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Why was Franz afraid of going to school in the beginning?
a) He didn’t finish his homework b) He was late c) He forgot about an exam d) He was sick
Which subject was Franz supposed to be tested on that day?
a) Geography b) History c) French grammar d) Mathematics
What unusual thing did Franz notice on his way to school?
a) The streets were crowded with people b) There was no sound of students practicing lessons c) The school bell was not ringing d) Soldiers were patrolling the streets
Who was M. Hamel?
a) A baker b) The village postman c) The French teacher d) A Prussian soldier
What announcement did M. Hamel make at the beginning of the lesson?
a) The school was closing down b) This was the last French lesson c) The exam was postponed d) A holiday was declared
Why was this the last French lesson?
a) M. Hamel was retiring b) The school was shifting to another village c) German was to be taught instead of French d) The students had learned everything
What was the atmosphere in the classroom when Franz arrived?
a) Chaotic and noisy b) Calm and serious c) Jubilant and festive d) Confused and anxious
What was written on the blackboard at the end of the class?
a) "Vive la France" b) "Farewell" c) "Long live Prussia" d) "The last lesson"
How did the villagers react to the announcement of the last lesson?
a) They protested outside the school b) Many of them attended the lesson c) They refused to send their children to school d) They celebrated the change
What did Franz realize about the time he had wasted in learning French?
a) He was proud of his efforts b) He regretted not learning more c) He thought he had learned enough d) He wanted to quit school
What did M. Hamel wear on the day of the last lesson?
a) His usual working clothes b) A new suit c) His special green coat and black silk cap d) A military uniform
Why did M. Hamel say that everyone, including parents, was to blame for not valuing French lessons?
a) They were too busy with work b) They sent children to work on farms c) They wanted their children to learn German d) They believed learning French was unnecessary
How did Franz feel when M. Hamel asked him to recite the grammar lesson?
a) Confident b) Ashamed c) Angry d) Happy
What did M. Hamel say about the French language?
a) It was the easiest language to learn b) It was a key to unity and freedom c) It was outdated and should be replaced d) It was unimportant now
How did M. Hamel act during the lesson?
a) Angry and impatient b) Gentle and patient c) Excited and loud d) Distracted and uninterested
What did the old villagers at the back of the classroom represent?
a) Nostalgia for the past b) Resistance to the Prussians c) Their inability to learn French d) A silent tribute to M. Hamel
How did Franz’s feelings about school change during the lesson?
a) He became eager to escape b) He realized the importance of learning c) He decided to drop out d) He became angry with M. Hamel
What did M. Hamel write on the board at the end of the class?
a) The final grammar lesson b) His farewell message c) "Vive la France" d) The names of the students
Why did the Prussian government order that only German should be taught in schools?
a) To promote cultural unity b) To suppress the French identity c) To simplify communication d) To improve education
What lesson did Franz learn by the end of the story?
a) Learning is a lifelong process b) French grammar is easy c) School doesn’t matter d) He didn’t want to learn any more
What did Franz think of M. Hamel during the lesson?
a) He hated him b) He felt sorry for him c) He thought M. Hamel was too harsh d) He found him boring
What did the phrase ‘Vive la France’ symbolize in the story?
a) The importance of education b) Resistance to oppression c) Hatred for Prussians d) Celebration of school
What was the significance of the church bell in the story?
a) It marked the end of the lesson b) It was a reminder of the approaching end of French rule c) It rang in celebration of the Prussian victory d) It had no special significance
Why did Franz find it difficult to pay attention to the lesson?
a) He didn’t understand the grammar b) He was distracted by the noise outside c) He was overcome by emotions of regret and sadness d) He was tired and sleepy
How did the story of "The Last Lesson" end?
