Refugee Blues by Wystan Hugh Auden - Summary, Key Themes, Q&A Solved

"Refugee Blues" is a poignant poem written by W.H. Auden in 1939, which reflects the plight of Jewish refugees who fled Nazi Germany before World War II. The poem is known for its sombre tone and rhythm that echoes the sadness and desperation of displaced people. Auden uses the form of a blues song, traditionally a form of expression for hardship, to intensify the emotional impact.

Summary:

The poem is narrated by a Jewish refugee who speaks of the hardships and rejection they face while trying to seek asylum in various countries. The narrator describes their loss of identity, home, and citizenship, highlighting how bureaucratic systems have turned a blind eye to their suffering.

Each stanza reveals a new aspect of their hopelessness:

1. The first stanzas talk about the lack of a place they can call home and how the world seems indifferent to their situation.
2. The middle stanzas depict the endless attempts to find refuge and the cruelty of the bureaucracy, where they are denied visas and help.
3. The final stanzas describe the rising threat of violence against them and the coldness of the natural world, symbolizing the larger political indifference.

Key Themes:

1. Displacement and Exile: The refugees are homeless and stateless, cast out of their own country, with no place willing to accept them.
2. Inhumanity of Bureaucracy: The poem critiques how the cold, rigid nature of political systems fails to recognize the human cost of war and oppression.
3. Alienation and Loss of Identity: The refugees lose not only their home but also their sense of belonging and identity, becoming mere numbers in the eyes of officials.
4. Prejudice and Persecution: The poem highlights the antisemitism and prejudice that drive the refugees' plight.
5. Isolation: The narrator and their companion are isolated from the rest of the world, forced to fend for themselves in a hostile environment.

Structure and Style:

The poem uses a simple, repetitive structure, with three-line stanzas, each closing with a refrain-like line, mimicking the form of traditional blues songs. The simplicity of the structure contrasts with the deep emotional and political content, making the message even more striking.

Notable Imagery:

• The city of a million souls: Suggests how, despite being surrounded by people, the refugees are utterly alone.
• Ten million soldiers: Symbolizes the growing militarization and threat of war, which overshadows any sympathy for the refugees.
• A door standing open: Ironically contrasts the actual closed doors the refugees face when seeking asylum.
• The consul’s office: Represents bureaucratic indifference, where people’s lives are reduced to paperwork.

Conclusion:

"Refugee Blues" is a powerful commentary on the horrors faced by refugees during one of the darkest times in human history. Auden's use of the blues format amplifies the emotional depth, making it a timeless poem that resonates with displaced people and refugees even today.

UNDERSTANDING THE POEM (Q&A)

1. The title, ‘Refugee Blues’ encapsulates the theme of the poem. Comment.
   The title combines "Refugee," symbolizing displacement and statelessness, with "Blues," a musical form expressing sorrow. It reflects the refugees' deep despair and loneliness, emphasizing their suffering and rejection as they search for a home.

2. What is the poetic technique used by the poet to convey the plaintive theme of the poem?
   Auden uses the blues structure—short, repetitive stanzas with a mournful refrain—to evoke the emotional tone of loss and hopelessness. This rhythmic repetition amplifies the refugees' pain and isolation.

3. What do the references to the birds and animals made in the poem suggest?
   Birds and animals symbolize freedom and belonging in nature, contrasting sharply with the refugees' predicament. They suggest that even nature provides more acceptance and security than the political systems that deny asylum to the displaced.

4. How does the poet juxtapose the human condition with the behaviour of the political class?
   Auden contrasts the refugees' helplessness and suffering with the callous, indifferent bureaucracy of the political class. While the refugees yearn for safety, political systems focus on regulations and borders, ignoring their humanity.

5. How is the essence of the poem captured in the lines ‘two tickets to Happiness’?
   These lines reflect the irony that the refugees dream of a distant happiness, but it remains unattainable due to the barriers they face. Their longing for happiness is contrasted with the harsh realities of rejection and statelessness.

