The Snake Trying

The snake trying
to escape the pursuing stick,
with sudden curvings of thin
long body. How beautiful
and graceful are his shapes!
He glides through the water away
from the stroke. O let him go
over the water
into the reeds to hide
without hurt. Small and green
he is harmless even to children.
Along the sand
he lay until observed
and chased away, and now
he vanishes in the ripples
among the green slim reeds.

W.W.E. ROSS

Summary of the Poem: The Snake Trying

The poem The Snake Trying by W.W.E. Ross describes a small, harmless green snake trying to escape from a person who is chasing it with a stick. The poet admires the snake’s graceful, curving movements as it glides through the water. Despite its beauty and harmless nature, the snake is being pursued. The poet expresses a desire for the snake to escape safely and hide among the reeds, unharmed. The poem highlights the beauty of nature and suggests that even creatures often feared, like snakes, deserve to live without harm.

Thinking About the Poem(Q&A)

1. What is the snake trying to escape from?
   The snake is trying to escape from a pursuing stick that someone is using to chase it away.

2. Is it a harmful snake? What is its colour?
   No, it is not a harmful snake. The poem describes it as "harmless even to children" and small and green in colour.

3. The poet finds the snake beautiful. Find the words he uses to convey its beauty.
   The poet uses words like "beautiful" and "graceful" to describe the snake's movements. He mentions the "sudden curvings of thin long body" and how the snake "glides through the water."

4. What does the poet wish for the snake?
   The poet wishes for the snake to escape without being harmed. He expresses this by saying, "O let him go" and hopes the snake can hide "into the reeds...without hurt."

5. Where was the snake before anyone saw it and chased it away? Where does the snake disappear?
   The snake was lying along the sand before it was observed and chased away. It disappears into the ripples among the green, slim reeds in the water.

 

The Bond of Love by Kenneth Anderson - Beehive - Class 9 - Q&A Solved - NCERT Solution

Summary of The Bond of Love by Kenneth Anderson

"The Bond of Love" by Kenneth Anderson tells the heartwarming story of Bruno, a sloth bear adopted by the narrator’s wife. The narrator found Bruno as a baby bear after its mother was accidentally shot. Bruno quickly became a beloved pet, known for his friendly and playful nature, and his fondness for all types of food and drinks, including some he shouldn’t have consumed. However, as Bruno grew larger, he had to be sent to a zoo, much to the sadness of the family. Bruno also fretted in the zoo, missing his family. Finally, the narrator's wife, unable to bear the separation, arranged to bring Bruno back. A special island home was built for him, where he was happily reunited with his family, showcasing the deep bond between animals and humans.

Thinking About the Text (Q&A)

I. Given in the box are some headings. Find the relevant paragraphs in the text to match the headings.
An Orphaned Cub; Bruno’s Food-chart; An Accidental Case of Poisoning; Playful Baba; Pain of Separation; Joy of Reunion; A Request to the Zoo; An Island in the Courtyard

Answer:

1. An Orphaned Cub – Paragraph 3: The baby bear was found after its mother was shot.
2. Bruno’s Food-chart – Paragraph 6: Describes all the food Bruno ate.
3. An Accidental Case of Poisoning – Paragraphs 8-10: Bruno accidentally ate poison and was treated.
4. Playful Baba – Paragraph 12: Bruno, now called Baba, was playful and loved tricks.
5. Pain of Separation – Paragraph 14: The family missed Bruno when he was sent to the zoo.
6. Joy of Reunion – Paragraph 16: Bruno recognized his owner and was overjoyed during their visit.
7. A Request to the Zoo – Paragraph 18: The narrator’s wife asked the zoo to return Bruno.
8. An Island in the Courtyard – Paragraph 21: The family built an island for Bruno to stay after his return.

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II. Answer the following questions.
1. “I got him for her by accident.”
(i) Who says this?
(ii) Who do ‘him’ and ‘her’ refer to?
(iii) What is the incident referred to here?

Answer:
(i) The narrator says this.
(ii) 'Him' refers to the bear Bruno, and 'her' refers to the narrator’s wife.
(iii) The narrator found a baby bear when its mother was shot, and he brought it home for his wife.

