14. What does the phrase ‘you crossed over’ refer to, in ‘The Farmer’s Wife’?

a. Moving to another country b. Transitioning to the afterlife

c. Changing jobs

Answer: b. Transitioning to the afterlife.

15. What does the farmer’s wife decide at the end of the poem ’The Farmer’s Wife’?

Answer: At the end of the poem, the farmer’s wife decides to persist and take care of her

children, despite her many struggles.

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

1. How does the farmer’s wife lament over the death of her husband?

Answer: The farmer’s  wife feels  deep sorrow after her husband’s  death. She remembers  both the happy  and sad moments  they  shared but is  left with more pain than joy. She feels  lonely  and abandoned because he chose to leave her and their children. The memories  of his  struggles  and their life together haunt her. Even though he caused her much suffering, she cannot help but mourn  the  time  they  lost.  Her  lament  shows  how  difficult  it  is  for  her  to  accept  his  death,  as  she is now solely responsible for raising their children without his support.

2. What are the memories of her husband that haunt the farmer’s wife?

Answer: The memories  that haunt the farmer’s  wife include times  when her husband drank  too much alcohol and treated her poorly. She remembers  feeling unsafe and unloved during those moments. While they  had some happy  times, his  drinking led to many  arguments  and painful experiences. She wishes  they  could have shared a joyful life instead, which makes  her feel sad and frustrated. These memories  remind her of the struggles  she faced while being married to him. They  also make her aware of the strength she needs  to move on and provide a better life for her children.

3. How did the farmer poison his wife’s existence? (E)

Answer: The farmer poisoned his  wife’s  existence by  creating a life filled with struggles  and pain. His  drinking caused him to act aggressively  and neglect his  family, leaving her feeling trapped and sad. Instead of being a supportive partner, he became a source of emotional torment. His financial problems  added to their stress, making it hard for her to provide for their children. When he chose to take his  own life, he left her with even more burdens. Overall, his  choices  and behaviour affected her happiness, showing the impact one person’s  actions  can have on their loved ones.

4. How does the farmer’s wife resolve to live in ‘The Farmer’s Wife’? (E)

Answer: The farmer’s  wife resolves  to live positively  for her children after her husband’s  death. Although she feels  heartbroken, she decides  to be strong and take control of her life. She wants to ensure her children have a better future, so she plans  to work  hard and teach them important values. Instead of giving up, she focuses  on caring for them and making sure they  grow up with love and respect. Her determination shows  that even in difficult times, she can find strength within herself to overcome challenges for her children’s sake and build a brighter future.

5. How does  the poem ‘The Farmer’s  Wife’ bring out the plight of the woman and her assertion? Answer: The poem “The Farmer’s  Wife” highlights  the woman’s  struggles  and shows  her strength and determination. It describes  her hardships  after her husband’s  death and how she faces  the challenges  of raising her children alone. Despite feeling sad and burdened, she asserts  her role as a strong mother and decides  to take control of her life. The poem illustrates  her emotional journey  and how she moves  from being a victim to a fighter. This  transformation reveals  the importance of women’s resilience and highlights their right to assert themselves in tough situations, inspiring others facing similar struggles.

Key Characters

1. Mara: The watchman of the lake and the protagonist. He is seen as a madman by the villagers but possesses a deep connection with nature and the divine. He interprets the will of the Goddess and protects the lake.

2. Village Headman: The authoritative figure in the village, concerned with appearances and the king’s approval. He represents societal norms and the often dismissive attitude towards those considered different.

3. King: The ruler who ultimately  decides  the fate of the lake based on Mara’s revelations. His character reflects the responsibility of leadership and the importance of being receptive to wisdom beyond conventional thought.

4. Ganga: Mara’s son, who learns the values and responsibilities associated with being the caretaker of the lake. He symbolizes  the continuity  of tradition and the next generation’s duty to honor that legacy.

5. Bhima: A road worker who initially follows the orders of the village headman but is suggested to be more compassionate than he appears, highlighting the complexity of social roles.

Major Themes

1. Nature and Spirituality: The lake and its waters symbolize not only life but also the presence of the Goddess. The connection between the villagers and nature emphasizes the need for harmony and respect toward the environment.

2. Madness vs. Wisdom: Mara is labeled a fool by the villagers but possesses insights they lack. This motif challenges the conventional definitions of sanity and wisdom, showing that true understanding may come from those society deems “mad.”

3. Tradition and Responsibility: The story underscores the importance of passing down knowledge and respect for sacred duties, as seen through the lineage from Mara to Ganga. The emphasis on familial responsibility highlights cultural values.

4. Divine Intervention: The recurring theme of the Goddess’s  influence through dreams and visions reveals the interplay between divine will and human action. It stresses the significance of heeding spiritual guidance.

5. Community and Leadership: The dynamic between the king, the villagers, and Mara illustrates the complexities of leadership and the responsibilities of those in power to listen to the voices of all subjects.

Key Concepts

1. Sacredness of Water: The lake represents life, sustenance, and a divine connection. Its sacred nature prompts the characters to reflect on their relationship with natural resources.

2. Consequences of Disrespect: The looming threat of drought and flood serves as a metaphor for the repercussions of ignoring divine and natural laws.

3.  Change vs. Tradition: The conflicts between the headman, the king, and Mara highlight the tensions between progress and preservation of traditions.

4. Generational Wisdom: The inheritance of responsibilities and beliefs from parent to child underscores the importance of continuity in values.

Imagery

1. Natural Imagery: The descriptions of the lake, the storm, and the mountains evoke powerful visual images and invoke the beauty of nature, contrasting the turmoil that arises from human actions and neglect.

2. Spiritual Imagery: Mara’s visions of the Goddess create vivid scenes that portray her divine power and connection to the lake, emphasizing the importance of worship and reverence.

Metaphors

1. The Lake as a Goddess: The lake, often referred to in terms of femininity and divinity, serves as a metaphor for nurturing and protective forces in nature that must be respected and cared for.

2. The Dream as a Communication Channel: Dreams in the play act as a metaphor for divine communication, suggesting that higher wisdom can transcend the ordinary realm of experience.

3.  The Storm: The impending storm symbolizes both chaos and inevitable change, reflecting the consequences of neglecting responsibilities towards nature.

Dramatic Devices

1. Dialogue: The exchanges  between characters  convey  their personalities  and motivations, helping to express key themes such as authority, madness, and respect for nature.

2. Conflict: The tensions between Mara and the village headman showcase societal norms versus individual beliefs, driving the narrative forward and highlighting major themes.

3. Symbolism: Objects and actions (like the lake, fishing, and the act of worship) are laden with symbolic meaning that reflect broader themes of life, sacrifice, and duty.

4.  Foreshadowing: The warnings of drought and the Goddess’s commands serve as foreshadowing devices that build tension and anticipation for the impending crisis.

5. Character Development: Mara’s transition from a perceived madman to a respected figure illustrates  character growth and reinforces  the theme that wisdom is  often hidden beneath societal labels.

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

1. Who is the main character in “Watchman of the Lake”?

Answer: The main character is Mara, the watchman of the lake.

2. What does the village headman want the workers to do before the king arrives?

Answer: The village headman wants the workers to finish preparing the road before

the king arrives.

3. What message does Mara receive from the Goddess?

Answer: The Goddess commands Mara to tell the king to build a tank to protect the waters of Veda.

4. What happens to Mara when he is caught by the village headman?

Answer: The village headman orders Bhima to bind Mara and take him to the cellar behind the old temple.

5. How does the king respond to Mara’s warning about the lake?

Answer: The king listens to Mara and takes his warning seriously about the potential danger to the village.

6. Who is Ganga in the story?

Answer: Ganga is Mara’s son.

7. What does Mara say happens to the lake during the storm?

Answer: Mara tells the king that the lake is threatening to overflow due to the storm.

8. What were the villagers doing as the king was arriving?

Answer: The villagers were preparing the road and working hard to impress the king.

9. How does Mara describe his vision of the Goddess?

Answer: Mara describes the Goddess as having wild hair, a gleaming look, and a sword in her hand.

10. What does Ganga learn from his father, Mara?

Answer: Ganga learns about the importance of respecting and protecting the lake.

11. Why do you think the village headman considers Mara to be a fool?

Answer: The village headman considers Mara to be a fool because he does not understand Mara’s deep connection with the Goddess and nature, viewing him as different and mad.

12. What does the lake symbolize in the story?

Answer: The lake symbolizes life, sustenance, and the divine connection between humans and nature that should be respected and cherished.

13. How does Mara’s treatment by the villagers change after he speaks to the king?

Answer: After speaking to the king, Mara gains respect and is viewed as a wise man

rather than a fool, illustrating the importance of his insights.

14. Why does Mara feel it is important to protect the lake?

Answer: Mara believes it is important to protect the lake because it is sacred and provides life to the villagers, and he feels a divine obligation to care for it.

15. In what ways does the storm affect the villagers’ perception of their surroundings?

Answer: The storm creates a sense of urgency and fear, making villagers realize the

power of nature and the necessity of respecting it.

16. How does Mara’s character challenge traditional views of madness?

Answer: Mara’s character shows that what society often labels as madness can actually  be profound wisdom and insight, highlighting the theme that true understanding may come from unexpected sources.

17. What lesson does Ganga learn from Mara about family and duty?

Answer: Ganga learns the importance of carrying on the family tradition of protecting the lake and honoring the responsibilities that come with it.

18. How does the king’s response to Mara’s plea reflect on his character?

Answer: The king’s response shows that he is willing to listen to the wisdom of his subjects and take their concerns seriously, demonstrating good leadership qualities.

19. What do you think the storm represents in relation to the Goddess?

Answer: The storm represents  the unpredictable nature of divine will and the potential consequences of neglecting the sacred, serving as a reminder of the need for respect toward nature.

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

1. Who is the main character of the story “Watchman of the Lake”?

Answer: The main character of “Watchman of the Lake” is  Mara. He is  deeply connected to the lake and serves as its protector. Mara has a special relationship with nature and understands  the importance of looking after the lake, showing his dedication to preserving the environment for the wellbeing of his village.

2. What does Mara receive from the Goddess in the story?

Answer: In the story, Mara receives a divine message from the Goddess while he is by the lake. She tells him that he must warn the villagers and the king about the dangers the lake poses if they do not take care of it. This message emphasizes the importance of respecting nature.

3. How does the village headman treat Mara throughout the story?

Answer: Throughout the story, the village headman treats Mara with disrespect and suspicion. He believes Mara is mad and does not take his warnings seriously. The headman’s dismissive attitude reflects a lack of understanding and appreciation for the wisdom that comes from Mara’s deep connection with the lake and environment.

4. Why is Mara caught and bound by the villagers?

Answer: Mara is caught and bound by the villagers because they see him as a threat to their way of life. The headman believes Mara’s warnings about the lake are foolish and does not want anyone to disturb their routine. This misunderstanding leads to the villagers capturing him, thinking he is mad.

5. What happens during the storm concerning the lake?

Answer: During the storm, the lake begins to overflow due to the heavy rain. The water rises  rapidly, creating a dangerous  situation for the village below. Mara’s warnings suddenly become critical as the villagers realize the potential dangers he had warned them about. This event reinforces the importance of caring for the lake and nature.

6. How does the king respond to Mara’s warnings?

Answer: When Mara finally gets the chance to speak to the king, the king listens to him carefully. He recognizes the validity of Mara’s warnings about the lake’s dangers and decides to take action. This response shows the importance of being open to different perspectives and valuing wisdom from those who understand nature.

7. What important lesson does Ganga learn from Mara?

Answer: Ganga learns the crucial lesson of respecting and protecting the lake, which is vital for their village’s survival. His father’s experiences teach him that nature must be cared for and that ignoring its signs can lead to disaster. Ganga’s understanding deepens, showing him how their wellbeing is connected to the lake.

8. Why do you think the villagers are dismissive of Mara’s warnings at first?

Answer: The villagers dismiss Mara’s warnings at first because they see him as an outsider with strange ideas. They  believe he is  mad and do not understand the connection between his insights and their environment. This lack of understanding prevents  them from recognizing the wisdom Mara has  about the lake and the importance of protecting it.

9. What does the lake symbolize in Mara’s story?

Answer: In Mara’s story, the lake symbolizes life, sustenance, and the relationship between nature and the community. It represents  the source of water that the villagers rely on for their crops and daily needs. The lake’s health reflects the overall wellbeing of the village, highlighting the importance of caring for natural resources in their lives.

10. How does Mara’s treatment change after he speaks to the king?

Answer: After speaking with the king, Mara’s treatment changes significantly. The king realizes the wisdom and truth in Mara’s warnings about the lake. The villagers start to respect Mara more because the king values his insights. He becomes a figure of knowledge, highlighting how understanding and listening to others can lead to positive changes.

(FROM QUESTION BANK)

1. Why were the roads being repaired in Mara’s village in ‘The Watchman of the Lake’?

Answer: To ensure safer passage for the king and his entourage.

• Who did the village headman consider as a ‘lunatic’ in ‘The Watchman of the Lake’?

Answer: Mara.

3. The village headman was angry with Mara because:

a.         He wanted to marry his daughter. b. He disturbed the good work. c. None of the above

Answer: b. He disturbed the good work.

4. Why was the headman in a hurry to complete the road work?

Answer: To impress the king.

5. The village headman asked Mara to keep away from the road workers because:

a. He was disturbing them by talking about his dream.

b. He was destroying the road.

c. He was snatching away the implements of the workers.

Answer: a. He was disturbing them by talking about his dream.

6. According to Mara, why was the village headman jealous of him?

Answer: Because of Mara’s connection to the Goddess.

7. Who threatened to lock up Mara if he did not go out of sight for two days?

Answer: The village headman.

8. Who had given the greatest gift to Mara in ‘Watchman of the Lake’?

Answer: The Goddess.

9. Who commanded Mara to tell the king to build a tank to the river Veda?

Answer: The Goddess.

10. Who helped Mara to escape from the cellar?

Answer: Bhima.

11. Where was Mara waiting for the King?

Answer: On a tree.

12. Why was Mara waiting for the king in a tree?

Answer: To avoid being seen.

13. When the king was passing through Mara’s village, there was a sudden confusion as:

a. The king fell down on an unrepaired road.

b. Mara jumped down from the branches of a tree before the king.

c. Someone tried to attack the king.

Answer: a. the king fell down on an unrepaired road.

14. Who had given Bhima iron decoction when he was a baby?

Answer: Bhima’s mother.

15. Who was Mara’s Jailor in ‘The Watchman of the Lake’?

Answer: The village headman.

16. Where was Mara held as a prisoner in ‘The Watchman of the Lake’?

Answer: In the cellar.