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TRY THIS OUT (Q&A)

1. Here is a list of devices used in poetry. Elaborate on their use in this poem.
   a. Refrain: The repeated lines enhance the sorrowful tone, reinforcing the hopelessness of the refugees' situation.
   b. Pathos: The poem evokes deep sympathy, as it humanizes the refugees' plight, emphasizing their pain and exclusion.
   c. Irony: The promise of freedom and happiness contrasts bitterly with the refugees’ actual experience of rejection and danger.
   d. Sarcasm: Auden’s portrayal of bureaucratic indifference, such as "the consul banged the table," highlights the cruelty disguised as formality.

2. What does the colour ‘blue’ suggest in the poem? Make a list of other colours and the emotions and moods they carry.
   Blue suggests sadness, hopelessness, and despair.
   Other colours:

• Red: Anger, danger.
• White: Purity, innocence.
• Black: Grief, death.
• Green: Hope, renewal.

Class XI - English - Woven Words - Poem - For Elkana

 Complete Text of the Poem

The warm April evening
tempts us to the breezes
sauntering across the lawn.
We drag our chairs down
the stone steps and plant them there.
Unevenly, to sit or rather sprawl
in silence till the words begin to come.
My wife, as is her way,
surveys the scene, comments
on a broken window-pane.
Suggests a thing or two
that every husband in the neighbourhood
knows exactly how to do
except of course the man she loves
who happened to be me.
Unwilling to dispute
the obvious fact
that she is always right,
I turn towards the more
attractive view that opens up
behind my eyes and shuts her out.
Her voice crawls up and down the lawn,
our son, who is seven,
hears it—and it reminds him of something.
He stands before us,
his small legs well apart,
crescent-moon-like chin uplifted
eyes hard and cold
to speak his truth
in masterly determination:
Mummy, I want my dinner, now.
Wife and husband in unusual rapport
state one unspoken thought:
Children Must be Disciplined.
She looks at me. I look away.
The son is waiting. In another second
he will repeat himself.
Wife wags a finger.
Firmly delivers verdict: Wait.
In five minutes I’ll serve you dinner.
No, says the little one,
not in five minutes, now.
I am hungry.
It occurs to me the boy is like his father.
I love him as I love myself.
Wait, darling, wait,
Mummy says, wait for five minutes
But, I am hungry now,
declaims the little bastard, in five minutes
I won’t be hungry any more.
This argument appeals to me.
Such a logician deserves his dinner straightaway.
My wife’s delightful laughter
holds the three of us together.
We rise and go into the house.

Explanation

The poem is a narrative of a family scene in April, where the warmth of the evening tempts the family to sit outside and enjoy the breeze. The husband and wife drag their chairs outside to sit in silence and enjoy each other's company until the words begin to flow. However, the wife breaks the silence by commenting on a broken window-pane and suggesting some fixes to it.

The husband, unwilling to dispute his wife's advice, turns his attention to the attractive view behind his eyes, shutting his wife out. Their seven-year-old son interrupts them, asking for dinner, to which the wife replies that he should wait for five minutes. The son insists that he is hungry and wants dinner now, but the wife tells him to wait.

The husband is amused by his son's logical argument that he won't be hungry in five minutes and decides to give him his dinner straight away. The wife's laughter brings the family together, and they all go inside the house.

The poem captures the everyday interactions and dynamics of a family, with the husband and wife having different personalities and approaches to parenting. The son's interruption serves as a reminder that children need discipline, and the family's laughter at the end signifies their ability to overcome their differences and come together.

Theme

The theme of the poem revolves around the complexities of family dynamics and the struggle for power between family members, particularly between parents and children. It also touches upon the theme of communication and the challenges that arise when family members struggle to understand and connect with each other. The poem ultimately suggests that despite these difficulties, families can find joy and togetherness through laughter and a shared sense of love and understanding.