a) The students cheered for M. Hamel b) Franz ran out of the school crying c) M. Hamel dismissed the class quietly and wrote ‘Vive la France’ on the board d) The Prussian soldiers stormed the school
Answer Key:
a) He didn’t finish his homework
c) French grammar
b) There was no sound of students practicing lessons
c) The French teacher
b) This was the last French lesson
c) German was to be taught instead of French
b) Calm and serious
a) "Vive la France"
b) Many of them attended the lesson
b) He regretted not learning more
c) His special green coat and black silk cap
b) They sent children to work on farms
b) Ashamed
b) It was a key to unity and freedom
b) Gentle and patient
a) Nostalgia for the past
b) He realized the importance of learning
c) "Vive la France"
b) To suppress the French identity
a) Learning is a lifelong process
b) He felt sorry for him
b) Resistance to oppression
b) It was a reminder of the approaching end of French rule
c) He was overcome by emotions of regret and sadness
c) M. Hamel dismissed the class quietly and wrote ‘Vive la France’ on the board
Extract Based MCQs
I. Read the given passage and answer the questions that follow:
"M. Hamel mounted his chair, and in the same grave and gentle tone which he had used to me, said, 'My children, this is the last lesson I shall give you.'"
1. Who is M. Hamel?
(A) A soldier
(B) A student
(C) A teacher
(D) A mayor
2. What tone did M. Hamel use while speaking?
(A) Harsh
(B) Gentle
(C) Angry
(D) Indifferent
3. Why was this the last lesson?
(A) M. Hamel was retiring
(B) The order from Berlin
(C) The school was closing
(D) It was a holiday
4. What did M. Hamel's demeanour signify?
(A) His indifference
(B) His sadness
(C) His joy
(D) His anger
Answer key :-
1. (C)
2. (B)
3. (B)
4. (B)
II. ...I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning...
1. Who is the 'I' in the above lines?
(A) M. Hamel
(B) Franz
(C) The village elder
(D) The Prussian soldier
2. What was the 'commotion' about?
(A) A festival in the village
(B) The order from Berlin
(C) M. Hamel's farewell
(D) A parade
3. What does the comparison to 'Sunday morning' imply?
(A) It was noisy
(B) It was silent
(C) It was chaotic
(D) It was festive
4. How did the narrator feel about being late?
(A) Unconcerned
(B) Relieved
(C) Anxious
(D) Indifferent
Answer key:-
1. (B)
2. (B)
3. (B)
4. (C)
III. ...he had the courage to hear every lesson to the very last. After the grammar, we had a lesson in writing...
1. Who is 'he' in the above lines?
(A) Franz
(B) M. Hamel
(C) The Prussian soldier
(D) The village elder
2. What lesson did they have after grammar?
(A) History
(B) Geography
(C) Writing
(D) Arithmetic
3. What does 'the courage to hear every lesson' suggest about M. Hamel?
(A) He was strict
(B) He was dedicated
(C) He was indifferent
(D) He was fearful
4. How did the students feel during the last lesson?
John Donne's "A Lecture Upon the Shadow" is a reflective and philosophically
rich poem that explores the dynamics of love and its evolution over time. In
critically analyzing this poem, several key aspects can be highlighted:
imagery, metaphor, themes, and structure.
Imagery and Metaphor
The poem extensively uses the imagery of shadows and light to symbolize
different stages and states of love. In the beginning, shadows accompany the
lovers as they walk, representing the early, imperfect stage of their love
filled with illusions and pretenses:
"Walking here, Two shadows went / Along with us, which we ourselves
produced"
As the sun rises and reaches its zenith, the shadows disappear, symbolizing a
moment of clarity and truth in their relationship:
"But, now the Sunne is just above our head, / We doe those shadowes tread; /
And to brave clearnesse all things are reduc’d"
This noon position represents the peak of their love, where everything is
clear and open, without deceit.
Themes
The primary theme of the poem is the progression and maturation of love. Donne
suggests that love begins with uncertainties and disguises (the morning
shadows) but can reach a point of clarity and transparency (noon). However, he
also warns that if love is not maintained, it can decline, bringing back new
shadows that obscure and complicate the relationship:
"If our loves faint, and westwardly decline; / To me thou, falsely thine; /
And I to thee mine actions shall disguise"
The poem thus reflects on the fragility of love and the necessity of
sustaining it with mutual honesty and effort.