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2. “He stood on his head in delight.”
(i) Who does ‘he’ refer to?
(ii) Why was he delighted?

Answer:
(i) ‘He’ refers to Bruno (Baba), the bear.
(ii) He was delighted because he recognized his owner, the narrator’s wife, during her visit to the zoo.

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3. “We all missed him greatly: but in a sense we were relieved.”
(i) Who does ‘we all’ stand for?
(ii) Who did they miss?
(iii) Why did they nevertheless feel relieved?

Answer:
(i) ‘We all’ refers to the narrator and his family.
(ii) They missed Bruno, their pet bear.
(iii) They were relieved because Bruno had grown too large and difficult to keep at home safely.

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III. Answer the following questions in 30 to 40 words each.
1. On two occasions Bruno ate/drank something that should not be eaten/drunk. What happened to him on these occasions?

Answer:
Bruno once ate barium carbonate poison, which caused paralysis, but he was saved by a vet’s injections. Another time, he drank engine oil, but it had no harmful effect on him.

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2. Was Bruno a loving and playful pet? Why, then, did he have to be sent away?

Answer:
Yes, Bruno was very loving and playful, but he grew too big and mischievous, making it hard to manage him at home. That’s why he was sent to the zoo.

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3. How was the problem of what to do with Bruno finally solved?

Answer:
Bruno was brought back from the zoo after the narrator’s wife requested his return. They built a special island in their compound where Bruno could live happily and safely.

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.

Summary and Critical Analysis of The Old Man and the Sea by Ernest Hemingway

Summary of The Old Man and the Sea by Ernest Hemingway

The Old Man and the Sea is a novella that tells the story of Santiago, an aging Cuban fisherman who struggles with a giant marlin far out in the Gulf Stream. Santiago has gone 84 days without catching a fish, earning him the reputation of being "salao" or extremely unlucky. Despite his bad luck, Santiago is determined to change his fortune and sets out alone on his skiff in search of a big catch.

On the 85th day, Santiago hooks a giant marlin, which becomes his most significant challenge yet. Over the course of three days and nights, Santiago battles the marlin, enduring immense physical and mental strain. The fish is strong and refuses to give up easily, towing Santiago’s skiff far from shore. Despite his age and weakened condition, Santiago admires the marlin’s strength and beauty, considering it a worthy opponent. He respects the fish, calling it his "brother," but is resolved to kill it to prove his worth as a fisherman.

After an exhausting struggle, Santiago finally manages to kill the marlin by driving a harpoon into its heart. He lashes the marlin to the side of his skiff and begins the journey back to shore, feeling victorious. However, his triumph is short-lived as sharks begin to attack the marlin, drawn by its blood. Despite Santiago’s best efforts to fend them off, the sharks devour the marlin, leaving behind only its skeleton.

Santiago returns to his village, physically broken but mentally undefeated. The marlin's skeleton, strapped to the side of his boat, is a testament to his struggle. While he returns without the meat of the fish, he has proven his skill, endurance, and spirit. The novella ends with Santiago falling into a deep sleep, dreaming of lions he once saw on the beaches of Africa, a recurring symbol of his youth and strength.

Critical Analysis of The Old Man and the Sea

The Old Man and the Sea is often hailed as Ernest Hemingway’s masterpiece, representing his minimalist style and his exploration of themes such as human endurance, isolation, and the relationship between man and nature.

At the heart of the novella is Santiago’s battle with the marlin, which serves as an allegory for the broader human condition. Santiago’s struggle is not merely against the fish but against the forces of nature, age, and his own limitations. Hemingway portrays Santiago as a man of unwavering determination, resilience, and dignity. Even though he fails to bring the marlin's meat back to shore, his struggle is portrayed as a noble effort that transcends the material reward. This reflects Hemingway's famous philosophy of grace under pressure, where success is defined not by outcomes but by the honor and courage shown in the face of adversity.

The novella is also steeped in Christian symbolism. Santiago’s three-day struggle can be seen as a parallel to Christ's suffering, with the marlin symbolizing a kind of salvation. The crucifixion-like imagery is reinforced when Santiago carries his mast on his shoulders, reminiscent of Christ carrying the cross. Santiago's wounds, his suffering, and ultimate return to his village echo themes of sacrifice and redemption.