Understanding the Poem

Question 1. Comment on the subtlety with which the poet captures the general pattern of communication within a family.

Answer:

The poet captures the general pattern of communication within a family with great subtlety and nuance. Through the dialogue and actions of the family members, the poem reveals the various power dynamics and conflicts that exist within the family unit, without explicitly stating them. For instance, the husband's desire to ignore his wife's suggestion and focus on his own desires suggests an underlying power imbalance in their relationship, while the son's demand for immediate satisfaction reflects a struggle for independence and autonomy.

Furthermore, the poem also captures the complexities of communication within a family, such as the unspoken tensions and emotions that can exist between family members. The husband's desire to shut his wife out and focus on his own thoughts, for instance, reveals a lack of communication and understanding between them.

Overall, the poem's subtlety and nuance in capturing the general pattern of communication within a family is what makes it such an effective and relatable portrayal of family life. The poem's realism and honesty in portraying the challenges and conflicts that can arise within a family unit make it a poignant and insightful reflection on the human experience.

Question 2. Poetic effect is achieved in the poem through understatement and asides. Discuss this with examples.

Answer:

The poem "The warm April evening" achieves poetic effect through the use of understatement and asides. Understatement is a literary technique where the speaker downplays the importance or severity of a situation, often to highlight the opposite effect. Asides, on the other hand, are remarks made by the speaker that are not intended for everyone to hear but serve to provide insight into their thoughts and feelings.

For example, in the poem, the husband's desire to ignore his wife's suggestion to fix the broken window pane is an example of understatement. Instead of acknowledging her suggestion, he turns his attention to the view in front of him, which suggests a lack of interest or investment in their conversation. This understated response highlights the power imbalance in their relationship, which is further emphasized by the wife's suggestion that every husband in the neighborhood knows how to fix the window except for him.

Asides are also used to great effect in the poem, particularly in the husband's internal dialogue. For instance, when his wife is speaking, he thinks to himself about the more attractive view that opens up behind his eyes and shuts her out. This aside highlights the disconnection between the husband and wife and adds depth to his character by revealing his inner thoughts and motivations.

Overall, the use of understatement and asides in the poem enhances the subtle and nuanced portrayal of family dynamics and communication, adding depth and complexity to the characters and their relationships.

Question 3. How is the idyllic juxtaposed with the pedestrian in the poem?

Answer:

In the poem "The warm April evening," the idyllic is juxtaposed with the pedestrian through the contrast between the peaceful setting of the warm April evening and the mundane, everyday tasks and conflicts that arise within the family.

On one hand, the setting of the warm April evening is described in an idyllic way, tempting the family to spend time outdoors and enjoy the breezes across the lawn. The image of the family sitting in chairs on the stone steps, surrounded by nature, creates a peaceful and serene atmosphere.

On the other hand, the poem portrays the pedestrian reality of family life, with the wife commenting on the broken window-pane and suggesting that it be fixed. The husband's response to her suggestion, focusing on the attractive view that opens up behind his eyes and shutting her out, suggests a lack of engagement and investment in their relationship.

The son's demand for immediate satisfaction, regardless of his parents' plans, adds to the contrast between the idyllic and the pedestrian. The family's decision to go inside and have dinner together is a mundane, everyday task, but the wife's delightful laughter at the end of the poem suggests that, despite the conflicts and challenges that arise within the family, they are able to find joy and togetherness in simple moments like this.

Overall, the juxtaposition of the idyllic with the pedestrian in the poem highlights the complexities of family life and the struggle to balance everyday tasks and conflicts with the desire for peace, love, and togetherness.

Question 4. Explain the undertones in the statement: ‘Wife and husband in unusual rapport
State one unspoken thought’:

Answer:

In the poem "The Warm April Evening," the line "Wife and husband in unusual rapport state one unspoken thought" suggests that the couple is connected in a way that goes beyond spoken communication. This line has undertones of shared understanding, nonverbal communication, and unspoken agreement.