Structure and Tone
The structure of the poem is composed of a single continuous reflection,
divided into segments of thought rather than formal stanzas. This structure
reinforces the contemplative tone, as if the poet is delivering a thoughtful
discourse or "lecture" on the nature of love. The tone is didactic yet
intimate, as the speaker addresses his beloved directly, guiding her through
his philosophical musings.
Symbolism
The shadows serve as a potent symbol throughout the poem. Initially, they
represent the masks and deceptions that lovers may project. As the sun reaches
its zenith, the disappearance of shadows symbolizes the ideal state of
love—transparent and genuine. However, the return of shadows in the afternoon
reflects the inevitable challenges and potential decline if love is not
nurtured:
"The morning shadows were away, / But these grow longer all the day, / But
oh, loves day is short, if love decay"
Conclusion
Donne's "A Lecture Upon the Shadow" is a profound exploration of love's
journey from its imperfect beginnings to its potential decline. Through the
use of vivid imagery, metaphor, and a contemplative tone, Donne delves into
the complexities of romantic relationships, emphasizing the need for continual
care and honesty to maintain love at its peak. This poem not only showcases
Donne's mastery of metaphysical poetry but also offers timeless insights into
the human experience of love.
Summary of "A Lecture Upon the Shadow" by John Donne
John Donne's poem "A Lecture Upon the Shadow" is a contemplative reflection
on the nature and evolution of love, using the metaphor of shadows and
sunlight to illustrate the different stages of a romantic relationship. The
poem begins with the speaker and his beloved walking together, accompanied
by their shadows, which symbolize the early stage of their love filled with
illusions and pretenses. As the sun rises higher in the sky, the shadows
shorten and eventually disappear, representing the moment when their love
reaches its peak, characterized by clarity and openness without deceit.
However, the speaker warns that as the sun continues its journey and begins
to descend, new shadows will reappear, signifying the potential decline of
their love if it is not nurtured with mutual honesty and effort. The poem
emphasizes the fragility of love and the necessity of sustaining it to avoid
falling back into a state of disguise and misunderstanding.
Through the imagery of the sun and shadows, Donne eloquently explores the
dynamics of love, its initial imperfections, its potential for transparency
and truth, and the inevitable challenges it faces over time. The poem
ultimately serves as a reminder of the importance of maintaining genuine and
sincere relationships.
A Lecture Upon the Shadow Questions and Answers
Understanding the Poem (Long Answer)
How do the shadows before noon differ from the shadows after noon?
What do the two kinds of shadow represent?
The shadows before noon are short and grow as the sun rises,
representing the early stages of love where disguises and
uncertainties may exist. The shadows after noon, however, become
longer and represent the decline or fading of love. These two kinds of
shadows symbolise the progression and transformation of love over
time.
Love is described as light. What makes the poet talk about
shadows?
The poet talks about shadows to highlight the imperfections and
challenges in love. While love is depicted as light, the presence of
shadows indicates that love is not without its difficulties and
obscurities. Shadows, in this context, suggest the complexities and
hidden aspects that can arise in a relationship.
Comment on the use of the image of the shadows for the idea that the
poet wants to convey.
The image of shadows effectively conveys the transient and evolving
nature of love. Shadows, which change with the position of the sun,
symbolize the phases of a relationship. The poet uses this imagery to
illustrate how love can start with uncertainties (morning shadows),
reach a peak (noon), and potentially decline (afternoon shadows), thus
portraying love as a dynamic rather than a static experience.
The poet seems to be addressing his beloved in the poem. What is the
message he wishes to convey to her?
The poet's message to his beloved is a reflection on the nature of
their love. He emphasizes that true love is transparent and free of
disguises, much like the clarity at noon when shadows disappear. He
also warns her about the potential decline of their love if they fail
to sustain it with honesty and effort. The poet urges his beloved to
cherish and nurture their love to maintain its purity and strength.
Comment on the appropriateness of the title "A Lecture Upon the
Shadow."