Hemingway’s portrayal of the sea and the marlin emphasizes the natural world's grandeur and indifference. Santiago reveres the marlin as a noble creature, seeing it as his equal, even as he is forced to kill it. This respect for nature runs throughout the novella, with the sea acting as both a giver and a taker—providing Santiago with the marlin but also with the sharks that rob him of his prize. This duality speaks to the broader existential theme of man’s fight against an indifferent universe.

Moreover, The Old Man and the Sea delves into the loneliness of the human experience. Santiago is an old man, isolated from society, with only a young boy, Manolin, as his friend and disciple. His time at sea amplifies this solitude, and much of the novella takes place in Santiago's internal dialogue. His conversations with the fish and his memories of past glories reflect his need for connection, even in isolation.

In terms of style, Hemingway’s prose is spare and direct, yet deeply evocative. His "iceberg theory" of writing is on full display here, with much of the novella’s emotional weight lying beneath the surface. The straightforward language allows readers to focus on the underlying themes and symbolism without being distracted by ornate descriptions. This simplicity mirrors Santiago’s own way of life—humble, honest, and stripped of unnecessary embellishments.

In conclusion, The Old Man and the Sea is a profound meditation on the human spirit, resilience, and the eternal struggle between man and nature. Through Santiago’s epic battle, Hemingway explores the notions of heroism, pride, and existential perseverance, delivering a timeless story of grace in the face of overwhelming odds. While the novella may seem simple in its plot, its depth lies in its exploration of universal themes that resonate far beyond the story of one man and his fish.

1. The Old Man and the Sea by Earnest Hemingway
   
   • Plot Overview
   • Themes
   • Character sketch of Santiago

What is a Good Book by John Ruskin - Critical Analysis, Summary, Q&A Solved

Summary/Critical Analysis of "What is a Good Book?" by John Ruskin

In "What is a Good Book?", John Ruskin differentiates between "books of the hour" and "books of all time." The former refers to temporary, often engaging but fleeting content, while the latter represents works of lasting significance. Ruskin believes that books should be written for permanence, not just for momentary communication. He asserts that a good book is the product of the author's deep understanding and insight, which stands the test of time. Ruskin emphasizes that reading a good book is not easy—it requires effort, as it often holds hidden wisdom that demands thoughtful reflection. He further underscores the importance of accuracy in language, advocating for a deep understanding of words down to their syllables and letters.

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UNDERSTANDING THE TEXT(Q&A)

Q. What, according to Ruskin, are the limitations of the good book of the hour?

A. According to Ruskin, the limitations of the "good book of the hour" are that it serves only immediate purposes, like casual conversation, and lacks lasting value. Such books may be informative or entertaining, but they do not contribute to permanent knowledge and should not replace true, timeless books.

Q. What are the criteria that Ruskin feels that readers should fulfil to make themselves fit for the company of the Dead?

A. Ruskin believes that readers must rise to the level of the great minds of the past by putting in effort to understand their thoughts. Readers should not approach books expecting to find their own ideas but should learn from the wisdom of the authors. This requires a deep desire to be taught and the willingness to work hard to understand the author's message.

Q. Why does Ruskin feel that reading the work of a good author is a painstaking task?

A. Ruskin feels that reading the work of a good author is a painstaking task because true wisdom is not easily given. The best authors embed their deeper thoughts in complex ways, requiring the reader to work diligently to uncover and understand them, much like a miner digging for gold.

Q. What is the emphasis placed by Ruskin on accuracy?

A. Ruskin places great emphasis on accuracy, stressing that a well-educated person should know the precise meaning and pronunciation of words. He believes that this attention to detail is essential for truly understanding a book and for effective communication. Inaccuracy in meaning, he argues, is far more detrimental than a mispronounced word.

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TALKING ABOUT THE TEXT(Q&A)

Q. Discuss Ruskin’s insistence on looking intensely at words, and assuring oneself of meaning, syllable by syllable—nay, letter by letter.

A. Ruskin insists that readers should study words with great care, examining their meanings at the most detailed level. He believes that true understanding requires dissecting words down to their syllables and even letters, as this accuracy is the foundation of education and comprehension.