17. Who was bound and thrown into the cellar in ‘The Watchman of the Lake’.

a. Mara             b. Racha           c. Bhima

Answer: a. Mara.

18. Who had come in Mara’s dream to talk about the tank?

Answer: The Goddess.

19. How did Mara manage to draw the attention of the king?

Answer: By jumping down from a tree.

20. The command of the Goddess to Mara was to:

a. Wait for the king in the tree. b. Tell the king to build a tank for the river Veda.

c. Drink iron decoction to become strong like Bhima.

Answer: b. tell the king to build a tank for the river Veda.

21. believed that Mara had the grace of the gods upon him.

a. The village headman              b. The fisherman c. The king

Answer: c. The king.

22. Who was initially appointed as the watchman of the lake by the king in ‘Watchman of the Lake’?

Answer: A different character before Mara.

23. According to Mara, the command of the Goddess about the creatures of the lake was

a. One can catch fish occasionally. b. Only gulls (birds) should be caught.

c. Nothing that flies, swims or walks should ever be killed.

Answer: c. Nothing that flies, swims or walks should ever be killed.

24.  According  to  Mara,comes  down  the  mountain  to  slake  its  thirst  in  the  dead of the night.

Answer: A deer.

25. Why did the visitor from the farthest village come to Mara?

Answer: To tell Mara about the lake’s condition.

26. Mara rushed to the king’s palace because he wanted to save:

a. His own life.               b. The king.          c. The lake.

Answer: c. the lake.

27. Mara was trembling at the king’s palace because:

a. He was afraid of the king. b. He was afraid of the safety of his son.

c. He was terrified of the wrath of the Goddess.

Answer: c. he was terrified of the wrath of the Goddess.

28.  Where did Hanuman find Sanjeevini, according to Mara, in ‘Watchman of the Lake’?

Answer: On the mountain valley.

29. Who was Mara waiting for, hiding in the tree?

Answer: The king.

30. What is described as the ‘lifeblood of the King’s subjects’?

Answer: The river.

31. Who summoned the king on the torrential night?

Answer: The Goddess.

32. Name the river mentioned in ‘Watchman of the Lake’.

Answer: The river Veda.

33. What had the Goddess instructed Mara in his dream, in ‘Watchman of the Lake’?

Answer: To protect the lake.

34. The Goddess considered river Veda as her:

a. Daughter b. Own plaything c. Lifeblood

Answer: a. daughter.

35. What does the Goddess regard as her own plaything in ‘Watchman of the Lake’?

Answer: The lake.

36. What did Mara convey to the king late at night?

Answer: The importance of building a tank.

37. What was the command of the Goddess when she appeared in Mara’s dream for the first time?

Answer: To safeguard the lake and its creatures.

38.  was  the  mood  of  the  Goddess  when  she  appeared  in  Mara’s  dream  for  the first time?

a. Protective, motherly, and divine. b. Fierce, unkind and threatening.

c. Disagreeing, demanding and commanding.

Answer: a. Protective, motherly, and divine.

39. What was the mood of the Goddess when she appeared in front of Mara on the stormy night?

Answer: Fierce and commanding.

40. What was the suggestion given by Mara to save the lake?

Answer: To build a protective tank.

41. What was Mara’s last request to the king before he sacrificed his life?

Answer: To take care of the lake.

42. Who was appointed as the watchman of the lake after Mara?

Answer: Ganga.

43. Who ordered Ganga to perform his father’s duties after the death of Mara?

Answer: The village headman.

44. Whose idol is installed on the top pedestal in the shrine?

Answer: The Goddess’s idol.

45. Whose idol is installed on the lower pedestal in the shrine?

Answer: Mara’s idol.

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

1. Write about Mara’s dream in “Watchman of the Lake”.

In Mara’s dream in “Watchman of the Lake,” he encounters the Goddess, who entrusts him with the sacred responsibility of protecting the lake. In this dream, the Goddess reveals her profound connection to the lake and its creatures, emphasizing their vital importance to the community’s survival. She commands Mara to act as the watchman, instilling in him a sense of duty and purpose. This experience deeply influences Mara, transforming his perception of his role in the village. The dream serves as a catalyst for his actions, ultimately leading him to prioritize the preservation of the lake and its environment.

2. What instructions did Mara give his son about the lake and the creatures?

Mara takes the time to impart vital lessons to his son about the lake and its precious creatures. He instructs him to treat all living beings with respect and compassion, reminding him that the lake is not just a resource, but a sacred entity that sustains life. Mara emphasizes the interconnectedness of nature, teaching his son that every action they take can have significant consequences. He encourages his son to be vigilant and protective, ensuring that they do not harm the creatures that inhabit the lake. Through these teachings, Mara hopes to instill a sense of responsibility and respect for the environment in his son.

3. What mythological story did Mara narrate about the sacred spot to the King?

Mara recounts a rich mythological story to the king, explaining the sacred importance of the lake. He narrates how the river Veda, upon emerging from the mountains, became a source of life for the villagers and how the Goddess chose this spot as a place of divine presence. Mara tells the king that the lake is a blessing for the people, sustaining crops, livestock, and even their spiritual beliefs. By sharing this story, Mara aims to highlight the lake’s significance, reinforcing its role in the culture and survival of the village, and urging the king to take action to protect this sacred space.

4. What did Mara tell the king about the tank on the stormy night?

On the stormy night, Mara urgently conveys to the king the pressing need for a tank to be built near the lake. He emphasizes that the lake, once plentiful, is now suffering due to neglect, and the imminent storm threatens its already dwindling water levels. Mara explains the necessity of creating a tank to harvest rainwater and provide a stable resource for the villagers and the wildlife surrounding the lake. His passionate plea underscores  the urgency  of protecting their environment and ensuring the community’s survival, making it clear that such measures are crucial for sustaining both the lake and the life it supports.

5. Give an account of Mara’s vision of the Goddess on the night of the storm.

During the stormy night, Mara experiences a profound vision of the Goddess that is both awe-inspiring and intimidating. As the winds howl and rain crashes, her presence manifests, illuminating the darkness  with her divine light. She appears  fierce yet protective, conveying a sense of urgency. The Goddess communicates her expectations for Mara to fulfill his role as the protector of the lake. This vision invigorates Mara, filling him with determination to safeguard the lake’s sanctity. He recognizes that her fierce energy  signifies  both her displeasure with the neglect of the lake and her unwavering support for his mission to protect it.

6. How did Mara save the lake?

Mara saves  the lake through a combination of courage, determination, and self­ sacrifice. Recognizing the dire need for protection and preservation, he takes it upon himself to confront the village headman and seek  an audience with the king. By passionately advocating for the lake’s essential nature and the Goddess’s command, Mara raises awareness about the ecological crisis facing the community. Ultimately, he sacrifices his own safety, risking his life to convey the urgency of the situation and to ensure the construction of a tank, which will preserve the lake’s resources. His actions inspire others to honor their responsibilities toward nature.

7. Why did Mara meet the king for the first time?

Mara meets the king for the first time driven by a profound sense of urgency to protect the lake. After receiving a divine command from the Goddess, he feels compelled to take action, believing that only the king has the authority to initiate change. The lake, crucial to the villagers’  survival, is  in peril, prompting Mara to seek  the king’s intervention. He understands that his role as the lake’s watchman requires him to elevate the importance of the lake in the king’s eyes. Mara’s motivations are rooted in his sense of duty and a desire to preserve the sacred bond between the community and the environment.

8. How did Mara manage to meet the king for the first time?

Mara manages to meet the king for the first time through a courageous act of climbing a tree to position himself where the king would pass during a visit to the village. Recognizing the importance of making himself visible, Mara takes this risk to ensure that his message of urgency about the lake reaches the monarch. His determination and assertiveness showcase his devotion to the lake as he is willing to go to great lengths to convey the Goddess’s commands. By strategically placing himself in the king’s  path, Mara not only  demonstrates  his  ingenuity  but also his  unwavering commitment to protecting nature.

9.  Describe the circumstances that prompted Mara to meet the king on the stormy night.

On the stormy night, several alarming circumstances prompt Mara to seek an audience with the king. The heavy rains and turbulent winds signify the dire state of the lake, which is already suffering from neglect. Mara interprets the storm as a sign of the Goddess’s displeasure and an urgent call for action. Additionally, he is aware that the villagers are growing increasingly concerned about the lake’s diminishing resources, which directly impacts their livelihoods. The combination of environmental crisis and spiritual urgency compels Mara to act immediately, pushing him to confront the king and advocate for the lake’s protection at this crucial moment.

10.  How  did  the  king  respond  to  Mara’s  information  about  the  command  of  the Goddess?

Upon hearing Mara’s information about the command of the Goddess, the king initially approaches  it with skepticism, even questioning Mara’s  sanity. However, as  Mara passionately conveys the sacred responsibility entrusted to him and the importance of the lake, the king begins  to grasp the gravity  of the situation. He recognizes  the profound connection between the villagers and the lake. Eventually, moved by Mara’s devotion and the urgency of the Goddess’s message, the king decides to take action, showing a willingness  to honor the divine command and implement measures  to protect the lake for the wellbeing of his people.

11. Describe Mara’s reaction to the Goddess on the stormy night.

Mara’s reaction to the Goddess on the stormy night is a mixture of awe, reverence, and fear. As she appears amidst the chaos of the storm, her divine presence signifies both a warning and a call to action. While he is struck by the power she embodies, he also feels an overwhelming sense of responsibility for the lake and its creatures. This encounter solidifies his purpose; he realizes that he must fulfill her expectations as the lake’s protector. Mara’s emotions range from trepidation due to her fierce demeanor to inspiration, as he draws strength from her command to advocate for the lake and its preservation.

12. What did Mara request the Goddess and the king to save the lake?

Mara requests both the Goddess and the king to take immediate action to safeguard the lake. To the Goddess, he seeks her guidance and protection, pledging to honor her commands and convey them zealously to others. He asks her to inspire the community to recognize the lake’s importance and their role in its preservation. When addressing the king, Mara urges him to take proactive measures, specifically advocating for the construction of a tank that would replenish the lake and protect its resources. Through his appeals to both the divine and earthly authority, Mara emphasizes the need for collective responsibility to ensure the lake’s health and survival.

13. Why did the headman call Mara a lunatic? Give reasons.

The headman calls Mara a lunatic due to his unconventional beliefs and commitment to protecting the lake and its  creatures, which he views  as  irrational. While the villagers  prioritize immediate needs  and economic  concerns, Mara’s  focus  on spirituality  and ecological balance is  perceived as  eccentricity. His  insistence on honoring the Goddess’s commands and advocating for the lake’s preservation grates on the headman’s pragmatic approach, leading him to dismiss Mara’s warnings as mere superstition. The headman’s inability to see the importance of Mara’s mission reflects  a broader societal tendency  to ignore the spiritual and environmental dimensions of their lives, causing conflict.

14. ‘Nature is both protective and destructive.’ How does the play bring out this idea? The play “Watchman of the Lake” illustrates the duality of nature as protective and destructive through its portrayal of the lake’s role in the community’s life. The lake is depicted as a source of sustenance, embodying the protective aspect of nature by providing water and resources  for the villagers. However, the storm symbolizes nature’s destructive potential, as it threatens to devastate the ecosystem and harm the community. Mara recognizes this duality when the Goddess appears to him amidst the storm, conveying both the power and the fragility  of the natural world. This complexity serves as a reminder of the need to respect and protect nature to avoid its wrath.

15. Why did Mara treat the fisherman and the visitor differently?

Mara treats the fisherman and the visitor differently based on their attitudes toward the lake’s preservation. The fisherman is characterized as someone who exploits the lake’s resources without regard for its health, representing a mindset of immediate gain that threatens the ecosystem. In contrast, the visitor expresses concern for the lake, echoing Mara’s  dedication to its  wellbeing. Understanding the need for cooperation in protecting the lake, Mara chooses to engage more positively with the visitor, recognizing that likeminded individuals  are crucial in advocating for environmental stewardship. This differential treatment reflects Mara’s commitment to fostering a community that values conservation over exploitation.

16. Describe the sacrifices made by Mara to build and to save the lake.

Mara makes  profound sacrifices  in his  quest to build and save the lake. He first sacrifices  his  social standing, facing ridicule from the village headman and fellow villagers who dismiss his spiritual beliefs as lunacy. Undeterred, he risks his personal safety by climbing a tree to gain the king’s attention, a bold step that embodies his commitment. Ultimately, Mara makes the ultimate sacrifice of his life, willingly facing danger to protect the lake’s sanctity. His actions inspire the community to rally around the cause of the lake’s  preservation, reflecting his  unwavering commitment to ecological stewardship and the legacy he hopes to impart to future generations.

17. Do you think Mara took his responsibilities seriously in “Watchman of the Lake’? Illustrate.

Yes, Mara takes his responsibilities incredibly seriously in “Watchman of the Lake.” His unwavering commitment to protecting the lake and its ecosystem illustrates his deep moral conviction. From the outset, he dedicates himself to fulfilling the commands of the Goddess, which he perceives as a divine duty. His actions, such as seeking an audience with the king and urging the villagers to respect the lake, demonstrate his proactive approach to stewardship. Additionally, he imparts these values to his son, ensuring that his dedication to protecting nature extends beyond his lifetime. Mara’s diligence and sacrifices  culminate in a powerful testament to his  sense of responsibility.

18. Contrast the different moods of the Goddess that are portrayed in ‘Watchman of the Lake’.

In “Watchman of the Lake,” the moods of the Goddess reflect a complex relationship with nature and its guardians. Initially, she appears as a nurturing force, urging Mara to protect the lake and its creatures with love and reverence. This protective aspect embodies the essence of life and sustenance provided by nature. However, during the stormy night, her mood shifts to fierceness, reflecting the destructive power of nature when disrespected. This duality emphasizes that the Goddess’s presence encompasses both compassion and the ability to unleash chaos. Mara feels this tension acutely, illustrating how the relationship with nature demands both respect and responsibility.

19. How did Mara prepare his son to become the watchman of the lake?

Mara prepares his son to become the watchman of the lake through education and instilling values that respect nature. He shares his own experiences with the lake, imparting the importance of protecting its  inhabitants  and honoring the Goddess. Mara teaches his son the interconnectedness of life, emphasizing that their wellbeing is tied to the health of the lake. By modeling responsible behavior and showcasing his dedication, Mara inspires his son to embrace this role. He fosters a sense of duty and stewardship, ensuring that the values of respect, protection, and love for nature are passed down, thereby equipping his son for future challenges.