The title "A Lecture Upon the Shadow" is appropriate as it reflects
the poet's analytical and reflective approach to discussing the
dynamics of love. By calling it a "lecture," the poet suggests that he
is imparting wisdom or insight, using the metaphor of shadows to
illustrate the different stages and challenges in a romantic
relationship. The title encapsulates the poem's contemplative tone and
its exploration of love's complexities.
Understanding the Poem (Short Answers)
What does the phrase "we ourselves produced" mean?
The phrase "we ourselves produced" refers to the shadows created by the
poet and his beloved as they walk together. It symbolizes the initial
uncertainties and pretenses in their love, which are a result of their
own actions and perceptions.
What do you understand by "brave clearness"?
"Brave clearness" refers to the moment of clarity and truth in love
where everything is open and transparent. It signifies a stage in the
relationship where there are no more disguises or illusions, and the
love between the poet and his beloved is genuine and pure.
What will happen if their love "faint"?
If their love "faint," it means that their love will weaken or decline.
As a result, they will start to disguise their true feelings and
actions, leading to misunderstandings and a lack of honesty in their
relationship.
What will happen if love is allowed to "decay"?
If love is allowed to "decay," it will lead to a decline in the
relationship. The initial purity and transparency will be lost, and the
couple will fall back into a state of pretenses and misunderstandings,
symbolized by the return of shadows.
Captain Hagberd, an old retired coasting-skipper, lives in the town of
Colebrook, waiting for the return of his long-lost son, Harry. Obsessed with
the idea that Harry will come back "tomorrow," Captain Hagberd is known
throughout the town for his eccentricity and his hope-filled proclamations.
Despite the years passing, and his hope turning into a delusion, Captain
Hagberd maintains this belief, which has turned into an obsession.
Miss Bessie Carvil, a young woman living with her blind and irritable father,
Mr. Carvil, often interacts with Captain Hagberd. She listens to his tales and
hopes, humoring him but also feeling the weight of his delusion. Her life is
marked by the duty of caring for her father, whose blindness has made him
bitter and demanding.
One day, a man who claims to be Harry returns, but his motives are unclear,
and he seems to be more interested in getting money from Bessie than reuniting
with his father. This encounter leaves Bessie feeling distressed and trapped
between the expectations of Captain Hagberd and the harsh reality of her own
life.
Understanding the Text
What is the consistency one finds in the old man’s madness?
The consistency in Captain Hagberd's madness lies in his unwavering
belief that his son, Harry, will return "tomorrow." This belief is so
strong that it shapes his entire life and actions, providing him with a
sense of purpose and hope despite the passage of time and the
improbability of the event.
How does Captain Hagberd prepare for Harry’s homecoming?
Captain Hagberd prepares for Harry’s homecoming by making various
practical arrangements. He builds two cottages, one for himself and one
for Harry. He maintains a hopeful and expectant demeanour, continually
talking about Harry’s imminent return and making plans for their future
together.
How did Bessie begin to share Hagberd’s insanity regarding his
son?
Bessie begins to share Hagberd’s insanity regarding his son by gradually
becoming involved in his delusions. Her frequent interactions with
Hagberd and her sympathy for his plight lead her to humour his beliefs,
and over time, she becomes emotionally invested in the idea of Harry’s
return, despite recognising the improbability of it.
What were Harry’s reasons for coming to meet old Hagberd?
Harry’s reasons for coming to meet old Hagberd were primarily financial.
He was not interested in reuniting with his father out of affection or a
desire to mend their relationship. Instead, his motives were selfish, as
he was seeking money and possibly trying to exploit the situation to his
advantage.
Why does Harry’s return prove to be a disappointment for
Bessie?
Harry’s return proves to be a disappointment for Bessie because he does
not live up to the idealised image that Captain Hagberd had created.
Instead of being the long-lost son returning to fulfil his father’s
dreams, Harry is revealed to be self-serving and uninterested in the
reunion, shattering the hopes and delusions that Bessie had begun to
share.
Talking about the Text
1. ‘Every mental state, even madness, has its equilibrium based upon
self-esteem. Its disturbance causes unhappiness’.