Throughout the poem, the husband and wife have different perspectives and approaches to various situations, such as the broken window-pane and their son's demand for dinner. Despite their differences, they are able to come together and present a united front in their response to their son's demand. The fact that they are in "unusual rapport" suggests that this type of agreement is not common in their relationship, but is something special that happens in this particular moment.

The line also suggests that the couple is able to communicate without words, as they are able to convey their agreement without speaking it out loud. This is reinforced by the fact that the thought they share is unspoken. This type of communication is further emphasized by the husband's internal dialogue throughout the poem, which reveals his thoughts and feelings about his wife and their relationship.

Overall, the undertones in the line "Wife and husband in unusual rapport state one unspoken thought" suggest a deeper level of connection between the couple that goes beyond verbal communication. It highlights the importance of nonverbal communication, shared understanding, and unspoken agreement in relationships.

Question 5. Comment on the capitalisation of all the words in the line: ‘Children Must be Disciplined’.

Answer:

In the poem "The Warm April Evening," the capitalisation of all the words in the line "Children Must be Disciplined" serves to emphasize the importance and authority of the statement. The capitalisation of every word in the phrase draws attention to it and gives it a sense of gravity and importance.

By capitalising every word, the poet creates a sense of formality and seriousness around the idea of discipline for children. It suggests that this is not just a casual suggestion, but rather a rule that must be followed. This is reinforced by the fact that the phrase is presented as an unspoken thought between the husband and wife, which further emphasises the weight and authority of the statement.

The capitalisation also reflects the idea that discipline is a universal truth that applies to all children, regardless of their individual circumstances or personalities. It suggests that the need for discipline is a fundamental part of parenting and that it is not something that can be ignored or taken lightly.

Question 6. What makes the urgency of the child’s demand seem logical?

Answer:

In the poem "The Warm April Evening," the urgency of the child's demand for dinner seems logical because it is based on a simple and logical argument. The child argues that he is hungry now and therefore needs to eat now, rather than waiting for five minutes.

This argument is logical because hunger is a basic need that requires immediate attention. The child's demand for dinner is not based on a whim or a desire for something frivolous, but rather on a basic need that must be met in order for him to function properly. Therefore, his demand for dinner seems urgent and reasonable.

Additionally, the child's argument is presented in a simple and straightforward way that is easy to understand. He does not use complex reasoning or try to manipulate his parents in any way. Instead, he presents a simple and clear argument that is based on his immediate needs.

TRY THIS OUT

PARAPHRASE OF THE POEM

On a warm April evening, the gentle breeze entices a couple to sit outside and relax. They take their chairs down the stone steps and sit in silence, waiting for the words to come. The wife takes in their surroundings, commenting on a broken window pane and making suggestions about what needs to be done. The husband does not argue, as he knows she is always right. Instead, he focuses on the view in his mind's eye and shuts her out.

Their seven-year-old son hears his mother's voice and comes outside, standing before them with his chin up and his eyes hard and cold. He demands his dinner, insisting that he is hungry and cannot wait. The wife and husband are in agreement that children must be disciplined, but the husband sees himself in his son's argument and agrees that it is logical.

After a moment of laughter, they go inside to have dinner together.

WE'RE NOT AFRAID TO DIE... IF WE CAN ALL BE TOGETHER BY GORDON BROWN

Table of Contents

• Summary of 'We Are Not Afraid to Die'
• Understanding the Text (Q&A)
• Talking about the Text (Q&A)
• Additional Practice Questions
• 20 Multiple Choice Questions(MCQs) on 'We're Not Afraid to Die...'

Summary of 'We Are Not Afraid to Die'

The story revolves around a family—Gordon Cook, his wife Mary, and their children, Jonathan and Suzanne—who embark on an ambitious voyage to sail around the world in their boat, the Wavewalker. The journey is inspired by the famous round-the-world voyage of Captain James Cook.