20.   How  was  Mara  treated  differently  by  the  king  and  the  village  headman  in ‘Watchman of the Lake’?

Mara is treated differently by the king and the village headman in “Watchman of the Lake,” reflecting their contrasting perspectives. The village headman dismisses him as a lunatic, showing contempt for his spiritual beliefs and commitment to nature. He views Mara’s dedication as a nuisance that disrupts his pragmatic approach. In contrast, the king, though initially skeptical, eventually recognizes Mara’s sincerity and the gravity of his message. The king appreciates Mara’s passion for the lake and becomes more open to his ideas. This difference in treatment underscores the theme of respect for nature and the varying understandings of leadership in the community.

21.  Compare and contrast the different circumstances that prompted Mara to meet the king.

Mara’s decision to meet the king stems from two distinct sets of circumstances, each marked by urgency and spiritual significance. The first encounter occurs when Mara seeks to convey the importance of the lake to the king due to a growing awareness that the lake is suffering from neglect. During this time, his motivation is rooted in a sense of duty imparted to him by the Goddess. In contrast, the second meeting unfolds during a stormy  night, where the increasingly  dire situation heightened both the ecological crisis and a deeper spiritual calling. This urgency transforms Mara’s plea into a desperate rescue mission, pushing him to confront authority  to protect the environment he loves.

22. Mara is a common man with an uncommon determination. Do you agree? Justify.

I agree that Mara is a common man with uncommon determination. His character embodies the quintessential traits of a devoted villager, yet his commitment to protect the lake elevates  him beyond the ordinary. While others  may  overlook  the environmental crisis, Mara actively confronts societal indifference, risking ridicule and danger to fulfill the Goddess’s commands. His unwavering resolve to advocate for the lake, even at the cost of his own life, showcases a remarkable tenacity not often seen in everyday  individuals. Mara’s  journey  reflects  the profound impact that one individual can have when driven by a spirit of purpose and determination, inspiring others to recognize their responsibilities toward nature.

23. Sketch the character of Mara in ‘Watchman of the Lake’.

Mara is portrayed as a deeply compassionate and determined individual, embodying the spirit of a protector. His connection to the lake and the Goddess sets him apart as a character of profound spiritual significance. Mara is a visionary, able to perceive the larger ecological crisis affecting his community and taking bold steps to address it. Despite facing ridicule from the village headman, he remains committed to his beliefs and tirelessly advocates for the preservation of nature. His character evolves as he confronts challenges, ultimately taking on the role of a martyr for the lake, highlighting his selflessness and dedication to the environment and his community.

24. What were the incidents that led the king to build the shrine in ‘Watchman of the Lake’?

Several incidents culminate in the king’s decision to build the shrine in “Watchman of the Lake.” Initially, Mara’s passionate advocacy for the lake and his recounting of the Goddess’s commands draw the king’s attention. The stormy night acts as a catalyst, symbolizing nature’s fury and the urgency of Mara’s message, compelling the king to reflect on the lake’s significance. Moreover, Mara’s ultimate sacrifice reinforces the impact of his mission. Inspired by his unwavering dedication and the connection to the divine, the king recognizes his responsibility and the cultural importance of the lake, leading to the establishment of the shrine as a means to honor the Goddess and protect the ecosystem.

Key Characters:

•The speaker (imagines being a tree).

•Nature (symbolized through birds, sunlight, breeze, rain, Mother Earth, and the sacred cow).

Major Themes:

1. Equality and Non-Discrimination: Trees transcend human-made social barriers.

2. Purity of Nature: Nature interacts without judgment.

3. Human Prejudices: Contrasts natural acceptance with societal prejudices like casteism.

4. Sacredness and Spirituality: Explores the connection between trees and divinity.

Key Concepts:

•Caste and societal prejudices.

•The innocence and acceptance of nature.

•The spiritual symbolism of trees.

•Interdependence between humans and nature.

Imageries and Metaphors:

•Tree: Represents a pure, unbiased existence.

•Bird building its nest: Symbolizes trust and acceptance.

•Shadow and sunlight: Equality and unity without judgment.

•Sacred cow: Represents divinity and harmony with nature.

•Bier and fire: Transition to spiritual purity in death.

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

1. Who is the author of If I Was a Tree?

Answer: Mudnakudu Chinnaswamy is the author.

2. What is the poem primarily about?

Answer: The poem explores the equality and purity of being a tree compared to human biases.

3. How does the bird interact with the tree?

Answer: The bird builds its nest without asking the tree’s caste. 4. What happens when sunlight embraces the tree?

Answer: The shadow of the tree does not feel defiled.

5. Who scratches its body on the tree’s bark?

Answer: The sacred cow scratches its body on the tree’s bark.

6. How does the tree imagine itself after being cut?

Answer: It imagines becoming firewood or a bier for a sinless body.

7. What does the speaker say about raindrops?

Answer: Raindrops do not turn back, unlike prejudiced humans.

8. What does “branching out” symbolize in the poem?

Answer: It symbolizes growth and connection to Mother Earth.

9. What does the speaker mean by the “three hundred thousand gods”?

Answer: It refers to the divine presence believed to reside in the sacred cow.

10. Who translated this poem into English?

Answer: Rowena Hill translated the poem.

11. Why wouldn’t the bird ask the tree its caste?

Answer: The bird, like nature, doesn’t discriminate based on human social constructs like caste.

12. How does the poem contrast nature and human society?

Answer: Nature accepts all without prejudice, while humans discriminate based on caste and other biases.

13. What is the significance of sunlight embracing the tree?

Answer: It symbolizes equality and the absence of societal defilement in nature.

14. Why does the poet mention the sacred cow?

Answer: To show how nature and divinity coexist harmoniously.

15. How does the tree view being burned in a holy fire?

Answer: As a form of spiritual purification and a continuation of service.

16. What role does Mother Earth play in the poem?

Answer: Mother Earth supports the tree, symbolizing unconditional acceptance.

17. Why are the raindrops significant in the poem?

Answer: They symbolize purity and the rejection of societal prejudices.

18. How does the poet depict death in the poem?

Answer: Death is seen as a process where the tree continues to serve humanity, either as firewood ora bier.

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

1.  How does the tree’s perspective on caste differ from human society?

Answer: The tree does not consider caste or social divisions. Its interactions with birds, sunlight, and other natural elements are unbiased, contrasting with human society, which often discriminates based on caste.

2. What lesson can we learn from the tree’s relationship with Mother Earth?

Answer: The tree’s harmonious relationship with Mother Earth teaches us to value and nurture our connection with nature, embracing equality and selflessness.

3. How does the poem highlight the sacredness of trees?

Answer: The tree serves all beings, houses gods in the sacred cow, and ultimately purifies through holy fire or as a bier, underscoring its sacred role.

4. Why does the poet imagine being turned into firewood?

Answer: The poet imagines serving even in death, highlighting the tree’s selfless contribution to humanity and nature.

5. What does the poem suggest about human prejudices?

Answer: The poem criticizes human prejudices like casteism and suggests adopting the tree’s impartial and accepting nature.

6. Explain the metaphor of “branching out” in the poem.

Answer: “Branching out” symbolizes growth, expansion, and reaching out. For the tree, it means connecting with Mother Earth and the ecosystem. For humans, it suggests embracing diversity and building inclusive relationships.

7. How does the tree symbolize harmony?

Answer: The tree interacts with all elements of nature—birds, sunlight, breeze, and rain—without discrimination, representing perfect harmony and acceptance.

8. Why is the cow’s action of scratching on the tree significant?

Answer: It symbolizes the divine acceptance of the tree, reinforcing the idea that nature transcends human biases.

9. How does the poet criticize societal norms through the poem?

Answer: The poet uses the tree’s pure interactions with nature to contrast with human prejudices like casteism, highlighting the flaws in societal norms.

10. How does the poet view the tree’s role in life and death?

Answer: The tree selflessly serves in life, providing shelter and shade, and continues to serve in death, symbolizing a pure and meaningful existence.

(FROM QUESTION BANK)

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

1. What does the speaker want to be in the poem, If I Was a Tree?

Answer: The speaker wants to be a tree.

2. Who would not ask the caste of the tree before building its nest in If I Was a Tree?

Answer: The bird would not ask the tree’s caste.

3. According to the speaker in If I Was a Tree, what would the bird not ask before building its nest?

Answer: The bird would not ask about the tree’s caste.

4. What wouldn’t feel defiled when sunlight embraces the tree in If I Was a Tree?

Answer: The shadow of the tree wouldn’t feel defiled.

5. The_______ would embrace the tree in the poem If I Was a Tree.

Answer: b) Sunlight

6. Whose friendship with the cool breeze would be sweet in If I Was a Tree?

Answer: The tree’s friendship with the cool breeze would be sweet.

7. ______ would not turn back taking the speaker for a dog-eater if he was a tree.

Answer: b) Raindrops

8. Who would not flee shouting for a bath in If I Was a Tree?

Answer: Mother Earth would not flee shouting for a bath.

9. According to the speaker, when would Mother Earth not flee shouting for a bath in If I Was a Tree?

Answer: Mother Earth would not flee when the tree branches out from its roots.

10. How many gods are sheltered inside the body of the cow?

Answer: Three hundred thousand gods are sheltered inside the cow.

11. Who are sheltered inside the body of the cow?

Answer: Three hundred thousand gods are sheltered inside the cow.

12. Where are the three hundred thousand gods sheltered in If I Was a Tree?

Answer: They are sheltered inside the sacred cow.

13. What would scrape her body on the bark of the tree in If I Was a Tree?

Answer: The sacred cow would scrape her body on the bark.

14. When would the three hundred thousand gods touch the speaker if he was a tree?

Answer: They would touch the speaker when the cow scratches against the tree’s bark.

15. How does the speaker want to be purified in the poem If I Was a Tree?

Answer: By being burned in the holy fire after being cut into dry wood.

16. Name any one of the uses of the tree according to the speaker in If I Was a Tree.

Answer: The tree can be used as a bier for a sinless body.

17. When is the tree made pure according to the speaker in If I Was a Tree?

Answer: When it is burned in the holy fire.

18. The______ is hacked into pieces of dry wood to burn in the holy fire.

Answer: b) Tree

19. What becomes a bier for a sinless body in If I Was a Tree?

Answer: The tree becomes a bier for a sinless body.

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

1. Why does the speaker want to be a tree in the poem If I Was a Tree?

Answer: The speaker wishes to be a tree because it is free from societal prejudices like casteism. Unlike humans, nature does not discriminate; birds, sunlight, rain, and the sacred cow interact with the tree without bias. The tree represents equality, purity, and service, both in life and after being cut. By imagining himself as a tree, the speaker critiques human discrimination and celebrates the harmony of nature, which accepts all beings without judgment.

2. How do the life forces sunlight and cool breeze enforce nature’s idea of equality?

Answer:   Sunlight   and   the   cool   breeze   interact   with   the   tree   without   bias   or discrimination, symbolizing nature’s impartiality. They embrace the tree purely as part of the ecosystem, without questioning its origin or identity. This behaviour contrasts with human society, where prejudices like casteism define interactions. By illustrating this harmony, the poet emphasizes the equality inherent in nature and critiques the divisive practices in human relationships.

3. How does the speaker in If I Was a Tree respond to the issue of caste discrimination?

Answer:  The  speaker  contrasts  the  natural  world’s  inclusivity  with  human  society’s caste-based discrimination. By imagining life as a tree, free from prejudice, the speaker highlights  how  birds,  rain,  and  sunlight  accept  the  tree  unconditionally.  In  contrast, human beings create barriers, making the speaker wish for a simpler, more equitable existence in harmony with nature.

4. Examine the poem If I Was a Tree as a satire on social discrimination.

Answer: The poem critiques  the caste system by  contrasting human prejudice with nature’s inclusivity. It portrays natural elements like sunlight, rain, and birds as symbols of equality, highlighting the absurdity  of societal hierarchies. The satire becomes apparent when the speaker imagines  being purified only  through death and fire, exposing the irrationality of caste-based defilement and the desire for acceptance.

5. Analyze the concepts of defilement and purification as illustrated in If I Was a Tree.

Answer: The poem explores how societal prejudices label individuals as impure, based on caste or identity. In contrast, the tree is free from defilement; its shadow, bark, and branches are universally accepted. Purification, as envisioned in the poem, happens through nature’s embrace and even in death, when the tree serves as firewood or a bier, symbolizing a final rejection of caste-based notions of impurity.

6. Nature nurtures all living beings, whereas humans fail to accept their own kind. How do you explain this with reference to If I Was a Tree?

Answer: The poem demonstrates  that nature is  inherently  inclusive and nurturing, offering shelter, sustenance, and companionship to all beings without bias. In contrast, humans  discriminate based on caste and identity, creating barriers. The tree’s interactions  with sunlight, rain, and animals  exemplify  unconditional acceptance, exposing the failures of human society to embrace equality and harmony.

7.  Compare and contrast the treatment of equality in nature to discrimination among humans as illustrated in If I Was a Tree.

Answer: Nature treats all beings equally, as shown by the bird building its nest, sunlight embracing the tree, and rain nurturing it without prejudice. In contrast, human society imposes divisions through caste and other biases, defiling interactions and relationships. The tree becomes  a metaphor for equality, showcasing nature’s  inclusivity  and highlighting humanity’s failure to transcend discrimination.

8. How effectively does the poem present the caste system as one of the burning social problems in Indian society?

Answer: The poem presents the caste system as a dehumanizing force that creates unnecessary  barriers. By  juxtaposing nature’s  unbiased acceptance with human discrimination, it exposes the irrationality and cruelty of casteism. The speaker’s desire to become a tree reflects a yearning for a society that values equality, making the poem a powerful critique of caste-based social hierarchies.

Key Characters:

1. Babar Ali – The youngest headmaster and the protagonist.

2. Nasiruddin Sheikh – Babar’s father, who inspired and supported him.

3. Tulu Rani Hazra – Fishmonger turned educational recruiter.

4. Debarita Bhattacharya – Volunteer teacher and a college student.

5. Volunteer Teachers – High school and college students contributing to the school.

Major Themes:

1. Education for All – Advocating free education for underprivileged children.

2. Social Responsibility – Inspiring youth to contribute to society.

3. Perseverance and Determination – Overcoming challenges to bring change.

4. Community Support – The role of collective effort in societal transformation.

5. Empathy and Altruism – Addressing inequality through selfless service.

Key Concepts:

1. Free education and its challenges.

2. Volunteerism and community involvement.

3. The importance of role models in education.

4. Overcoming poverty through learning.

5. Youth-led initiatives and their impact.

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

1. Who is the youngest headmaster in the world?

Answer: Babar Ali is the youngest headmaster in the world.

2. At what age did Babar Ali start his afternoon school?

Answer: Babar Ali started his afternoon school at the age of nine.

3. What is the name of Babar Ali’s school?

Answer: The name of his school is Anand Siksha Niketan.

4. Where does Babar Ali live?

Answer: He lives in the Bhapta neighborhood of Gangapur Village in Murshidabad, West Bengal.