Q. Choice of diction is very crucial to the communication of meaning.

A. Ruskin argues that the choice of words, or diction, is critical because each word carries specific meanings and connotations. An accurate and thoughtful selection of words ensures that the intended message is conveyed clearly and effectively. Misuse or careless selection of words can distort meaning and weaken communication.

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APPRECIATION

Q. The text is an excerpt from Sesame and Lilies, which consists of two essays, primarily, written for delivery as public lectures in 1864. Identify the features that fit the speech mode. Notice the sentence patterns.

A. The text exhibits several features of speech, including direct addresses to the audience ("you"), rhetorical questions, and a conversational tone. The sentence patterns are complex and balanced, often with a contrast between ideas. These features help convey the persuasive nature of the lecture, making it engaging for listeners.

Q. The lecture was delivered in 1864. What are the shifts in style and diction that make the language different from the way it is used today?

A. The language of Ruskin's time is more formal and elaborate than contemporary usage. Sentences are longer and more intricate, with multiple clauses and carefully balanced structures. Additionally, the diction includes archaic words and phrases that would not be commonly used today, reflecting the formal and public nature of the lecture.

Writing a Story and Diary Entry (100-120 words) - CBSE Board Exam - English - NCERT Solution

Writing a Story or Diary Entry (100-120 words)

CBSE Pattern | British English | Based on a Given Cue/Title

1. Writing a Story (100-120 words)

A story is a short narrative that usually includes characters, a setting, a conflict, and a resolution. For CBSE, students are expected to craft concise stories, focusing on the key elements of storytelling while keeping the word limit in mind.

Structure of a Story:

1. Introduction: Start with a brief introduction to the characters and setting. It should capture the reader’s attention and provide a context for the story.
2. Plot: Introduce the main event or problem that the story revolves around. This should be brief but engaging.
3. Climax: Highlight the most exciting or tense moment of the story.
4. Conclusion: Wrap up the story by resolving the conflict or problem, ending with a clear conclusion.

Guidelines for Writing a Story:

• Be Brief: Keep the story concise but meaningful, adhering to the 100-120 word limit.
• Focus on Key Elements: Include a simple plot with clear characterisation, avoiding unnecessary details.
• Use Dialogue: If possible, add short dialogues to make the story engaging.
• Stick to the Title/Cue: Make sure the story revolves around the given topic or title.

Example of a Story:

Title: A Brave Act

It was a stormy night when Riya heard a faint cry from outside. The streets were deserted, but curiosity got the better of her. She stepped out cautiously and followed the sound, only to find a kitten stuck in a drain. Without hesitation, Riya waded through the rainwater and carefully pulled the kitten to safety. Cold and wet, she returned home, her heart warm with pride. That night, she not only rescued a life but also discovered her own courage.

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2. Writing a Diary Entry (100-120 words)

A diary entry is a personal reflection on events, thoughts, or experiences. It’s informal, written in the first person, and expresses the writer’s emotions about a particular day or moment.

Structure of a Diary Entry:

1. Date and Salutation: Start with the date and address the entry with “Dear Diary.”
2. Introduction: Briefly introduce the event or experience that you are reflecting on.
3. Main Content: Describe your thoughts and feelings about the event. Reflect on what happened, how it made you feel, and any lessons you learned.
4. Conclusion: End with a final thought or reflection, or an anticipation for the future.

Guidelines for Writing a Diary Entry:

• Be Personal: A diary entry is meant to express personal emotions and reflections. Use “I” to convey your thoughts.
• Focus on Feelings: Reflect on your emotions—whether happy, sad, excited, or frustrated.
• Use Informal Language: Diary entries are informal, so feel free to write as you would speak.
• Stay on Topic: Stick to the specific event or experience you are reflecting on.

Example of a Diary Entry:

Date: 3rd October 2024
Dear Diary,

Today was one of the most exciting days of my life! We had our annual science fair, and my project on solar energy won the first prize. I was nervous at first, but as soon as I explained my project to the judges, I felt more confident. They seemed really impressed. All the hard work finally paid off, and I couldn’t be prouder. Mum and Dad were so happy too! I can’t wait to show the certificate to my friends at school tomorrow. This day will remain one of my best memories.