The initial part of their journey from Plymouth, England, to Cape Town, South Africa, goes smoothly. However, as they sail towards Australia, they encounter severe weather in the Southern Indian Ocean. A massive wave hits their boat, causing significant damage. Despite being injured and the boat nearly sinking, the family works together with determination and courage to survive.

The narrative highlights the spirit of survival, unity, and the indomitable human will. The children display remarkable bravery, while the parents remain resilient, trying to keep the boat afloat and ensuring the family's safety. After days of struggle, they manage to reach a small island where they are eventually rescued.

The story emphasizes themes of family unity, courage in the face of adversity, and the strength of the human spirit when faced with life-threatening challenges.

Understanding the Text (Q&A)

1. List the steps taken by the captain:

   (i) To protect the ship when rough weather began:

   • The captain and his crew first slowed down the boat by dropping the storm jib.
   • They lashed a heavy mooring rope in a loop across the stern to protect the boat from the high waves.
   • The captain double-lashed everything, including the life rafts, and fastened heavy equipment to prepare for the worst.

   (ii) To check the flooding of the water in the ship:

   • The captain started pumping out the water using an electric pump.
   • When the electric pump short-circuited, he used a hand pump and even started to pump the water out himself with the help of his crew.
   • They also managed to cover the gaping holes in the starboard side, which helped reduce the flooding.

2. Describe the mental condition of the voyagers on 4 and 5 January:

   • On 4 January, the voyagers were in a state of deep despair and fear as they faced the harsh reality of their damaged boat and the relentless storm. The children were injured, and the adults were exhausted from continuous efforts to save the boat. Despite this, they were determined to survive.
   • On 5 January, after days of continuous struggle, their morale was lifted slightly when they found a small island, Ile Amsterdam. The sight of land brought hope and relief to the exhausted and fearful voyagers, filling them with gratitude and a renewed sense of survival.

3. Describe the shifts in the narration of the events as indicated in the three sections of the text. Give a subtitle to each section:

   • Section 1: "The Journey Begins"
     The first part of the story introduces the family and their dream to sail around the world. It describes their preparations and the initial smooth journey. The tone is optimistic and adventurous.

   • Section 2: "The Storm and the Struggle"
     The second part shifts to a darker, more intense narration as the family encounters a severe storm. The focus is on their battle for survival as the boat gets damaged and they face life-threatening challenges. The mood is tense and filled with fear.

   • Section 3: "Hope and Rescue"
     The final part of the story reveals the moment of hope when they spot land, signaling the end of their ordeal. The narrative becomes more positive as the family's resilience and courage are rewarded with safety. The tone shifts to relief and gratitude.

Talking about the Text (Q&A)

1. What difference did you notice between the reaction of the adults and the children when faced with danger?

   • The adults, especially the captain, were focused on survival and managing the crisis by taking immediate and practical steps to save the boat and everyone on board. They were deeply stressed but kept their fear in check to protect their family.
   • The children, Jonathan and Suzanne, showed remarkable bravery and maturity despite their young age. Instead of panicking, they remained calm and even tried to console their parents. Their positive attitude helped uplift the spirits of the adults, showing that they faced the danger with quiet courage and optimism.

2. How does the story suggest that optimism helps to endure “the direst stress”?

   • Throughout the story, the family’s optimism played a crucial role in their survival. Even in the worst situations, the captain never gave up hope and kept looking for solutions. The children’s positive outlook, despite being injured, provided emotional support to the adults. This optimism, combined with their determination, helped them endure the extreme stress and eventually led to their rescue.

3. What lessons do we learn from such hazardous experiences when we are face-to-face with death?

   • Hazardous experiences like the one described in the story teach us the value of resilience, teamwork, and mental strength. When faced with death, we learn to appreciate life more deeply and realize the importance of staying calm and focused under pressure. Such experiences also highlight the strength of the human spirit and the power of hope, even in the most challenging situations.