5. How many students attend Babar Ali’s school?

Answer: A total of 800 students attend Babar Ali’s school.

6. What is the profession of Babar Ali’s father?

Answer: Nasiruddin Sheikh, Babar Ali’s father, is a jute seller.

7. What is spared in Babar Ali’s school?

Answer: Punishment or “the rod” is spared in his school.

8. What is the meaning of “Anand Siksha Niketan”?

Answer: It means “Home of Joyful Learning.”

9. Who helps Babar Ali recruit students for his school?

Answer: Tulu Rani Hazra helps recruit students.

10. What did Babar Ali’s school start as?

Answer: It started as a game of “school-school.”

11. Why did Babar Ali want to educate children?

Answer: He wanted to educate underprivileged children because many of them couldn’t afford formal schooling.

12. What role did Babar Ali’s father play in his venture?

Answer: His father supported the school financially by providing rice for meals and other resources.

13. Why is Babar Ali’s school unique?

Answer: It provides free education to children who otherwise cannot afford it.

14. How does Babar Ali’s age work to his advantage?

Answer: The small age gap makes him relatable and friendly to the students.

15. What are the responsibilities of the volunteer teachers?

Answer: They teach various subjects to students in different grades.

16. How does Babar Ali manage his time between school and his duties as a headmaster? Answer: He attends school in the morning and teaches at his school in the afternoon.

17. What did the children enjoy about playing “school-school”?

Answer: They enjoyed learning arithmetic and being students for the first time.

18. How does the community contribute to the success of Babar Ali’s school?

Answer: They provide resources, recruit students, and support the initiative.

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

1.  Who is Babar Ali, and what is his age?

Answer: Babar Ali is a remarkable boy from Murshidabad in West Bengal. At just 16 years old, he is  known as  the youngest headmaster in the world. He runs  a school for poor children in his family’s backyard, providing them with free education, which helps change their lives and offers them hope for a better future.

2. What is the name of Babar Ali’s school?

Answer: Babar Ali’s school is called “Anand Siksha Niketan.” He started this school to help children in his village who could not afford education. Babar began teaching when he was only  nine years  old, and his  school now serves  around 800 students, all learning important subjects for free in a supportive environment.

3. How did Babar Ali begin his teaching journey?

Answer: Babar Ali began his  teaching journey  when he was  just nine years  old while playing a game called “school.” He pretended to be the teacher for his friends, who had never attended school. They  enjoyed learning arithmetic  through this  game, and over time, Babar decided to turn it into a real school for other children.

4. How many students does Babar Ali’s school have now?

Answer: Babar Ali’s  school currently  has  around 800 students. Among these, about 60 attend regularly, while over 220 are on the roll call. The school has  grown significantly since it started, and Babar is  dedicated to providing quality  education to children who otherwise might not have the chance to go to school.

5. What does Babar Ali’s father do?

Answer: Babar Ali’s  father, Nasiruddin Sheikh, is  a jute seller. Despite being a dropout himself, he values  education highly  and believes  it is  crucial for success. He initially supported Babar’s  initiative with his  income, enabling his  son to start the school for underprivileged children in their village, reflecting his commitment to education.

6. What challenges do families in the village face regarding education?

Answer: Families  in Babar Ali’s  village face significant challenges  when it comes  to education. Although schooling is  free, costs  for uniforms, books, and other school items make it difficult for many families to send their children to school. As a result, many boys work to support their families, while girls often take up domestic jobs.

7. What significant support does Babar receive for his school?

Answer: Babar Ali receives significant support for his school from various individuals and organizations. Teachers, local monks, and even IAS officers  help him. They  provide resources, guidance, and encouragement to ensure the school runs well. This support has allowed Babar to expand the school and offer more educational opportunities to children in his village.

8. Where do Babar’s students attend classes?

Answer: Babar’s students attend classes outdoors in his family’s yard, under the open sky. There is no formal building for the school. Some students sit on the ground, while others use makeshift benches. This unique setting allows children to come together and learn in a friendly environment, despite the lack of traditional classroom facilities.

9. Why is Babar Ali considered a remarkable person?

Answer: Babar Ali is considered remarkable because he is only 16 years old and runs a school that serves  hundreds  of underprivileged children. Despite facing challenges, he works  hard to provide free education, showing dedication and leadership. His  efforts inspire many  young people and demonstrate how one individual can create positive change in their community.

10. What motivates Babar Ali to run his school?

Answer: Babar Ali is motivated to run his school because he wants to help poor children in his village receive an education. He knows that many children cannot afford to go to school and believes  that education is  essential for their future. Babar’s  passion for learning and compassion for others drives him to make a difference every day.

11. How does Babar Ali manage his time between school and teaching?

Answer: Babar Ali manages his time effectively by following a strict daily routine. In the morning, he does household chores before going to his school for regular classes. After classes, he dedicates his afternoons to running his own school for children in his village, showing incredible dedication to both his education and teaching others.

12. Why do some children in the village not attend school?

Answer: Some children in Babar Ali’s village do not attend school because their families cannot afford the additional costs  for uniforms, books, and other necessary  supplies. Many  children, especially  boys, work  to help their families  with jobs  like mechanics  or labourers, while girls  may  take domestic  jobs. This  financial burden keeps  them from getting an education.

13. In what ways does Babar Ali’s story inspire others?

Answer: Babar Ali’s story inspires others by showing that anyone, regardless of age, can make a difference in their community. His  commitment to providing free education encourages  young people everywhere to take action. Babar’s  determination and positive impact on the lives of many children serve as a powerful reminder of the difference one person can make.

14. How can Babar Ali’s approach to education be applied in other communities?

Answer: Babar Ali’s  approach to education can be applied in other communities  by encouraging older students  to take the lead in tutoring younger children. Schools  can host community  learning events  where local volunteers  help teach skills  to children. By raising awareness  about the importance of education, others  can also start informal learning centres similar to Babar’s school.

(FROM QUESTION BANK)

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

1. Who is the youngest headmaster in the world?

Answer: Babar Ali

2. Babar Ali initially started his afternoon school at the age of.

Answer: Nine

3. What was the name of Babar Ali’s little afternoon venture (school)?

 Answer: Anand Siksha Niketan

4. Babar Ali hails from the village of in West Bengal.

Answer: Gangapur

5. Where did Babar Ali teach hundreds of students?

Answer: In his family’s backyard

6. Who was the first privileged member in Babar Ali’s family to get a proper education?

Answer: Babar Ali

7. How many students in total learn in Babar Ali’s school?

Answer: 800

8. What do the underprivileged children learn free of cost at Babar Ali’s school?

Answer: Basics and fundamentals of education

9. Who is described as a fortunate soul in his district of Murshidabad?

Answer: Babar Ali

10.  The  extent  of  Babar  Ali’s  home  is  described  as  the  size  of  an  average.

Answer: City kitchen

11. The name of Babar Ali’s father is.

Answer: Nasiruddin Sheikh

12. Nasiruddin Sheikh was aby profession.

Answer: Jute seller

13. What is man’s true religion, according to Nasiruddin Sheikh?

Answer: Education

14. Who believed that education is man’s true religion?

Answer: Nasiruddin Sheikh

15. How many subjects do the students at Babar Ali’s school study?

Answer: Ten

16. Who initially supported Babar Ali’s venture with his own income?

Answer: His father, Nasiruddin Sheikh

17. Many families could not afford to send their children to school in spite of free education because they still had to pay for.

Answer: Uniforms and books

18. The School ‘Anand Siksha Niketan’ started as a.

Answer: Game

19.   The   children   enjoy   playing   the   game   ‘school-school’   because   they.

Answer: Both a) Learnt arithmetic, and b) Had never seen the inside of a school

20.    Babar    Ali    gets    the    children    to    listen    to    him    because.

Answer: He is close in age to them and treats them as friends

21. According to Babar Ali, what works to their advantage?

Answer: The narrow age gap between him and the students

22. When was Babar Ali’s school institutionalized?

Answer: 2002

23. Who initially provided the rice for the mid-day meals at Babar Ali’s school?

Answer: His father, Nasiruddin Sheikh

24. How many students are on roll-call in Babar Ali’s School?

Answer: 220

25. Babar Ali’s afternoon school is now registered and recognized by the Government of

Answer: West Bengal

26. Who is described as an ‘illiterate fishmonger’ by morning and a ‘crusading educationalist’ by afternoon?

Answer: Tulu Rani Hazra

27. What does Tulu Rani Hazra do when she ventures on her fish-selling rounds of nearby villages?

Answer: She recruits students for the school

28. How many children has Tulu Rani Hazra recruited?

Answer: 80

29. The teaching staff of nine at Babar Ali’s school comprises of.

Answer: High school student volunteers

30. Who is the most educated of the high school student volunteers at Babar Ali’s school? Answer: Debarita Bhattacharya

31. In Babar Ali’s school,are given free for classes I to V.

Answer: Textbooks

32. is spared in Babar Ali’s school.

Answer: The rod

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

1.Why did Babar Ali wants to educate the poor and underprivilege children of his neighbourhood?

Answer: Babar Ali realized that many children in his village could not afford formal schooling despite free education due to the costs of books and uniforms. Witnessing their plight, he felt a moral responsibility to share his privilege as the first educated member of his family. His goal was to provide free education to help children escape the cycle of poverty and labour, allowing them to dream of better futures. He believed that education was a transformative tool to change their lives.

2. What was Babar Ali’s daily routine?

Answer: Babar Ali’s daily routine was exceptionally disciplined and dedicated. He woke up at 7 a.m. every morning and completed household chores before heading to school. He travelled by auto-rickshaw and walked five kilometres to attend the Cossimbazar Raj Govinda Sundari Vidyapeeth, where he studied in Class XII. After school, instead of playing or relaxing like other teenagers, he returned to his village and taught hundreds of underprivileged children in his backyard. His afternoons and evenings were devoted to teaching and managing his school, Anand Siksha Niketan.

3. Why were many families unable to send their children to school though it was free? Answer: Although government education was free, families had to bear additional expenses for books, uniforms, and other materials. Many parents, struggling with poverty, prioritized earning a livelihood over education. Children were often expected to contribute to family income by working as labourers, herders, or domestic helpers. Girls, in particular, were tasked with household chores or working as maids. These financial and societal barriers made it difficult for families to send their children to school, despite the availability of free education.

4. How did Babar Ali’s afternoon school grow out of a game of ‘school-school’?

Answer: Babar Ali’s school began as a childhood game. He would pretend to be a teacher while his friends, who had never been to school, acted as students. During these games, Babar taught them basic arithmetic and other subjects, which they enjoyed. Gradually, more children joined these sessions, and the game turned into a serious initiative. In 2002, the informal setup was institutionalized as Anand Siksha Niketan. Over time, the school grew in size and gained recognition, offering free education to hundreds of underprivileged children.

5. What was the role of various people in the development of Babar Ali’s school?

Answer: Babar Ali’s school flourished due to the support of numerous people. His father, Nasiruddin Sheikh, provided rice for meals and financial aid. Local Ramakrishna Mission monks, IAS officers, and even police officers contributed resources. Tulu Rani Hazra recruited students  during her fish-selling rounds. Volunteer teachers, mostly  high school students, devoted their time to teaching. The government later supported mid-day  meals  and recognized the school. This collective effort ensured the sustainability and growth of Anand Siksha Niketan, transforming it into a symbol of hope for the village.

6. How does Babar Ali get the children to listen to him?

Answer: Babar Ali uses his small age gap with the students to his advantage. Being close in age, he can relate to them as a friend rather than an authoritative figure. He creates a friendly and approachable environment, which encourages  students  to feel comfortable and enthusiastic  about learning. Instead of strict discipline or punishment, he emphasizes kindness and camaraderie, fostering mutual respect. This method not only makes learning enjoyable but also strengthens the bond between him and the students, ensuring they stay attentive and motivated.

7. How is Babar Ali’s school different from other schools?

Answer: Babar Ali’s school, Anand Siksha Niketan, is unique because it operates without a traditional infrastructure, offering free education to underprivileged children under the open sky or makeshift shelters. The school is run by volunteer teachers, many of whom are high school students themselves. It accommodates children who work during the day, holding classes in the afternoon. Despite limited resources, the school focuses on accessibility and inclusivity, providing education to those who might otherwise miss out. Its community-driven model and personal approach set it apart from regular schools.

8. Is Babar Ali’s initiative of starting a school a runaway success? Comment.

Answer: Yes, Babar Ali’s initiative is a remarkable success. Starting with just a handful of students, his school now serves 800 children, offering them free education and a chance to escape the cycle of poverty. The school is recognized by the West Bengal government, and its students are eligible to transfer to other high schools. Beyond academics, the school has inspired community involvement and highlighted the importance of education. Babar’s story has garnered global admiration, proving that determination and compassion can overcome significant challenges.

9. How is Babar Ali an ideal role model to other students?

Answer: Babar Ali is an inspiring role model because of his selflessness, perseverance, and dedication to social causes. Despite his young age and limited resources, he prioritized the needs of others over his personal comfort. His commitment to educating underprivileged children demonstrates  compassion and responsibility, encouraging other students  to contribute to society. By  balancing his  studies  and teaching, he proves  that age and circumstances  are  not  barriers  to  making  a  difference.  His  efforts  show  that  even  small actions can have a transformative impact on the world.

10.   What  were  the  difficulties  that  Babar  Ali  initially  faced  in  his  efforts  to  teach  the poor/underprivileged children of his neighbourhood? How was it overcome?

Answer: Babar Ali faced several challenges, including limited resources, convincing parents to send their children to school, and managing his time between studies and teaching. The lack of infrastructure and materials made teaching difficult. He overcame these challenges with support from his family, the community, and local organizations. His father provided initial financial aid, while others contributed resources like rice for meals and teaching materials. Babar’s perseverance, along with the collective effort of volunteers and supporters, helped him establish and sustain his school, Anand Siksha Niketan.

11. Does Babar Ali’s initiative prove his concern for the underprivileged children?

Answer: Babar Ali’s  initiative undoubtedly  reflects  his  deep concern for underprivileged children. Despite being a privileged member of his  family  with access  to education, he recognized the plight of children in his village who lacked this opportunity. He dedicated his afternoons  to teaching them, turning his  backyard into a school. His  efforts  to make education accessible, even in the face of challenges, show his empathy and commitment to social justice. Babar’s actions emphasize his belief that education is the key to breaking the cycle of poverty.

12.  In spite of being a privileged member of his family, how is Babar Ali’s concern for the underprivileged children revealed?