Discussion: This statement suggests that even in a state
of madness, there is a certain balance that is maintained by an
individual's self-esteem. Disturbing this balance can lead to unhappiness
and further psychological distress. In the context of the story, Captain
Hagberd’s belief in his son’s return provides him with a sense of purpose
and maintains his self-esteem. If this belief were disturbed, it would
likely lead to a collapse of his mental state and profound unhappiness.
2. Joyce’s ‘Eveline’ and Conrad’s ‘Tomorrow’ are thematically similar.
Discussion: Both stories deal with the theme of waiting
and the paralysis that can come with it. In Joyce’s “Eveline,” the
protagonist is stuck in a state of indecision about leaving her home, much
like Captain Hagberd is stuck in the delusion of his son’s return. Both
characters are unable to move forward with their lives, trapped by their
circumstances and their own mental states.
Appreciation
1. Comment on the technique used by the author to unfold the story of
Captain Hagberd’s past.
Answer: Joseph Conrad uses a gradual revelation technique
to unfold the story of Captain Hagberd’s past. Through the interactions
and conversations between the characters, particularly between Captain
Hagberd, Bessie, and Harry, readers slowly learn about Hagberd’s long wait
for his son and the impact it has had on his life. This method keeps the
readers engaged and builds suspense as the layers of the story are peeled
back bit by bit.
2. Identify instances in the story in which you find streaks of insanity in
people other than Hagberd. What implications do they suggest?
Answer: One instance of insanity in the story is found in
Bessie’s growing belief in Captain Hagberd’s delusion. Despite knowing the
improbability of Harry’s return, she begins to share in Hagberd’s hope,
indicating how prolonged exposure to someone’s madness can affect others.
Another instance is in Harry’s erratic behaviour and his self-serving
motives upon his return. These examples suggest that madness can be
contagious and that everyone has the potential for irrational behaviour
under certain circumstances.
Task
Language Work
A. Figures of Speech: Allusion
Example 1:
Allusion: Captain Hagberd is compared to Father
Neptune.
Comparison: The comparison highlights Hagberd's
maritime background and his current disheveled state. Neptune, the Roman
god of the sea, symbolizes power and authority over the ocean. By
comparing Hagberd to a "deposed sea-god," Conrad underscores Hagberd's
fall from a commanding sea captain to a delusional, land-bound old man
who has exchanged his former power (the trident) for a humble tool (the
spade), signifying his loss of status and control.
Example 2:
Allusion: "The hopeful madness of the world had broken
out."
Comparison: This phrase alludes to the idea that the
world is filled with irrational hope and madness, reflecting Captain
Hagberd’s unrealistic and obsessive hope for his son's return. This
comparison suggests that his delusion is not unique but part of a
broader human condition characterized by irrational hopes and dreams.
B. Pronunciation
Complete the columns below and mark the syllable that receives primary
stress.
The poem by Kamala Das reflects the poet's emotions as she drives with her aging mother and realizes the fragility of life. The poet sees her mother doze beside her, her face looking ashen, and is struck with a deep pain and ache for her mother's aging and vulnerability. The sight of the merry children and young trees outside the car window tries to ease the poet's thoughts, but after the airport security check, the poet sees her mother again, pale and wan, and feels the familiar ache and fear from her childhood. Despite these emotions, the poet tries to hide her feelings and merely says goodbye, smiling.
Watch/Listen to the above summary on YouTube
Imagery Used in the Poem
Mother's appearance as a corpse: The appearance of the poet's mother as a corpse symbolizes the poet's fear of losing her and the fragility of life. This image highlights the contrast between life and death and underscores the pain and ache the poet feels for her mother's aging.
Young trees sprinting: The image of young trees sprinting symbolizes energy, vitality, and growth. This image provides a momentary distraction for the poet and serves to highlight the contrast between the vitality of youth and the fragility of old age.
Merry children spilling out of their homes: The image of merry children spilling out of their homes symbolizes youth, innocence, and happiness. This image provides a momentary distraction for the poet and serves to heighten the poet's awareness of the fragility of life and the inevitability of aging and loss.