4. Why do you think people undertake such adventurous expeditions in spite of the risks involved?

• People undertake adventurous expeditions because they seek to challenge themselves, explore the unknown, and experience the thrill of adventure. These journeys often provide a sense of achievement and personal growth. Despite the risks, the desire to push boundaries, discover new places, and test one’s limits can be a powerful motivator for undertaking such expeditions. Additionally, the experience of overcoming challenges and surviving against the odds can be immensely rewarding and life-changing.

Additional Practice Questions on 'We're Not Afraid to Die... if We Can All Be Together

1. What motivated the captain to undertake the voyage around the world?

   • Answer: The captain was inspired by the famous round-the-world voyage of Captain James Cook. He wanted to replicate this adventure with his family and experience the thrill of circumnavigating the globe.

2. How did the children contribute to the family's survival during the crisis?

   • Answer: The children, Jonathan and Suzanne, remained calm and optimistic despite their injuries. They refrained from complaining, provided emotional support to their parents, and displayed remarkable bravery, which boosted the morale of the entire family.

3. What was the condition of the Wavewalker after it was hit by the giant wave?

   • Answer: After the Wavewalker was hit by the giant wave, it was severely damaged. The starboard side was bashed open, the main frame was broken, and the boat began to flood with water. The situation was critical, and the boat was in danger of sinking.

4. What role did the island of Ile Amsterdam play in the story?

   • Answer: The sighting of Ile Amsterdam was a turning point in the story. It provided hope and relief to the family after days of relentless struggle. The island served as a safe haven where the family could finally find refuge after their harrowing ordeal at sea.

5. Why did the captain and his crew choose to slow down the boat before the storm hit?

   • Answer: The captain and his crew slowed down the boat by dropping the storm jib to prevent it from being overpowered by the high waves and strong winds. Slowing down was a precautionary measure to protect the boat from the full force of the storm.

6. What does Suzanne’s injury and her reaction to it reveal about her character?

   • Answer: Suzanne suffered a serious head injury but chose not to complain about it. Her reaction reveals her strength, maturity, and selflessness. Despite her pain, she remained composed, showing concern for her family's well-being rather than focusing on her own discomfort.

7. How did the family’s experience during the storm change their outlook on life?

   • Answer: The family’s experience during the storm likely made them more appreciative of life and the importance of sticking together during tough times. It taught them the value of resilience, teamwork, and the power of hope in overcoming adversity.

8. What challenges did the crew face while trying to repair the damaged boat?

   • Answer: The crew faced numerous challenges while trying to repair the damaged boat, including pumping out water continuously, dealing with the short-circuited electric pump, using a hand pump, and covering the gaping holes in the boat’s starboard side. They had to work tirelessly in dangerous conditions to keep the boat afloat.

9. How did the story’s title reflect the central theme of the narrative?

   • Answer: The title "We're Not Afraid to Die... if We Can All Be Together" reflects the central theme of unity and resilience. It emphasizes that the family’s strength came from their togetherness, which helped them face the life-threatening challenges without fear, knowing they had each other for support.

10. What do you think is the significance of the family surviving the ordeal together?

• Answer: The family surviving the ordeal together signifies the power of unity, love, and determination. It shows that, no matter how dire the situation, staying united and supporting each other can help overcome even the most difficult challenges. Their survival is a testament to the strength they found in their bond as a family.

20 Multiple Choice Questions (MCQs) on 'We're Not Afraid to Die...'

1. Why did the captain decide to undertake the voyage around the world?

   • a) He wanted to win a sailing competition.
   • b) He was inspired by Captain James Cook's voyage.
   • c) He wanted to escape from his routine life.
   • d) He planned to write a book about the journey.

2. What was the name of the boat the family used for their voyage?

   • a) Wavecrasher
   • b) Wavewalker
   • c) Seafarer
   • d) Stormbreaker

3. How many people were initially on board the Wavewalker?

   • a) Two
   • b) Three
   • c) Four
   • d) Five

4. What happened to the boat on the night of January 2?

   • a) It collided with another vessel.
   • b) It was struck by a massive wave.
   • c) It caught fire.
   • d) It was overturned by a strong wind.