Answer: Though Babar Ali had access to formal education, unlike many in his village, he didn’t take his  privilege for granted. Instead, he used it to uplift others. His  concern for the underprivileged was evident in his decision to start a free school in his backyard. He spent his afternoons teaching children who couldn’t afford education, providing them with books and learning materials. Babar’s efforts to bridge the gap between privilege and poverty highlight his dedication to ensuring that every child has a chance to learn and succeed.

13.   Babar  Ali’s  venture  to  start  an  afternoon  school  is  a  tale  of  remarkable  grit  and determination. Elaborate.

Answer: Babar Ali’s journey is a testament to his extraordinary grit and determination. At just nine years old, he began teaching neighbourhood children in his backyard. Despite limited resources, societal challenges, and his own academic responsibilities, he persevered in his mission to educate the underprivileged. Babar faced skepticism and financial constraints but overcame them with community support and personal resolve. His school, Anand Siksha Niketan, now serves hundreds of children and has gained official recognition. His unwavering commitment to education has transformed lives and inspired countless others.

14. What are the various stages of growth of Babar Ali’s afternoon school?

Answer: Babar Ali’s  school began as  a childhood game of “school-school” with a few neighbourhood children. By 2002, it became a formal initiative, Anand Siksha Niketan, with Babar teaching underprivileged students in his backyard. Over time, the number of students grew, and volunteer teachers  joined to support his  efforts. The school expanded its curriculum to include multiple subjects  and began offering free learning materials. It eventually received government recognition, enabling its students to transition to other high schools. Today, the school stands as a beacon of hope for the community.

15. How is the success of Babar Ali’s school reflective of the change in the society’s attitude towards education?

Answer: The success  of Babar Ali’s  school highlights  a shift in societal attitudes  toward education. Initially, many parents were hesitant to send their children to school, prioritizing work over learning. However, Babar’s persistence and the growing impact of Anand Siksha Niketan gradually convinced families of the value of education. Community members began supporting his  initiative, and more children enrolled. The school’s  recognition by  the government underscores  a broader acceptance of education as  a transformative force. Babar’s work demonstrates that even traditional mindsets can change with consistent effort and results.

16. ‘Education is man’s true religion,’ as believed by Babar Ali’s father. How did Babar Ali put this into practice?

Answer: Inspired by  his  father’s  belief that “education is  man’s  true religion,” Babar Ali dedicated himself to spreading knowledge. He understood that education could uplift individuals and communities, breaking the cycle of poverty. Babar practiced this philosophy by  teaching underprivileged children for free, turning his  backyard into a school. His commitment to providing education transcended financial and social barriers, making learning accessible to those who needed it the most. Babar’s  efforts  reflect his  deep conviction in the transformative power of education, embodying his father’s ideals.

17.   What were  the  difficulties  that  Babar  Ali  initially  faced  in  his  efforts  to  teach  the poor/underprivileged children of his neighbourhood? How was it overcome?

Answer: Babar Ali faced many challenges, including lack of infrastructure, financial constraints, and resistance from families who prioritized work over education. Additionally, balancing his studies with teaching was a demanding task. These difficulties were overcome through collective efforts and determination. Babar’s father supported him financially, providing rice for meals and teaching supplies. Volunteers joined as teachers, and community members contributed resources. Overtime, the school gained government recognition, which further bolstered its credibility and growth. Babar’s perseverance and the community’s support turned these challenges into opportunities.

Key Words

The Individual: Represents anyone who is affected by society’s obsession with money. The individual internalizes the madness.

Mankind (Collective Society): Refers to the larger community or society that measures worth based on monetary value.

Major Themes:

1.  Materialism: The poem critiques society’s obsession with wealth and possessions, suggesting that this obsession leads to dehumanization.

2. Fear and Anxiety: The fear associated with money and the anxiety it creates within individuals and communities is a recurring theme.

3. Class Division: The poem explores how financial status defines worth and creates a divide between the wealthy and the poor.

4. Humanity vs. Capitalism: It contrasts the values of humanity and compassion with the harsh realities of capitalist society.

5.  Basic Needs: The need for fundamental resources like food, shelter, and warmth, which the author argues should not be dependent on money.

Key Concepts:

Money Madness: A term used to describe the societal obsession with money that leads to irrational behaviour and fear.

Collective Insanity: The idea that when society is collectively irrational about money, it breeds individual insanity.

Sanity and Insanity: The poet emphasizes the need to regain sanity regarding values, prioritizing human needs over material wealth.

Imagery and Metaphors:

“Eating Dirt”: This metaphor symbolizes poverty, desperation, and the dehumanizing effects of being without money. It conveys the humiliation that comes from financial hardships.

“Fearful Cruel Power”: This phrase encapsulates the control money has over individuals and society, suggesting that money demands respect and instills fear.

“Quail”: The use of this word conveys a sense of fear and insecurity, showing how people react when faced with the power of money.

“Grain of Insanity”: This metaphor highlights that every individual carries a small part of the collective madness, suggesting that financial obsession is universal.

“Delirium of Fear”: This imagery paints a picture of overwhelming anxiety stemming from financial insecurity and societal pressure.

“All over the world”: This phrase emphasizes the global nature of the issues related to money madness, suggesting that the problems are widespread and affect everyone.

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

1. What does D. H. Lawrence say money is?

Answer: He describes money as our madness and a collective insanity that people carry.

2. How does the author feel when he hands out money?

Answer: He doubts if anyone can hand out a pound note without feeling a pang or tremor.

3. What does the phrase “eat dirt” symbolize?

Answer: It symbolizes a life of poverty and desperation.

4. What natural resources does the poet believe should be free?

Answer: Bread, shelter, and fire should all be free for everyone.

5. What does the poet fear about “money madness”?

Answer: He fears that the madness surrounding money can lead to violence among people.

6. What reaction do people have towards money according to the poet?

Answer: People quail and grovel before money in terror.

7. What does the poet say will happen if we don’t regain our sanity about money? Answer: He warns that we might start killing one another over it.

8. How does the poet describe mankind’s view of those without money?

Answer: He states that mankind measures worth by money and looks down on those who have none.

9. Why does D. H. Lawrence think money has a “fearful cruel power”?

Answer: He believes it has control over people’s lives, instilling fear and making them grovel for it.

10. What does the author mean by “collective money madness”?

Answer: This refers to society’s shared obsession with money and material wealth, affecting everyone’s mindset.

11. Why does the poet emphasize the need to be free of “money madness”?

Answer:  He  suggests  that  freeing  ourselves  from  materialism  can  lead  to  better relationships and less violence.

12. What emotional effects does Lawrence associate with money?

Answer: He associates it with fear, trembling, and the anxiety of being judged by how much one possesses.

13. How does the poet feel about the connection between money and survival?

Answer: He feels that society’s dependence on money for basic needs is wrong and harmful.

14. Why does the poet repeatedly mention “eating dirt”?

Answer: It illustrates the desperation and humiliation one faces when lacking money and resources.

15. What message does Lawrence want to convey about values versus money?

Answer: He emphasizes that human compassion and basic needs should be valued more than wealth.

16. How does the poem suggest we can prevent violence related to money?

Answer: By regaining our sanity and changing our perceptions about money and worth. 17. If bread, shelter, and fire were free, how would society change?

Answer: People would be less anxious about basic needs and could focus more on helping each other rather than competing for money.

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

(3 Marks Questions)

1. What does D. H. Lawrence say money represents?

Answer: D. H. Lawrence describes money as “our madness” and talks about how it creates a collective insanity in society. He believes that money causes people to lose their rational thinking, leading to fear and anxiety about their worth based on how much money they have.

2. How do the people feel when giving away money?

Answer: The people feel a pang of regret or discomfort whenever they give away money. He believes that even when people hand out a pound note, they experience a feeling of fear, especially when they part with larger amounts, such as ten pounds, showing how money affects our emotions.

3. What fear does the poet express about society’s view of those without money? Answer: The poet fears that people without money will be dehumanized by society. He believes that they will be treated poorly, forced to “eat dirt” and feel worthless because they have no money. This fear reflects how society often judges people based on wealth instead of their true value.

4. What does “eating dirt” symbolize in the poem?

Answer: In the poem, “eating dirt” symbolizes the humiliation and suffering faced by poor individuals  who struggle to meet their basic  needs. It represents  how people without money are often treated badly, forcing them to endure shame and hardship just to survive. It highlights the cruel reality of poverty.

5. What essential resources does Lawrence believe should be free?

Answer: Lawrence believes that basic necessities like bread, shelter, and fire should be free for everyone. He argues that no one should have to buy these essential resources, as they are fundamental to human life. He feels that access to such necessities should be a right, not a privilege based on wealth.

6. What causes individuals in society to fear money, according to the poet?

Answer: According to the poet, individuals  fear money  because of the collective madness around it. Society creates pressure to have money and equates a person’s worth with their wealth. This creates anxiety and fear among people, leading them to feel that they must conform to money related expectations.

7. What does the poet warn could happen without a change in attitudes about money?

Answer: The poet warns that without a change in how we view money, society could face conflict and violence. If people continue to obsess over wealth and judge others based on money, it may lead to deep divisions and serious problems in human relationships, resulting in terrible consequences.

8. What is “collective money madness”?

Answer: “Collective money madness” refers to the shared obsession with money that affects everyone in society. It means that as a group, people become irrational and fearful regarding wealth, leading to harmful behaviours like judging others based on financial status and neglecting important human values like kindness and support.

9. How does Lawrence describe the relationship between money and personal worth?

Answer: Lawrence criticizes the idea that a person’s worth is determined by their

wealth. He believes this mindset leads to shame and suffering for those without money. By equating value with financial worth, society overlooks people’s true qualities, like kindness and character, creating a harmful environment that devalues human life.

10. Why does the poet emphasize the fear associated with money?

Answer: The poet emphasizes fear related to money to show that it controls people’s emotions and actions. Money brings anxiety, making individuals worry about their status and financial security. He highlights this fear to express how damaging the obsession with wealth can be, affecting self-worth and human relationships negatively.

11. What message does the poet convey about the nature of basic human needs?

Answer: The poet conveys that basic human needs, like food, shelter, and warmth, should not depend on someone’s wealth. He emphasizes that these resources should be accessible to everyone, regardless of their financial status. This message calls for a shift in how society prioritizes these essential needs, highlighting fairness and humanity.

12. Why does the poet think society’s view of money leads to madness?

Answer: The poet believes that society’s view of wealth leads to madness because it creates irrational fears and behaviours. People obsess over money, which causes them to neglect important values like kindness and connection. This obsession can result in harmful actions, creating a society driven by greed and fear rather than compassion.

13. How does the phrase “fearful cruel power” relate to money’s impact on individuals?

Answer: The phrase “fearful cruel power” describes how money can strongly control and negatively influence people’s lives. It indicates that money often rules decisions and emotions, creating fear of losing wealth and leading to anxiety about financial status. This power can dehumanize individuals, affecting their wellbeing and worth.

14. How can you advocate for the idea that basic needs should be free?

Answer: I can advocate for the idea that basic needs should be free by volunteering at local shelters and food banks. Additionally, I can raise awareness in my school and community  about poverty  and the importance of accessible resources. By  sharing information and organizing events, I can help support those in need.

(FROM QUESTION BANK)

I. Answer in a word, phrase, or sentence:

1. What does the individual carry around with him in “Money Madness”?

Answer: A grain of insanity.

2. How does a man often feel when he hands out a one pound note?

Answer: He feels a pang of regret.

3. What does a person experience if he hands out a ten pound note?

Answer: A real tremor or strong discomfort.

4. We grovel beforein strange terror.

Answer: Money.

5. Webefore money in strange terror.

Answer: Quail.

6. What makes us quail in “Money Madness”?

Answer: The power of money.

7. What are we truly terrified of?

Answer: The collective money madness of mankind.

8. Who asks, “How much is he worth?” in the poem?

Answer: Society or mankind.

9. What happens to an individual if he has no money?

Answer: He is made to feel worthless.

10. If he has no money, what would society give him to survive?

Answer: A little bread.

11. What is the poet frightened of being forced to do without money?

Answer: To eat dirt.

12. The fear of having no money can become a.

Answer: Delirium.

13. In “Money Madness,” what can become a delirium?

Answer: The fear of money in fellow men.

14. The poet states we must have some money to.

a.  eat  dirt  b.  avoid  eating  dirt  c.  none  of  the  above

Answer: b. avoid eating dirt.

15. What should be free for everyone, according to the poem?

Answer: Bread, shelter, and fire.

16. What occurs if we do not regain our sanity about money?

Answer: We may start killing one another.

17. What does the poet mean by ‘It’s one thing or the other”?

a. regaining sanity b. killing one another

c. regaining sanity or killing one another

Answer: c. regaining sanity or killing one another.

18. The fear described in “Money Madness” refers to:

a. Money’s cruel power               b. Collective money madness

 c. Eating dirt without money     d. All of the above

Answer: d. All of the above.

19. What does the poet believe we must regain regarding money?

Answer: Our sanity about money.

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

1. Why does the poet describe money madness as a ‘vast collective madness’?

Answer: The poet describes money madness as a ‘vast collective madness’ because it affects everyone in society, making them obsessed with money and its value. This obsession leads people to judge each other based not on character but on how much money they have. In a money mad world, those without money are treated poorly and often ignored, leading to feelings of worthlessness. The poet believes this madness causes  individuals  to lose their sanity  and wellbeing, focusing too much on wealth instead of happiness. He suggests that we need to rethink our values and prioritize kindness over money to overcome this problem.

2. How does an individual measure the value of another in monetary terms?

Answer: An individual often measures the value of another in monetary terms by asking questions like “How much is he worth?” This means they look at a person’s financial status or their wealth instead of considering their true worth as a human being. This way of thinking can make people feel like they are only valuable if they have money. In a society focused on money, friendships and support can become shallow. People may ignore or treat those without money harshly, forgetting that everyone has qualities that are valuable beyond their bank accounts. We should remember that everyone deserves respect, regardless of their wealth.

3. How do people treat someone without money?

Answer: People treat someone without money  very  differently  than those who are wealthy. Often, if a person does not have money, others may look down on them or avoid them. This  behaviour can make someone feel lonely, unvalued, and often desperate. People may assume these individuals are not worth their time or do not deserve help, which is unfair. The poet points out this tendency as a problem because it shows how much society values money over kindness. Everyone deserves respect and compassion, regardless of their financial situation, and we must learn to treat everyone equally, no matter what they have.

4. How does money madness impact an individual?

Answer: Money madness can deeply impact an individual in many ways. When someone is overly focused on money, they may feel constant fear, anxiety, or stress about their financial situation. This can lead to feelings of worthlessness if they don’t have enough money. People can become selfish, losing sight of what truly matters in life, like love and friendship. This madness can also lead individuals to make poor decisions just to gain wealth, often at the cost of their happiness and relationships. It’s essential to remember that money is not the only thing that defines our value as people.