Late winter's moon: The comparison of the poet's mother to a late winter's moon symbolizes her pale and wan appearance, as well as her vulnerability and distance. This image emphasizes the poet's fear of losing her mother and underscores the contrast between the vitality of youth and the fragility of old age.
Smile: The image of the poet smiling serves as a mask for the deep pain and fear she feels. It expresses the poet's attempt to hide her emotions and to be strong in the face of her mother's aging and vulnerability. The smile also expresses the poet's love for her mother and the hope of a future reunion.
Question 1. What is the kind of pain and ache that the poet feels?
Answer:
The poet feels a deep pain and ache for the aging and vulnerability of her mother. She compares her appearance to that of a corpse and is reminded of his childhood fear of losing her. Despite this pain, the poet tries to mask his emotions and merely says goodbye and smiles.
Question 2. Why are the young trees described as ‘sprinting’?
Answer:
The young trees are described as "sprinting" because she is fast moving in her car, as she drives from her parent's home to Cochin. The use of the word "sprinting" also implies a sense of liveliness and swift movement, which contrasts with the tired and vulnerable appearance of the poet's mother. The sight of the young trees provides a momentary distraction for the poet, but does not ease the deep pain and ache she feels for her mother's aging.
Question 3. Why has the poet brought in the image of the merry children ‘spilling out of their homes’?
Answer:
The image of the merry children is brought in by the poet to provide contrast to the vulnerability of her aging mother and to show the energy and joy of youth. The sight of the children spilling out of their homes, full of life and happiness, provides a momentary distraction for the poet and a contrast to her own feelings of pain and fear. The children symbolize youth, vitality, and innocence, and the sight of them serves to heighten the poet's awareness of the fragility of life and the inevitability of aging and loss.
Question 4. Why has the mother been compared to the ‘late winter’s moon’?
Answer:
The poet compares the appearance of her mother to a "late winter's moon" to describe her mother's pale, wan appearance after the airport security check. The comparison to a "late winter's moon" emphasizes the mother's fragile and vulnerable state and the poet's fear of losing her. The image of the moon also suggests a sense of distant coldness and detachment, which mirrors the poet's attempt to hide her emotions and to say goodbye with a smile. The comparison serves to underscore the deep pain and ache the poet feels for her mother's aging and to highlight the contrast between the vitality of youth and the fragility of old age.
Question 5. What do the parting words of the poet and her smile signify?
Answer:
The parting words of the poet, "see you soon, Amma," and her smile signify her attempt to hide her emotions and to be strong in the face of her mother's aging and vulnerability. The words and smile serve as a mask for the deep pain and fear the poet feels, as she is reminded of the inevitability of loss and the fragility of life. The words and smile are a way for the poet to maintain a sense of hope and optimism, despite her feelings of sadness and fear. They also express the poet's love for her mother and the hope of a future reunion.
Short Answer Type Questions
Question 1. The pain of separation is expressed both literally and metaphorically in this poem. Elucidate.
[CBSE Question Bank, 2021]
Answer:
The poem, My Mother at Sixty Six, describes the scene where a mother and daughter are driving to their hometown Cochin. The mother dozes off and when the daughter looks at her ashen unmoving body, she suddenly gets frightened that she is dead. The daughter realizes that her mother is quite old and she could lose her to death at any time. This makes her pensive and she reflects on the love for her mother. The poet narrates the bonding between the duo and brings forth the pain and fear experienced by the daughter of losing her mother due to the inevitable reality of life which is death.
Question 2. Comment on the tone of the poem with reference "My Mother at Sixty Six".
[CBSE Question Bank, 2021]
Answer:
The tone of this poem is predominantly pensive and sorrowful. The poet suddenly notices that her mother looks as old as she is. However, it does not surprise her because she has always been aware of the certainty of her mother's death. As she does when she turns away from her mother to look at the Q.7. trees and the children, she has simply chosen not to think about losing her mother anytime soon. Yet that fear has always plagued her and it plagues her still. This saddens her and one can see her silent tears even when she has forced herself to smile.