5. Which part of the Wavewalker was severely damaged by the wave?

   • a) The starboard side
   • b) The port side
   • c) The bow
   • d) The stern

6. What was the first thing the captain did to stop the boat from sinking?

   • a) He used an electric pump to remove water.
   • b) He sent out a distress signal.
   • c) He threw heavy equipment overboard.
   • d) He tried to repair the sail.

7. How did Suzanne react to her injury?

   • a) She cried and asked for medical attention.
   • b) She remained calm and didn't complain.
   • c) She fainted due to the pain.
   • d) She demanded that they return home immediately.

8. What was the main challenge the crew faced after the wave hit?

   • a) Finding food and water
   • b) Steering the boat
   • c) Stopping the flooding of water into the boat
   • d) Dealing with the cold weather

9. What did the children say when asked if they were afraid to die?

   • a) "We are not afraid to die if we can all be together."
   • b) "We don't want to die."
   • c) "We are terrified of dying."
   • d) "We must find a way to survive."

10. What did the family do when they spotted Ile Amsterdam?

    • a) They celebrated and prepared to dock.
    • b) They ignored it, thinking it was a mirage.
    • c) They sent out distress signals.
    • d) They decided to sail away from the island.

11. Why was the island of Ile Amsterdam important to the family?

    • a) It was a famous tourist destination.
    • b) It was a place where they could find food and water.
    • c) It offered them a safe haven after their ordeal.
    • d) It was the final destination of their voyage.

12. What was the condition of the children throughout the ordeal?

    • a) They were constantly crying and afraid.
    • b) They stayed cheerful and tried to console their parents.
    • c) They were indifferent to the danger.
    • d) They were angry and upset.

13. How did the captain react after the boat was severely damaged?

    • a) He panicked and lost hope.
    • b) He took charge and worked to repair the boat.
    • c) He decided to abandon the boat.
    • d) He blamed the crew for the damage.

14. What lesson can be inferred from the family's experience at sea?

    • a) Adventure is not worth the risk.
    • b) Unity and resilience can help overcome any challenge.
    • c) It's better to avoid dangerous situations.
    • d) Luck is the only factor in survival.

15. Why did the captain and his crew drop the storm jib?

    • a) To increase the speed of the boat.
    • b) To slow down the boat and protect it from the storm.
    • c) To prevent the boat from drifting off course.
    • d) To repair the damaged sail.

16. How did the crew deal with the short-circuited electric pump?

    • a) They repaired it quickly.
    • b) They used a hand pump instead.
    • c) They abandoned the boat.
    • d) They contacted the coast guard for help.

17. What does the story suggest about the importance of family in times of crisis?

    • a) Family can be a burden during a crisis.
    • b) Family members may abandon each other in difficult times.
    • c) Family provides strength and support during a crisis.
    • d) Family makes it harder to survive.

18. What did the captain and his family learn from their ordeal?

    • a) To avoid the sea at all costs.
    • b) To always be prepared for the worst.
    • c) To never undertake a risky journey.
    • d) To trust in luck and fate.

19. What inspired the captain to name the boat Wavewalker?

    • a) The boat was designed to withstand big waves.
    • b) The name was a tribute to his favorite book.
    • c) The boat was meant to be faster than the waves.
    • d) The name was randomly chosen.

20. Which of the following best describes the overall theme of the story?

    • a) The unpredictability of the sea.
    • b) The dangers of adventure.
    • c) The power of family unity and resilience.
    • d) The importance of technology in survival.