5. How can the fear of being without money lead to delirium?

Answer: The fear of being without money  can lead to delirium because it creates overwhelming anxiety  and panic. When individuals  worry  constantly  about their finances, they may feel confused and out of control. This fear can make people act irrationally, leading to poor choices. They might focus too much on earning money and forget to enjoy life or connect with others. The poet warns that if society continues to let money  dictate happiness, people could spiral into chaos, losing their sanity. It’s essential to find a balance and not let the fear of money consume our thoughts and actions.

6. What does the poet describe as ‘that is all wrong’ in money mad society?

Answer: The poet describes that ‘that is all wrong’ in a money mad society refers to how people prioritize money over human connections and true values. In a society obsessed with wealth, people often forget about compassion and kindness, judging one another based solely on financial status. This leads to a world where relationships are not based on love and respect but instead on the amounts of money each person has. The poet encourages everyone to change this mindset and focus on what truly matters in life, suggesting that kindness and humanity should be valued far more than any amount of money.

7. What solution does the poet propose to address the insanity of a money mad society? Answer: The poet proposes that the solution to address the insanity of a money mad society is to change our values and focus on what really matters. Instead of letting money  control our lives, we should prioritize kindness, friendship, and human connection. By doing this, we can foster a world where people are not judged by their financial status but by their character and the love they share. The poet hopes that when we look past money, we can bring happiness and sanity back into our lives, creating a healthier, more supportive society where everyone is valued equally.

8. What does the poet mean when he says “money has got us down”?

Answer: When the poet says “money has got us down,” he means that the obsession with money makes people feel trapped or burdened. Instead of enjoying life, individuals often feel stress and pressure from trying to earn and save money. This heavy focus on wealth can lead to unhappiness, as people forget to enjoy the simple things in life. The poet suggests that this money related pressure affects our mental health and happiness. By recognizing that money should not define us, we can lift this burden and find more

joy in our lives and relationships with others.

9. How does the fear of money impact both individuals and society?

Answer: The fear of money impacts both individuals and society by creating a constant cycle of anxiety. For individuals, fearing not having enough money can lead to stress, poor decisions, and an unhealthy obsession with wealth. This fear can cause people to view others with suspicion and judgment, damaging relationships. In society, this leads to inequality, as those with money are treated better than those without. It creates a gap between different groups of people and causes many to feel unworthy or hopeless. Recognizing this  fear and addressing its  effects  is  crucial for building a more compassionate and understanding community.

10. In what ways does money induce fear in an individual?

Answer: Money induces fear in an individual in various ways. First, the worry about not having enough money can lead to anxiety about basic needs, like food and shelter. Second, pressure to earn more money  can cause stress  and make people feel inadequate compared to others. Third, individuals can also fear losing their social status and relationships if they do not have the same amount of money as their peers. This fear can overwhelm people’s thoughts and actions, influencing their decisions negatively. It’s important to find ways to manage this fear and remember that happiness does not only come from wealth.

11. What fears and difficulties does an individual face without money?

Answer: An individual without money faces many fears and difficulties. First, they may struggle to secure basic needs like food, shelter, and clothing, leading to uncertainty about their future. Second, they often experience social isolation or disrespect from those who have money, making them feel worthless or invisible. Third, the fear of not being accepted by society can cause emotional pain and feelings of loneliness. Facing these harsh realities can be incredibly challenging and can affect a person’s self esteem. It’s essential to support and show compassion for those going through such difficulties to help them feel valued and understood.

12. Why does the poet believe man has lost his sanity regarding money?

Answer: The poet believes man has lost his sanity regarding money because society’s obsession with wealth has shifted our values. Instead of valuing friendships, kindness, and shared happiness, people often prioritize material possessions  over genuine connections. This unhealthy focus can lead to fear, anxiety, and even selfish behaviour, affecting how we treat others. The poet sees this as a sign that people are not thinking clearly. By recognizing the problems this obsession creates, we can begin to change our attitudes  and find a way  to value kindness  and humanity  more than wealth, thus regaining our sanity.

13. What methods does man use to counteract the fear of a money mad society, as suggested in “Money Madness”?

Answer: In “Money Madness,” the poet suggests that man uses several methods to counteract the fear of a money mad society. One way is by forming connections with others, which can bring comfort and support in challenging times. Another method is to focus on personal values, such as kindness and compassion, rather than solely on wealth. Additionally, individuals can work together to create communities that prioritize helping others rather than judging them based on financial status. By changing how we view money and focusing on what truly matters, we can combat the fear that money creates and foster a more caring society.

Key Characters

1. Narrator: The protagonist who finds himself in a precarious situation in a foreign city. He reflects on human nature and the kindness of strangers.

2.  Restaurant Keeper: An antagonist who embodies the cruelty and mercilessness of the city’s inhabitants. He threatens the narrator when he cannot pay for his meal.

3. The Stranger: A tall, fair-complexioned man who rescues the narrator by paying his bill. He represents mercy and kindness in a harsh environment. He remains nameless, symbolizing the idea that true goodness does not seek recognition.

Major Themes

1.  Human Kindness vs. Cruelty: The story contrasts the harshness of the city’s inhabitants with the unexpected kindness of the stranger, highlighting the duality of human nature.

2.  Survival and Desperation: The narrator’s struggle to survive in a foreign land without money or support illustrates the desperation faced by many in difficult circumstances.

3. Identity and Anonymity: The stranger’s lack of a name emphasizes the idea that acts of kindness do not require recognition or reward, suggesting that true humanity lies in selfless actions.

4. The Nature of Evil: The story reflects on the prevalence of evil in society, as seen through the actions of the restaurant keeper and the general demeanor of the city’s people.

5. Hope and Redemption: Despite the overwhelming negativity, the act of kindness from the stranger serves as a beacon of hope, suggesting that goodness can exist even in the darkest places.

Key Concepts

1.   Predicament:  The  narrator’s  situation  serves  as  a  catalyst  for  exploring  themes  of vulnerability and the unpredictability of life.

2. Mercy: The concept of mercy is central to the story, embodied by the stranger who acts selflessly to help the narrator.

3. Cultural Displacement: The narrator’s  inability  to communicate effectively  in the local language highlights the challenges faced by migrants and the feeling of isolation in unfamiliar environments.

4. Materialism vs. Humanity: The restaurant keeper’s obsession with money contrasts sharply with the stranger’s willingness to help without expecting anything in return, raising questions about societal values.

5. Memory and Reflection: The narrator’s recollection of the event years later underscores the lasting impact of kindness and the importance of remembering those who help us in times of need.

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

(2 Marks Questions)

1. Who is the author of “Oru Manushyan”?

Answer: The author of “Oru Manushyan” is Vaikom Muhammad Basheer.

2. What profession does the narrator have in the city?

Answer: The narrator teaches English to migrant labourers.

3. How much money did the narrator have in his wallet?

Answer: The narrator had fourteen rupees in his wallet.

4. What meal did the narrator order at the restaurant?

Answer: The narrator ordered chapatis and meat curry along with tea.

5. What did the restaurant keeper threaten to do to the narrator?

Answer: The restaurant keeper threatened to gouge out the narrator’s eyes.

6. Who rescues the narrator from the restaurant?

Answer: A tall, fair-complexioned stranger rescues the narrator.

7. What does the stranger ask the narrator to do after paying the bill?

Answer: The stranger asks the narrator to put on his clothes.

8. What does the stranger tell the narrator to do before leaving?

Answer: The stranger tells the narrator to go away without turning around.

9. What does the narrator call the stranger when he learns he has no name?

Answer: The narrator calls the stranger “Mercy.”

10. What is the main theme of “Oru Manushyan”?

Answer: The main theme is the contrast between human kindness and cruelty.

11. Why does the narrator feel vulnerable in the city?

Answer: The narrator feels vulnerable because he has no money, cannot speak the local language, and is in a dangerous environment.

12. How does the restaurant keeper’s behaviour reflect the nature of the city’s inhabitants?

Answer: The restaurant keeper’s cruel and threatening behaviour reflects the mercilessness and greed prevalent among the city’s inhabitants.

13. What does the stranger’s action of paying the bill signify?

Answer: The stranger’s action signifies selflessness and the existence of kindness even in a harsh environment.

14. How does the narrator’s perception of human nature change throughout the story?

Answer: The narrator’s perception changes from seeing the world as predominantly evil to recognizing that kindness can exist amidst cruelty.

15. What role does memory play in the narrator’s reflection on the incident?

Answer: Memory plays a crucial role as the narrator reflects on the kindness of the

stranger years later, highlighting its lasting impact.

16. Why is the stranger’s anonymity significant in the story?

Answer: The stranger’s anonymity emphasizes that true acts of kindness do not seek recognition or reward.

17. How does the setting of the story contribute to its themes?

Answer: The harsh and cruel setting of the city amplifies the themes of survival,

desperation, and the contrast between kindness and cruelty.

18. What does the narrator learn about human beings through his experience?

Answer: The narrator learns that while there is much evil in the world, there are also individuals capable of great kindness.

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

(3 Marks Questions)

1. Who is the author of “Oru Manushyan”?

Answer: The author of “Oru Manushyan” is  Vaikom Muhammad Basheer. He is  a celebrated writer in Malayalam literature, known for his  unique storytelling style. Basheer’s works often explore the lives and struggles of ordinary people, capturing deep human emotions. His  contributions  to literature have made him a beloved figure among readers in India.

2. What profession does the narrator have in the city?

Answer: In the city, the narrator works as an English teacher for migrant laborers. His job is  important because it helps these individuals learn English, which is essential for their communication and survival in a new environment. Teaching English empowers them to find better job opportunities  and integrate into society, highlighting the value of education.

3. How much money did the narrator have in his wallet?

Answer: The narrator had fourteen rupees in his wallet, which represented all his savings at that moment. This small amount was insufficient to cover his meal at the restaurant, leading to a tense situation with the restaurant keeper. The limited money  emphasizes the narrator’s vulnerability and the precariousness of his situation in the unfamiliar city.

4. What meal did the narrator order at the restaurant?

Answer: The narrator ordered chapatis and meat curry, along with a cup of tea, for his meal at the restaurant. This  choice reflects  his  desire for a satisfying and hearty  meal after a long day. However, the situation quickly turns tense when he realizes he cannot pay for the food, leading to a confrontation.

5. What did the restaurant keeper threaten to do to the narrator?

Answer: The restaurant keeper threatened to gouge out the narrator’s  eyes  if he could not pay the bill. This extreme reaction illustrates the harshness and cruelty that can exist in urban environments, especially  towards  those who are vulnerable. It highlights  the theme of survival and the often unforgiving nature of city life for individuals in need.

6. Who rescues the narrator from the restaurant?

Answer: A tall stranger with a red turban rescues  the narrator from the restaurant by paying his  bill. This  act of kindness  comes  unexpectedly  and changes  the narrator’s perspective on human nature. The stranger’s  intervention not only  saves  the narrator from a humiliating situation but also restores  his  faith in the goodness  of people in the city.

7. What does the stranger ask the narrator to do after paying the bill?

Answer: After paying the bill, the stranger asks  the narrator to put on his  clothes. This request signifies  a moment of dignity  for the narrator, allowing him to regain his composure after the distressing encounter with the restaurant keeper. It emphasizes the stranger’s role in helping the narrator maintain his self-respect during a challenging time.

8. What does the narrator call the stranger when he learns he has no name?

Answer: The narrator calls the stranger “Mercy” when he learns that the stranger has no name. This name symbolizes the kindness and compassion that the stranger has shown in a moment of crisis. It reflects  the narrator’s  gratitude and recognition of the stranger’s selfless act, which stands out in a world filled with cruelty and indifference.

9. Why does the narrator feel vulnerable in the city?

Answer: The narrator feels vulnerable in the city because he is alone, without money, and unable to communicate effectively  in the local language. This  sense of isolation makes him an easy target for exploitation and mistreatment. His lack of resources and support highlights the challenges faced by many individuals who migrate to urban areas seeking better opportunities.

10.     How   does   the   restaurant   keeper’s   behaviour   reflect   the   nature   of   the   city’s inhabitants?

Answer: The restaurant keeper’s cruel behaviour reflects the harsh realities of urban life, where many  people prioritize profit over compassion. His  willingness  to threaten the narrator for a small debt illustrates a broader theme of survival of the fittest in the city. This behaviour serves as a commentary on how desperation can lead individuals to act unkindly towards others.

11. What does the stranger’s action of paying the bill signify?

Answer: The stranger’s  action of paying the bill signifies  an act of selflessness  and compassion in a world that often lacks  kindness. By  helping the narrator, the stranger demonstrates  that there are still good people who care for others, even in difficult circumstances. This  act serves  as  a reminder that kindness  can emerge unexpectedly, providing hope in challenging situations.

12. How does the setting of the story contribute to its themes?

Answer: The setting of the story, a bustling and often harsh city, contributes significantly to its  themes  of survival, kindness, and cruelty. The urban environment amplifies  the struggles faced by individuals, showcasing the contrast between the harsh realities of city life and the moments of compassion that can arise. This setting serves as a backdrop for exploring the complexities of human interactions.

13. What does the narrator learn about human beings through his experience?

Answer: Through his experience, the narrator learns that while cruelty exists in the world, there are also individuals  capable of great kindness. The stranger’s  selfless  act teaches him that compassion can emerge unexpectedly, even in the most challenging situations. This  realization fosters  a deeper understanding of human nature, encouraging him to appreciate the goodness that can be found in others.

(FROM QUESTION BANK)

1. How far was the big city from the narrator’s home-town?

Answer: About 200 kilometers.

2.  The  people  in  the  city  were  not  known  for  the  quality  of.

Answer: Kindness.

3. The people of the city were.

a) Honest           b) cruel                c) obedient

Answer: b) cruel.

4. By tradition, the people of the city were.

a. soldiers b. beggars c. teachers

Answer: a. soldiers.

5. Where would many people serve as watchmen in the big city?

Answer: In the streets and at various establishments.

6. What was highly valued by the people of the city?

Answer: Money.

7. What were the daily occurrences in the city?

Answer: Theft and violence.

8. How did the people earn money in the city?

Answer: By working in various low-paying jobs or through dishonest means.

9.   For   money,   people   would   do   anything,   even   commit.

Answer: Crimes.

10. Where did the narrator stay in the big city?

Answer: In a small, inexpensive lodging.

11. What did the narrator do to earn his living?

Answer: He taught English.

12. Who was taught English by the narrator?

Answer: Migrant laborers.

13. When did the narrator teach English to migrant laborers? Answer: In the evenings.

14. was considered great education in the city.

a) Learning English b) Teaching English

c) Learning to write an address in English

Answer: c) Learning to write an address in English.