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Practice Exercise:

1. Story Title: The Lost Key
   Write a short story in 100-120 words based on the title.

2. Diary Entry Prompt: Write a diary entry describing a day when you faced a challenge and how you overcame it.

 

Writing a Descriptive Paragraph - Class 10 CBSE Board - Explained with Examples

Writing a Descriptive Paragraph (100-120 words)

CBSE Pattern | British English | Based on Visual or Verbal Cues

What is a Descriptive Paragraph?

A descriptive paragraph paints a picture in the reader's mind using words. It vividly describes a person, event, or situation by focusing on sensory details—what you see, hear, smell, touch, or taste. Descriptive writing should create an atmosphere that allows the reader to visualise the scene or person being described.

Structure of a Descriptive Paragraph

1. Topic Sentence: Start with a sentence that introduces the subject (person, event, or situation) and gives the reader a general idea of what you're describing.

2. Supporting Sentences: Add details to elaborate on your topic. Use adjectives, adverbs, and strong verbs to describe the appearance, feelings, or environment. Focus on at least two or three senses (sight, sound, smell, touch, or taste).

3. Concluding Sentence: Wrap up the paragraph with a sentence that summarises the overall impression or gives a personal reflection on the subject.

Guidelines for Writing

• Stick to the Word Limit: Keep your description between 100-120 words.
• Be Specific: Avoid vague descriptions. Use precise language to create a vivid picture.
• Use Imagery: Think of how an artist paints using a variety of colours—describe your subject with rich details.
• Stay Relevant: Focus on the subject. Avoid unnecessary information.

Example of a Descriptive Paragraph

Person
Viraj always stood out in a crowd with his towering height and deep, thoughtful eyes. His neatly combed hair and clean-shaven face gave him a sophisticated look. Dressed in simple yet elegant clothes, he moved with a calm, assured grace. Whenever he spoke, his voice carried a sense of wisdom that drew people towards him. Despite his reserved nature, there was a kindness in his smile that made everyone feel at ease.

Event
The annual sports day was nothing short of thrilling. The field was a sea of bright colours as students cheered for their teams. The whistle blew, and the race began, with runners dashing across the track. The excitement in the air was palpable as everyone shouted encouragement. The final lap saw a fierce competition, with Riya overtaking her opponents in a dramatic finish, claiming the gold.

Situation
As the sun set behind the mountains, a soft breeze carried the scent of pine through the air. The campsite was peaceful, with only the crackle of the fire breaking the silence. Sitting around the campfire, we shared stories, our faces illuminated by the dancing flames. The night sky, dotted with stars, felt infinite, making the moment feel both magical and serene.

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Practice Exercise

Based on the cues provided by your teacher, write a descriptive paragraph (100-120 words) on the following topics:

1. A person you admire.
2. A family celebration you recently attended.
3. A peaceful place you have visited.

Glory at Twilight by Bhabani Bhattacharya - Explanation - Summary - Q&A Solved

Table of Content

• Explanation and Analysis of 'Glory at Twilight'
• Summary of the Story Glory at Twilight
• Understanding the Expressions in the story Glory at Twilight
• UNDERSTANDING THE TEXT(Q&A)
• TALKING ABOUT THE TEXT(Q&A)
• APPRECIATION(short answers)
• APPRECIATION(long answers)
• Multiple Choice Questions on Glory at Twilight

Explanation and Analysis of 'Glory at Twilight'

Glory at Twilight by Bhabani Bhattacharya is a story that revolves around Satyajit, a man who faces a steep fall from wealth to ruin, revealing the fragility of human pride and the struggle to maintain dignity in the face of adversity. The story explores the complexities of human character, highlighting themes such as pride, sacrifice, social expectation, and the pursuit of meaning.

Satyajit was once the managing director of a bank, having risen from a humble position as a clerk. His life had been a tale of success, built upon determination and, ironically, a forged cheque that brought him recognition within the banking world. His sudden rise in fortune, however, was met with an equally rapid collapse when the bank went under, leaving Satyajit with nothing but memories of his once-glorious life. His wife, away in Delhi, was unaware of the extent of his financial ruin, and Satyajit struggled to adapt to his reduced circumstances, rationing luxuries such as cigarettes and travelling in a lower-class train compartment.