Answer Key:

1. b) He was inspired by Captain James Cook's voyage.
2. b) Wavewalker
3. c) Four
4. b) It was struck by a massive wave.
5. a) The starboard side
6. a) He used an electric pump to remove water.
7. b) She remained calm and didn't complain.
8. c) Stopping the flooding of water into the boat
9. a) "We are not afraid to die if we can all be together."
10. a) They celebrated and prepared to dock.
11. c) It offered them a safe haven after their ordeal.
12. b) They stayed cheerful and tried to console their parents.
13. b) He took charge and worked to repair the boat.
14. b) Unity and resilience can help overcome any challenge.
15. b) To slow down the boat and protect it from the storm.
16. b) They used a hand pump instead.
17. c) Family provides strength and support during a crisis.
18. b) To always be prepared for the worst.
19. a) The boat was designed to withstand big waves.
20. c) The power of family unity and resilience.

Class XI - Elective English - 6. The Third and Final Continent - Jhumpa Lahiri

Class XI - Elective English - 6. The Third and Final Continent - Jhumpa Lahiri

APPRECIATION

1. Discuss the manner in which the author interweaves details of the narrator’s family with the flow of the main narrative.
   
   
   The details about the narrator's family is important for the readers in order to understand the psyche of the narrator. He had a very turbulent childhood and was brought up among very disturbed conditions at home. This is important for us to understand the bond he shared with Mrs. Croft. The words written by the author expresses that he was very attached to his mother and had fulfilled the role of an eldest son till the time she was cremated. He missed his mother a lot and recollected small incidents about she never forgetting to drape her head before coming in front of his father. When he came to know of Mrs. Croft's age which had crossed a century, he contemplated on how his mother couldn't adjust to his father's death and turned insane. Her insanity led to deterioration of her health. Her death gave him a heavy blow but he cared for her till the very last moment before cremating her. This shows his reason for growth of empathy towards Mrs. Croft because of her old age. Thus, his concern for Mrs. Croft grew which can be clearly reflected in the line: I was mortified. I had assumed Mrs. Croft was in her eighties...that this person was a widow who lived alone mortified me further still.
   
   
2. ‘Mrs Croft’s was the first death I mourned in America, for, hers was the first life I had admired; she had left this world at last,ancient and alone, never to return’—how do these lines encapsulate the bond that is possible between two strangers?
   
   A person usually feels very detached from people staying around him  abroad. Here is where originates the feeling of diaspora. The same happened with the narrator. He was away from his home and his family and, thus, never grew any feeling of affection towards anybody in America. He was quite alienated with the people of America. However, the course of action justifies his attachment and the emotional bonding which grew between him and Mrs Croft. In the foreign land, he grew a fondness towards the old lady because of various reasons. When he got to know that she was older than a century, he felt a sense of responsibility towards her. He was amazed and was quite awestruck at the idea of a widow of that age residing all alone, with nobody to take care of her . Taking up chores like heating her soup every evening or giving her eight dollars in the envelope every month satisfied him. All these instances and many more cite the fact that a very strong bond had developed between the lady and the narrator.
3. Examine the pieces of conversation in the story. How do they reflect the worldview of each of the speakers? The various conversations taking place in bits and pieces during the course of action of the story reflect a lot about people's perception on various issues and attitude towards each other and humanity in general. We see a very firm and hypocritical attitude prevalent in the tone of Mrs Croft when the narrator arrived at her place for the first time. This is when for the first time he realised that belonging to a very high standard place was important, anywhere such as Tech or Harvard. The greatness and biasness of Americans to be the first one to step on the moon, considering it an unattainable and impossibly splendid feat to be attained. However, she becomes mild for the first time when she receives the eight dollars from the narrator. Mrs Croft's orthodox ways become prominently visible when she objects to a lady and a man talking in private without a chaperone. Her conventional ways are quite evident keeping in mind the fact that she had already crossed hundred. The ways of the western world is shown to be in a very high contrast when we see Mrs Croft's daughter Helen being quite indifferent towards her mother's health or meals. Her casual tone when she says “she might have slipped” might disturb readers. However, even with the differences in opinions, perceptions and norms, the bond which had developed between the narrator and an American widow of a hundred years is worth appreciation.