Question 3. Imagery was an effective literary device to bring out the contrast between the "merry children" and mother. Comment.
[CBSE Question Bank, 2021]
Answer:
The poet has used the image of merry children spilling out of their homes to bring a contrast between old age and childhood. Her mother's pale, colourless face stands for old and fading age. Merry children symbolise the spring of life, vigour and happiness. They also symbolize the spontaneity of life in contrast to the passive and inactive life of her aged mother.
Question 4. The poet does not directly mention the fear of her mother's death and yet she is successfully able to convey the same through different poetic techniques. Discuss.
[CBSE Question Bank, 2021]
Answer:
The poem 'My Mother at Sixty-six' is rich in imagery. Kamala Das uses the devices of comparison and contrast. The use of simile is very effective. The face of the poet's old mother is described as 'ashen'. This ashen face is 'like that of a corpse'. The poet uses another simile. The "wan, pale' face of the mother is compared to 'a late winter's moon'. The poem excels in contrasts. The old ‘dozing’ lady inside is contrasted with the young tress ‘sprinting’ and merry children ‘spilling’ out of their homes.
Question 5. Kamala Das speaks of an old familiar ache...' What do you think is the reason for this feeling?
[CBSE SQP, 2020-21]
Answer:
As a child, Kamala Das had a fear of losing her mother. She always felt sad when she was separated from her mother and was scared that she might not be alive the next time she came back.
[CBSE Marking Scheme, 2020-21]
Question 6. What kind of pain does Kamala Das feel in 'My Mother at Sixty-Six?
[Delhi Set-1, 2017]
Answer:
Value Points: -pain of separation - losing her mother-childhood fear-mother getting old.
[CBSE Marking Scheme, 2017]
Detailed Answer:Kamala Das feels pained at the thought of her mother getting old. She was pained to think that she may lose her mother soon. She had the fear of losing her mother and getting separated from her permanently.
Question 7. Why are the young trees described as sprinting?
[Delhi Set-II, 2017, Comptt., Delhi Set-II, 2017]
Answer:
Value Points: - Image of youthfulness energy -vitality-full of life-contrast to mother's pale/ old face.
(Any two) [CBSE Marking Scheme, 2017]
Detailed Answer: The young trees running spiritedly in the opposite direction stand in sharp contrast to the poetess' aged and pale-looking mother. The trees symbolize youth and life, whereas the old mother represents old age and is moving towards the grave. They symbolise the quick passage of time that has brought old age to her.
Question 8. Having looked at her mother, why does Kamala Das look at the young children?
[Outside Delhi Set-1, 2017]
Answer:
Value Points: to drive away pain-fear of separation from her mother-children symbolic of life/energy/ dynamism/happiness-to distract from thoughts of her ageing mother.
(CBSE Marking Scheme, 2017)
Detailed Answer: Kamala Das looked at the young children, as they represented youth, which is full of life and energy. She wanted to drive away the fearful and disturbing thought that her mother was getting old and weak and might die soon.
Question 9. Why has the mother been compared to the 'late winter moon'?
[Comptt., Outside Delhi Set-I, 2017]
Answer:
Value Points: Pale wan colour/mother had lost her glow on her face.
[CBSE Marking Scheme, 2017]
Detailed Answer: The mother has been compared to the 'late winter moon' because she has become pale like the moon in the winter. She is dull and lifeless. Her face has lost her glow and is misted with wrinkles, as the winter of moon shrouded with clouds.
Question 10. What did Kamala Das think when she looked at her mother?
[Comptt. Outside Delhi Set-III, 2017]
Value Points: - dozing like a corpse/as old as she looked-fear that she may not meet her mother.
[CBSE Marking Scheme, 2017]
Detailed Answer: Kamala Das' mother was dozing, as she was sitting in the car. Her face looked pale and like a dead body. Kamala Das thought that her mother would not live long and felt pain that she might not meet her again.
Question 11. What were the poet's feelings as she drove to Kochi Airport?