15. People paidto write an address in English at the post office.

a) eleven annas               b) four annas     c) fourteen rupees

Answer: b) four annas.

16. When did the narrator wake up every day?

Answer: At dawn.

17. Why did the narrator have food only in the evening?

Answer: He could not afford to eat during the day due to his limited funds.

18. What was the narrator’s life’s savings?

Answer: Fourteen rupees.

19. How much did the narrator have in his wallet?

Answer: Fourteen rupees.

20. What did the narrator eat in the restaurant?

Answer: Chapatis and meat curry.

21. How much was the bill of the narrator in the restaurant?

Answer: Two rupees.

22. In ‘Oru Manushyan’, the narrator put his hands into his pockets and found that his.

a) wallet was not there                  b) wallet was there c) pocket was torn.

Answer: a) wallet was not there.

23. What was the threat of the owner of the restaurant to the narrator if the money was not paid?

Answer: He threatened to gouge out the narrator’s eyes.

24. The people in the restaurant looked like hungry.

a) wolves            b) tigers              c) lions

Answer: a) wolves.

25. The narrator was not ready to take off his.

a) coat                b) shirt   c) trousers

Answer: c) trousers.

26. Why was the narrator not ready to take off his trousers?

Answer: He felt embarrassed and wanted to maintain his dignity.

27. The man who came forward to pay the narrator’s bill was.

a) a man with a red turban b) a man dressed in a suit   c) a money lender

Answer: a) a man with a red turban.

28. What did the narrator call the man who paid his bill?

Answer: He called him “Mercy.”

29. Who had picked the narrator’s wallet?

Answer: A thief in the city.

30. Where did the man with the red turban take the narrator?

Answer: He took him away from the restaurant to safety.

31. How many wallets did the thief have in his pockets?

Answer: Several wallets.

32. Who saved the narrator by paying his bill?

Answer: The man with the red turban.

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

1. Describe the people and the place where the narrator stayed.

Answer: The narrator stayed in a big, busy city that felt very  different from his  small hometown. The people in the city were often unkind and focused on their own problems. Many seemed to care more about money than helping others. The streets were crowded and noisy, making the narrator feel lost and alone. He noticed that many people were struggling to survive, which made him feel scared and vulnerable. Overall, the city felt harsh and unfriendly, and the narrator found it hard to connect with the people around him, making his experience even more challenging.

2. What was the routine of the narrator in the big city?

Answer: The narrator had a busy and difficult routine in the big city. He woke up early every morning and spent his day looking for ways to earn money. His main job was teaching English to migrant workers in the evenings. During the day, he often walked around the city, trying to find work or help others. He usually skipped meals and only ate in the evening after his classes. This routine showed how hard it was for him to adjust to city life while trying to make a living and maintain his dignity in a challenging environment.

3. What was the narrator’s profession? What kind of people lived in the city?

Answer: The narrator was an English teacher, and he taught migrant workers who needed to learn the language for better job opportunities. The city  was  filled with many  different people, but most of them were not very  kind. Many  residents  were focused on making money and often acted selfishly. Some people worked hard, while others resorted to stealing or cheating to survive. This made the city feel dangerous and unfriendly. The narrator often felt scared and alone among the people living there, which made it difficult for him to connect with anyone in this harsh environment.

4. Describe the embarrassing experience suffered by the narrator in the restaurant.

 Answer: The narrator had a very embarrassing experience in the restaurant when he realized that his wallet was missing. After enjoying a meal of chapatis and meat curry, he found out he couldn’t pay the bill. The restaurant owner became angry and threatened him, saying he would take away his dignity. The narrator felt ashamed and scared as he stood there without money.  He was  even  asked  to  take  off  his  trousers  as  a  form  of  payment,  which  was incredibly humiliating for him. This experience made him feel very vulnerable and exposed in front of everyone, highlighting the harsh realities of his situation in the city.

5. How did the narrator lose his wallet? How did he finally pay the bill?

Answer: The narrator lost his wallet when a thief picked his pocket while he was walking through the busy streets of the city. He didn’t notice it was gone until he tried to pay for his meal at the restaurant. When he realized he had no money, he felt panic  and embarrassment. Luckily, a kind stranger with a red turban saw what was happening and decided to help him. The stranger paid the bill for the narrator, saving him from a very embarrassing situation and showing that kindness still exists in the world, even in a tough city.

6. Who had picked the narrator’s wallet? How was he saved from a stranger?

Answer: A thief picked the narrator’s  wallet while he was  walking through the crowded streets of the city. This made it difficult for him when he went to the restaurant and found he had no money to pay for his meal. Just when he thought he was in big trouble, a tall stranger wearing a red turban came to help him. The stranger noticed the narrator’s distress and offered to pay the bill, which saved him from embarrassment. This act of kindness showed that even in a tough city, there are still good people willing to help others in need.

7. How did the stranger come to the help of the narrator?

Answer: The stranger came to help the narrator at a very important moment. When the narrator was in the restaurant and couldn’t pay his bill, he felt scared and embarrassed. The restaurant owner was threatening him, and he didn’t know what to do. The stranger, who wore a red turban, saw the narrator’s trouble and decided to step in. He offered to pay the bill, which saved the narrator from a humiliating situation. This kind act showed that even in a harsh city, there are people who care and are willing to help those in need, restoring the narrator’s faith in humanity.

8. The story ‘Oru Manushyan’ depicts the transformation in a man. Discuss.

Answer: The story “Oru Manushyan” shows how the narrator changes as he faces different challenges in the big city. At first, he is hopeful and believes in the goodness of people. However, as he experiences the harshness of city life, he becomes more aware of how cruel some people can be. The turning point comes when he is humiliated in the restaurant, which makes him feel vulnerable and alone. But when the kind stranger helps him, he learns that there is still kindness in the world. This experience transforms him, making him realize that even in difficult times, there are people willing to help.

9. “I have some vague notions about human beings,” says the narrator in ‘Oru Manushyan’. Do you agree with him? Elaborate.

Answer: I agree with the narrator’s  statement about having vague notions  about human beings. Throughout the story, he encounters both unkind and kind people, which makes it hard for him to understand humanity fully. His experiences in the city show that while some individuals are selfish and focused on their own problems, others are willing to help those in need. This mix of behaviors can create confusion about what people are truly like. The narrator’s journey reflects the complexity of human nature, where kindness and cruelty can exist side by side, leading to a deeper understanding of people over time.

3.         Around A Medicinal Creeper – K.P. Poornachandra Tejaswi

Key Characters:

1. K.P. Poornachandra Tejaswi (the narrator)

2. Mara (the local man who knows about the medicinal plant) 3. Sanna (the boy who brings the creepers from the forest)

4. Appanna (another local man)

5. Krishna (a rickshaw driver searching for the medicinal creeper)

6. The white man (doctor in Hulihindalu)

7. Malayali godman (healer who advises Krishna)

Major Themes:

1. Herbal medicine and traditional healing.

2. The contrast between folklore and scientific understanding.

3. Nature and environmental degradation.

4. The importance of preserving indigenous knowledge.

5. The relationship between people and plants.

Key Concepts:

1. Medicinal properties of plants.

2. Folklore and myths about healing.

3. The survival of traditional knowledge.

4. The influence of Western medicine on local practices.

5. Communication and understanding between different cultures related to medicine.

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

(2 Marks Questions)

1. Who is the main character in the story?

Answer: The main character in the story is K.P. Poornachandra Tejaswi, who narrates his experiences in the forest.

2. What does Mara do with the creeper?

Answer: Mara ties the medicinal creeper to a nearby tree to ensure that it stays in one place, following a belief born from a sage’s curse.

3. How long did the narrator take to learn about the medicinal creeper?

Answer: The narrator took almost twenty years to learn about the medicinal creeper.

4. What did the white man want from Mara?

Answer: The white man wanted to identify the medicinal plant that Mara used to treat his injury.

5. What happened to Krishna when he ate the root of the creeper?

Answer: Krishna was cured of his piles after mixing the tuberous root with milk for five days.

6. What did the narrator experiment with in the story?

Answer: The narrator experimented by mixing the leaves of the creeper with milk to see if it would curdle.

7. How did the creeper affect the narrator’s heel pain?

Answer:  After eating a piece of  the  tuberous  root,  the  swelling  on  his  heel disappeared.

8. What does Mara’s character represent in the story?

Answer:  Mara’s  character  represents  the  blend  of  folklore,  superstition,  and knowledge related to medicinal plants.

9. How does the narrator feel about Mara’s stories?

Answer:  The narrator is both amused and sceptical about Mara’s  stories,  often seeing them as tall tales.

10. What was one misconception about the creeper that Appanna shared?

Answer: Appanna believed that squeezing the juice from the leaves could cause milk to become hard.

11. Why did Mara tie the creeper to a tree?

Answer: Mara tied the creeper to a tree because, according to local belief, it was cursed by a sage so that whoever needed it would not find it.

12. What is the significance of the creeper’s characteristics mentioned in the story?

 Answer: The creeper’s characteristics, such as its leaf shape and seasonal growth,

highlight its medicinal potential and introduce the reader to traditional plant lore.

13.   What  does  the  narrator’s  interaction  with  his  doctor  friends  suggest  about knowledge of plants?

Answer: The narrator’s interactions with his doctor friends suggest a gap between traditional knowledge and modern medical understanding, where folklore is  often dismissed.

14. How does the story illustrate the theme of environmental degradation?

Answer: The story reflects environmental degradation by showing how knowledge of medicinal plants is fading as forests disappear and traditional knowledge is neglected.

15. What role do stories play in Mara’s communication about the creeper?

Answer: Stories serve as a way for Mara to share knowledge and mystique about the creeper, blending truth with fiction to keep cultural traditions alive.

16. How does the author blend humour with serious themes in the narrative?

Answer: The author blends humour through Mara’s quirky stories while contrasting them with serious themes about traditional medicine and the importance of knowledge preservation.

17. Why does the narrator question the effectiveness of the creeper?

Answer: The narrator questions the effectiveness of the creeper because he wants to discern between the myth and potential actual medicinal properties through personal observation.

18. What message about traditional healing does the story convey?

Answer: The story conveys that traditional healing practices are valuable and should be preserved, as they can still provide solutions where modern medicine may fail.

19. What was the narrator’s initial reaction to learning about the creeper’s medicinal value?

Answer: The narrator was initially sceptical about the creeper’s medicinal value but became curious enough to conduct his own experiments to uncover the truth.

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

(3 Marks Questions)

1. Discuss the significance of Mara’s stories in the context of the narrative.

Answer: Mara’s stories are significant as they illustrate the rich tradition of folklore surrounding medicinal plants. They captivate the narrator and the reader, prompting exploration of both truth and myth in herbal medicine, while emphasizing the need to preserve such knowledge.

2. What does the author imply about the relationship between science and traditional knowledge?

Answer: The author implies that science and traditional knowledge can coexist, but there is conflict and misunderstanding between the two. The narrator’s scientific curiosity contrasts with traditional beliefs, highlighting the need for further research and integration to preserve native medicinal practices.

3. Why does the narrator decide to conduct an experiment with the creeper’s leaves and milk?

Answer: The narrator decides to conduct the experiment to verify the claims about the creeper’s medicinal properties, driven by curiosity and a desire to understand its potential benefits, despite skepticism from his peers about the validity of local beliefs.

4. How is the theme of knowledge transmission explored in the story?

Answer: The theme of knowledge transmission is explored through the interactions of the characters, where wisdom is passed down through stories, yet is at risk of being lost due to modernization and fading cultural practices, emphasizing the urgency to document and preserve such knowledge.

5. Describe the changes in Krishna’s health after using the medicinal creeper.

Answer: After using the medicinal creeper’s root, Krishna initially experienced improvement in his condition, as he stopped passing blood and regained his strength. Within five days of treatment, he was completely cured, demonstrating the real-life potential of traditional remedies.

6.  How does the reaction of the narrator’s friends reflect societal attitudes towards traditional healing?

Answer: The reactions of the narrator’s friends, who mock him for experimenting with traditional plant knowledge, reflect a societal attitude that often dismisses indigenous practices as  outdated or unscientific, highlighting the divide between modern medical approaches and traditional healing wisdom.

7.  What emotions are invoked when the narrator reflects on the loss of knowledge about herbs and plants?

Answer: The narrator feels a sense of nostalgia and urgency when reflecting on the loss of knowledge about herbs and plants, realizing that with each passing elder, valuable information is lost. This evokes sadness and a desire to document and honour these traditions before they vanish.

8. In what ways do the stories shared by Mara enrich the narrative?

Answer: Mara’s stories enrich the narrative by providing a humorous yet insightful perspective on local beliefs, bringing life to the relationship between people and their environment. They serve as a lens to explore themes of knowledge, belief, and the value of medicinal plants.

9.    What contrasts  are  established  between  Mara  and  the  white  doctor  from Hulihindalu?

Answer: The contrasts between Mara and the white doctor lie in their approaches to knowledge; Mara embodies traditional wisdom and local experiences, while the doctor represents a scientific, systematic view of medicine, highlighting the cultural clash regarding herbal remedies.

10. What implications arise from Krishna’s successful treatment with the creeper for modern healthcare?

Answer: The implications from Krishna’s successful treatment suggest that there could be valuable interventions from traditional medicine that modern healthcare systems  often overlook. It underscores the need for integrative approaches  that respect and incorporate indigenous knowledge while ensuring patient care.

(FROM QUESTION BANK)

1. How long did the author take to learn about the medicinal creeper?

Answer: Almost twenty years.

• What was to be protected from the sun by putting up a shade over it?

Answer: A coffee seed bed.

3. Who brought some creepers from the forest?

Answer: Sanna.

4. Where did Sanna bring the creepers from?

Answer: From the forest.

5. Why did Mara scold Sanna?

Answer: Because Sanna plucked the medicinal creeper.

6. “Hey, why did you pluck this, you fool?” said Mara. Here Tool’ refers to.

a) Sanna             b) the author     c) medicinal creeper

Answer: a) Sann

7. Who tied the medicinal creeper to the tree?

Answer: Mara.

8. What did Mara do when he found the medicinal creeper?

Answer: He tied it to a nearby tree.

9. According to Mara, The thief was.

a) Sanna b) the author c) the medicinal creeper

Answer: c) the medicinal creeper.

10. According to Mara, who had cursed the medicinal creeper?

Answer: A sage.

11. What was the curse of the sage on the medicinal creeper?

Answer: That when someone needs the plant, they shall not find it.

12. What do the leaves of the medicinal creeper resemble?

Answer: Betel leaves.

13. The medicinal creeper bears fruits in a bunch like.

Answer: grapes.

14. When does the medicinal creeper come up every year?

Answer: Immediately after the rains.