[Comptt., 2015]
Answer:
Value Points: Fear of separation/worried about her ageing mother/fear of losing her mother/ anxiety.
[CBSE Marking Scheme, 2015]
Detailed Answer: Her feelings at the airport were of fear because she was afraid that her mother was going to die because she was looking very weak and she was not sure whether she would be able to meet her mother again. She hid her fear by smiling and assured her mother that they would meet again.
Long Answer Type Questions
Answer the following questions in 120-150 words:
Question 1. Imagine the mother gets to know of the poet persona's fears. Write a letter, as the mother, telling the daughter why she must not dwell on these fears.
You may begin this way:
Pallipuram
Cochin, Kerala
22 August' 60
My dear Kamala
I am writing to you because when you left me at the airport, I felt something wasn't right. Judging by how little you spoke that day………………………………………………… (continue) ………………………………
With love
Amma
[CBSE Question Bank, 2021]
Answer:
Value Points: poet's words and smiles are a deliberate attempt to hide her real feelings- parting words: "See you soon, Amma", give an assurance to the mother- poet's continuous smiles are an attempt to overcome the ache and fear inside her heart- latent fear of losing mother could be felt at the surface- mother grown weak and frail- effect of old age- ageing is a natural process-time and ageing spare none- with this ageing, separation and death become inevitable- the advice: don't be pained and frightened by the idea that she (poet) may have to face all these things herself- everyone has to face this situation one day or the other- human life is transient and people are mortal beings who have to suffer through the pangs of death
Detailed Answer:
Pallipuram
Cochin, Kerala
22 August '60
My dear Kamala
I am writing to you because when you left me at the airport, I felt something wasn't right Judging by how little you spoke that day, I understand that you were trying to hide your fears. You are afraid that you are going to lose me and I am going to die soon. My child, you can put your fears to rest as I am enjoying the prime of my health. I am doing my daily chores actively and I do not feel tired so soon. I am looking forward to meet you soon. If all my plans work, I will be shifting near you in another month or so.
Having said that, my child, you need to understand that the death is the ultimate truth of life. The one who is born has to die. All of us have to meet this fate sooner or later. So, as your guide and mentor, I would advise to face this truth boldly as a day will come when this truth will be realised in my case also. Remember, when that day comes, I want you not to grieve but to cherish the happy moments we shared and move on with your life.
Looking forward to see you soon.
With love
Amma
Question 2. Imagine you are the poet's friend. Write a dialogue exchange between yourself and the poet where the latter confides in you about her fears and asks for your advice. What would your advice be -to face her fears, to ignore them or something else?
Q[CBSE Question Bank 2021]
Answer:
Value Points: Aged people usually undergo pangs of loneliness and need companionship The pes simistic approach they develop towards life can be. shunned only if we provide them with abundant love, care, importance and empathy. They expect their children to sit calmly and talk to them about the happenings of their lives and to take their sug- gestions for making significant decisions. Their lost vitality can thus be easily rejuvenated. This happiness will encourage them to live life enthu- siastically
Detailed Answer:
Poet : Hi, how are you doing?
Friend : I am good, but you are not your usual self What happened? You seem lost somewhere
else
Poet : I met my mother over the weekend. She is just sixty-six but was looking older than her age
Friend : O, they all look like that. My father is only fifty-nine but he already looks like seventy. Poet : Not only that, but her health was also looking deteriorated I had to shift over here due to professional work. It was a pain leaving her alone at home I have not spent enough time with her lately. There is so much I want to discuss with her, but don't have time
Friend: Don't worry, she will be well. We all seem afraid of the impending truth. But, come on, face your fears boldly. Take a week's off and spend time with her. At least, you will not regret later in life.
Poet: But, boss will not allow me to take off. You know the work pressure we have right now at office
Friend: Don't worry, I will take care of that. I will work overtime couple of days and cover up for you
Poet: Thanks dear, you are truly a friend indeed. I will talk to boos in the morning. Thanks and good night
Friend: So, cheer up now! All will be well Good night.
Other Poems of class 12 syllabus with in-depth analysis, explanation, themes and Summary