15. Mara tied the medicinal creeper to a tree so that it.

a) needed the support of a tree               b) should not run away

c) could be easily located

Answer: c) could be easily located.

16. When did Mara cut his hand?

Answer: While cutting bamboo shoots.

17. Whom did Mara go to when he had a cut in his hand?

Answer: The white man at Hulihindalu.

18. Where did the white man live, in the lesson ‘Around the Medicinal Creeper’?

Answer: Hulihindalu.

19. What was the surprise when the white man opened Mara’s bandage?

Answer: There was no blood or wound at all.

20. How did Mara convince the white man that he had a wound on his hand?

Answer: By showing the blood on his clothes.

21. What did the white man offer Mara if he showed him the plant?

Answer: His entire plantation.

22. The white man threatened to shoot Mara if he.

a) didn’t take him to the forest                 b) didn’t show him the plant c) had no wound on his hand

Answer: b) didn’t show him the plant.

23. On which side did Mara not have any teeth?

Answer: The right side.

24. How did the stick taste when Mara was brushing his teeth?

Answer: It tasted sour.

25. What did Mara and his friend wrap the meat of the barking deer with?

Answer: Leaves.

26. What did Mara find when he opened the packet of the meat of the barking deer?

Answer: A live wild buck.

27. Where did Mara’s wife throw the leaves which were used to pack the meat?

Answer: Into the fire.

28. What did Appanna say about the medicinal creeper when it was mixed with milk?

Answer: That it makes the milk hard.

29. Name the plant pathologist in ‘Around the Medicinal Creeper’.

Answer: Mr. Chandru.

30. What was Mr. Chandru in ‘Around the Medicinal Creeper’?

Answer: A plant pathologist.

31. What happened when milk was mixed with the leaves of the medicinal creeper?

 Answer: The milk became firm and rubbery.

32. Krishna was working as after stopping his work in the narrator’s estate.

a) rickshaw driver           b) doctor            c) plant pathologist

Answer: a) rickshaw driver.

33. What was Krishna suffering from?

Answer: Passing blood with his stools (piles).

34. What was the only allopathic treatment for piles according to the narrator?

 Answer: Surgery.

35. What did the doctor advise for Krishna’s piles?

Answer: Surgery.

36. Who treated Krishna when he had got boils all over his body? Answer: The Malayali sadhu (godman).

37. ‘Godman’ refers to.

a) Mara                b) Krishna          c) Malayali sadhu

Answer: c) Malayali sadhu.

38.    What  did  the  author  do  when  he  found  the  tuberous  root  of  the  medicinal creeper?

Answer: He ate a small piece of it.

39. What was the taste of the tuberous root of the medicinal creeper?

Answer: Slightly bitter.

40. When did the swelling in the author’s right heel disappear?

Answer: A few days after he ate the root.

41. Why did the Malayali sadhu share his knowledge of the medicine with Krishna? Answer: Because he was too old and weak to search for the plant himself.

42.  When would the medicines lose their potency, according to the belief of native doctors?

Answer: If they told others about their medicines.

43. How do the mongoose and cowcal save themselves from snakebite?

Answer: By chewing the leaves of the medicinal creeper.

IV.        Answer the following questions in about 100 words each

(4 Marks)

1. Why did Mara tie the medicinal creeper to the tree?

Answer: Mara tied the medicinal creeper to the tree because he believed it had been cursed by a sage. The curse stated that whenever someone needed the creeper, they would not be able to find it. By tying it to a nearby tree, Mara ensured that it would not escape and would remain in a known location. This action reflects Mara’s deep connection to local beliefs and his understanding of the plant’s importance, showing the blend of traditional knowledge and superstition that surrounds  the medicinal creeper in their culture.

2. What was the curse of the sage? What did Mara do when he found the medicinal creeper?

Answer: The curse of the sage on the medicinal creeper was  that it would be impossible for anyone in need of it to find it. If someone searched for the plant, they would not be able to locate it at all. When Mara found the medicinal creeper, he immediately tied it to a nearby tree, believing that this would make it easier to find again in the future. His actions reveal the significance of the creeper within local beliefs about medicinal plants and show how deeply rooted these superstitions are in the community.

3. What was the narrator’s opinion about Mara tying the medicinal creeper to a tree? Answer: The narrator, while intrigued by Mara’s actions, views them with a mix of

skepticism and curiosity. He recognizes that Mara’s reasoning for tying the creeper to a tree stems from a belief in the sage’s curse, which seems somewhat ridiculous to him. However, the narrator also acknowledges the practical aspect behind Mara’s action; by tying the creeper, he is categorizing it as a significant medicinal plant that might otherwise be lost amid the forest. This  illustrates  the narrator’s  struggle to bridge the gap between scientific understanding and traditional folklore.

4.  How differently did Mara and the author think about tying the medicinal creeper to a tree?

Answer: Mara and the author had differing perspectives on the act of tying the medicinal creeper to a tree. Mara believed it was essential to tie the plant in order to fulfill the sage’s curse and ensure it would not run away, demonstrating his adherence to local superstitions and beliefs in the plant’s mystical properties. The author, on the other hand, found Mara’s reasoning bizarre and questioned the necessity of such an act. This  contrast illustrates  the tension between traditional beliefs  and modern scientific inquiry, as the author is curious about the medicinal qualities of the creeper beyond the folklore.

5. What happened when Mara was cutting the bamboo shoot? How was he cured? Answer: While Mara was cutting a bamboo shoot, he accidentally cut himself on the

hand, causing a severe wound that bled heavily. Alarmed by the amount of blood, people nearby bandaged the injury with a leaf they thought was medicinal. Mara then sought proper treatment from the white doctor at Hulihindalu. Upon examining Mara’s injury and unwrapping the bandage, the doctor was surprised to find no wound or blood at all, realizing that the leaf had somehow healed Mara’s injury. This incident added to the mystique surrounding the medicinal properties  of local flora and deepened interest in traditional remedies.

6. Why was the white man ready to give his entire plantation to Mara?

Answer: The white man was  prepared to give his  entire plantation to Mara in exchange for information about the plant that had miraculously healed Mara’s cut. The white man, intrigued by the medicinal properties of the leaf that seemed to have completely healed the wound without a trace, believed that such a plant could be incredibly valuable. His eagerness to obtain the plant demonstrates the clash between traditional knowledge and Western medicine, where the promise of discovering a potent remedy  led him to make extravagant offers, valuing local knowledge over conventional medical approaches.

7. Why did the white man threaten to shoot Mara?

Answer: The white man threatened to shoot Mara because, after searching for the plant that had healed Mara’s  hand, he believed that Mara was  withholding information about its  location. Despite initially  being interested in the healing properties  of the plant, the white man’s  frustration grew after an entire day  ofsearching without success. The threat of violence underscores the desperation felt by the white man to find this valuable plant, illustrating a dramatic moment in which both cultural misunderstandings  and differing values  between natives  and foreigners converge.

8. How was Mara treated when he had a cut in his hand?

Answer: When Mara had a cut on his  hand, he was  initially  treated by  his companions who pressed a medicinal leaf against the wound and bandaged it with a cloth. However, when he sought treatment from the white doctor at Hulihindalu, the doctor found that the bandage did not contain a wound or any blood at all. Mara showed evidence of bleeding on his clothes which led the doctor to believe his story. Upon discovering no injury, this  incident showcased how local remedies  can sometimes yield unexpected and compelling results, further contributing to the lore surrounding medicinal plants.

9. What story did Mara narrate about his fallen teeth?

Answer: Mara narrated a peculiar story about how he lost all his teeth on the right side of his mouth. He claimed it wasn’t due to age but rather an incident involving a sour stick he used to brush his teeth. While in the forest, he brushed his teeth with a stick that tasted sour and upon rinsing his mouth with water, all the teeth that had touched the stick fell out. This bizarre tale reflects Mara’s colourful storytelling and adds  layers  of humour and intrigue to his  character, compelling the narrator and readers to question the veracity of his stories.

10. How did Mara lose his teeth only on the right side of his mouth?

Answer: Mara lost his teeth only on the right side of his mouth due to an incident while he was brushing his teeth with a sour tasting stick he had found in the forest. After using the stick, he rinsed his mouth with water, and astonishingly, all the teeth that had come in contact with the stick fell out. This strange occurrence led to a loss of teeth concentrated on one side of his  mouth, confounding the narrator and highlighting the humorous and mythical quality of Mara’s narratives.

11. How did Mara save himself from losing all his teeth?

Answer: Mara saved himself from losing all his teeth by realizing that he had not brushed all of them with the sour stick. If he had brushed all his teeth, he might have ended up losing every single one. Being aware of this fortunate circumstance allowed him to retain the teeth on the left side of his mouth, thus ensuring he could still eat. This situation humorously emphasizes Mara’s unintentional luck amidst a bizarre turn of events, adding to the narrative’s exploration of superstition and the playful nature of local folklore.

12. Narrate Mara’s story about the meat of the barking deer changing into a live wild buck.

Answer: In an amusing tale, Mara recounted how he and a friend caught a barking deer, skinned it, and wrapped the meat in leaves for transport home. However, when they opened the packet at home, instead of finding the meat, they were shocked to see a live wild buck jump out. In the chaos of trying to catch it again, Mara’s wife accidentally threw the leaves into the fire. This story illustrates the fantastical and humorous elements of Mara’s storytelling and adds to the mystique surrounding local beliefs about nature and its inexplicable occurrences.

13. How did the milk become firm and rubbery?

Answer: The milk  became firm and rubbery  when the narrator and his  friend Chandru conducted an experiment by mixing the leaves of the medicinal creeper with the milk in a mixer. Initially, it seemed like nothing would happen as they observed the mixture, but after a few moments, they noticed the milk had curdled and taken on a firm, rubbery texture. This surprising result demonstrated that the medicinal creeper did possess  some interesting properties, prompting the narrator and his  friend to further examine the plant’s potential without previously believing in its capabilities.

14.   Describe the experiment conducted by the narrator and his friend Chandru to know about the hardening of milk.

Answer: The narrator and his friend Chandru decided to conduct an experiment to test the claim that the leaves  of the medicinal creeper could harden milk. They obtained a litre of milk and mixed it with the leaves in a mixer to thoroughly combine them. Initially, they observed the mixture for a couple of minutes, expecting nothing to happen. Just as they were about to give up, they checked again and found that the milk had curdled and become firm and rubbery. This unexpected result demonstrated the interesting properties of the creeper and piqued their interest in further exploring its medicinal potential.

15. How was Krishna cured of his illness?

Answer: Krishna was cured of his illness by using the tuberous root of the medicinal creeper. Initially suffering from piles, he had consulted a doctor who advised surgery. However, he sought help from a Malayali sadhu who instructed him to find the medicinal creeper, dig out its root, and mix  it with milk. Following this guidance, Krishna consumed the mixture over five days and, to his relief, experienced significant improvement in his condition and was completely cured. This effectiveness showcased the potential of local, traditional remedies in addressing health issues.

16. How did the Malayali sadhu cure Krishna of his piles and boils on his body?

Answer: The Malayali sadhu cured Krishna’s  boils  and piles  using traditional remedies from nature. When Krishna had boils, the sadhu advised him to consume the bark of a specific tree mixed with duck’s eggs over a course of ten days. This treatment was  successful, as  Krishna reported he never had boils  again after the sadhu’s medicine. Later, when Krishna faced the issue of piles, the sadhu provided him with instructions on how to find the medicinal creeper and use its tuberous root mixed with milk, which ultimately led to his full recovery.

17. Narrate how the swelling of the narrator’s right heel disappeared.

Answer: The swelling in the narrator’s right heel disappeared after he ate a small piece of the tuberous root from the medicinal creeper. He had been suffering from pain and swelling near the bone of his heel, which had caused him discomfort and led to recommendations for surgical intervention. After consuming the root, he noticed a gradual improvement—within a few days, the swelling vanished completely. Although he was  initially  unsure if the disappearance was  purely  coincidental, the timing suggested that the root may have had a therapeutic effect on his condition.

18. Why are India’s native medicinal systems on the verge of extinction?

Answer: India’s  native medicinal systems  are on the verge of extinction due to several factors, including urbanization, deforestation, and the influence of modern medicine. As traditional knowledge is passed down orally, the declining population of individuals knowledgeable in herbal remedies contributes to the loss of this wisdom. Moreover, the younger generations tend to gravitate towards allopathic treatments, viewing them as more credible and effective. Many indigenous plants that are vital for traditional medicine are disappearing due to habitat loss, further limiting access to these resources. The marginalization of traditional practitioners and the lack of formal recognition for their knowledge also threaten these systems, leading to their gradual decline.

19. What has made the modern man lose the knowledge of traditional medicine?

Answer: The modern man has lost the knowledge of traditional medicine due to various societal shifts and influences. The rise of technological advancements and the prioritization of scientific methods in health care have diminished the perceived value of folk remedies and alternative medicine. Educational systems that focus exclusively on modern medical practices do not incorporate traditional methods, leading to a lack of understanding and respect for indigenous knowledge. Furthermore, globalization and urbanization have disrupted local practices and communities, causing younger generations to distance themselves from culturally significant healing traditions. This cultural  disconnect,  along  with  rapid  lifestyle  changes,  has  resulted  in  a  loss  of traditional medical knowledge and practices.

20.    Is the author suggesting that Indian herbal medicine is safer than allopathic medicine? Discuss.

Answer: The author suggests a nuanced view regarding the safety of Indian herbal medicine compared to allopathic medicine. While he highlights the effectiveness of traditional remedies, particularly as seen through Mara’s experiences and Krishna’s recovery, he does not overtly dismiss the value of allopathic treatments. Instead, he illustrates that herbal medicine is a significant part of cultural heritage and community wisdom that remains largely unacknowledged by modern medical practices. The author calls for an integrative approach, valuing the benefits of both systems. He implies that herbal medicine can be beneficial and sometimes even preferable, particularly for those who cannot afford surgical solutions, but emphasizes the need for proper research to understand its full potential and safely integrate it into modern health care.

21. The incident of Mara’s wife throwing the leaves into the fire reflects the ignorance of India’s native medicinal systems. Discuss.

Answer: The incident of Mara’s wife throwing the leaves into the fire underscores a profound ignorance and disconnection from the significance of traditional healing practices. This act symbolizes a lack of awareness about the medicinal properties associated with local flora, which may have been passed down through generations. It highlights the potential loss of valuable knowledge about the plants that the community uses for healing. This ignorance is exacerbated by the influence of modern lifestyles that prioritize convenience over traditional understanding, reflecting a broader societal trend where traditional practices are undervalued and forgotten. Such incidents serve as a reminder of the importance of education and awareness in preserving native medicinal knowledge, urging the need to recognize and respect the wisdom embedded in cultural practices concerning health and healing.