The story picks up when Satyajit decides to attend the wedding of Srinath's daughter, Beena, in the village of Shantipur. Srinath, an old acquaintance from the village, relies on Satyajit for support, unaware of his current financial situation. In his days of prosperity, Satyajit had been generous, and Srinath expected him to continue that generosity for Beena’s wedding. Satyajit returns to the village, experiencing a mix of nostalgia and helplessness as he is treated like a hero by the villagers, who are unaware of his downfall. The village’s adulation provides Satyajit with a bittersweet feeling—he knows he no longer has the means to live up to their expectations but craves the sense of worth it provides.

At the wedding, Satyajit is put in a difficult position. Srinath requests a substantial cash contribution to cover a dowry demand that, if unmet, threatens to cancel the marriage. Satyajit, already financially drained, initially tries to contribute a smaller amount but ultimately agrees to mortgage his only remaining possessions—his ancestral house and fishpond—to the moneylender, Harish, to meet Srinath's request. This sacrifice, though it highlights his sense of duty to the community and his desire to uphold the expectations placed upon him, also leaves Satyajit empty, knowing he has given up everything, including his last ties to the past and dreams of providing for his newborn son.

The story portrays Satyajit as a complex character. On the one hand, he demonstrates generosity and an ability to sacrifice for others; on the other hand, he is driven by pride and the fear of losing his dignity in the eyes of the community. His sacrifices are not purely selfless—they are also attempts to hold on to an identity that has already slipped away. The grandeur of his past life contrasts sharply with his present circumstances, making his efforts seem tragic rather than heroic. The "glory" he seeks is one that no longer exists, and his actions reflect a desperate bid to reclaim a sense of significance, even as he loses his last material assets.

Ultimately, Glory at Twilight reflects on the vulnerability of pride and the difficulty of navigating societal expectations, especially when one's fortunes change dramatically. Satyajit's journey is one of internal conflict, a struggle between accepting his new reality and trying to live up to the image of his past success. His sacrifices may seem noble, but they are also rooted in the inability to let go of a self-image shaped by wealth and respect, illustrating the often painful clash between human desires and harsh realities.

Summary of the Story Glory at Twilight

"Glory at Twilight" by Bhabani Bhattacharya is the story of Satyajit, a man who once enjoyed wealth and social standing but has fallen on hard times. Satyajit, travelling to attend a village wedding, reflects on his former success and the current financial ruin that has left him struggling. His life took a drastic turn after the collapse of the bank he managed, and he is burdened with guilt for the people he let down, including his wife and his uncle, Srinath. Satyajit's visit to the village is met with high expectations, as his relatives still believe he is a wealthy man. Throughout the visit, he battles with feelings of being an impostor and struggles to hide his financial difficulties from his family. The story captures Satyajit’s internal conflict as he faces the consequences of his downfall while longing for the days of his past glory.

Understanding the Expressions in the story Glory at Twilight

1. Brusquely: Quickly and abruptly.
2. Queer rhythmic frenzy: An odd, repetitive and intense movement or state of agitation.
3. Flush of prosperity: A period of sudden and abundant wealth.
4. Attuned himself: Adjusted or became accustomed to a situation.
5. Wrenching: Causing sudden and severe emotional pain.
6. Daze of bewilderment: A state of being confused and disoriented.
7. Wide-eyed wonder and eager homage: A look of amazement and admiration.
8. Talking animatedly: Speaking energetically and with enthusiasm.
9. Tremulous deliberation: Careful thought accompanied by nervousness.
10. On terms of a perpetual feud: Being in constant conflict.

UNDERSTANDING THE TEXT(Q&A)

1. Give reasons for the following:

   • a. Satyajit attending the village wedding:
     Satyajit attended the wedding to escape his struggles and find solace in the familiar environment of his village.
     
     
   • b. Satyajit’s recollection of the forger when he was on the train:
     He remembered the forger because it marked a turning point in his life, from a lowly clerk to a successful banker, contrasting with his present downfall.
     
     
   • c. Srinath and his family members’ eager expectation of Satyajit’s arrival:
     They expected him to continue his financial generosity, unaware of his current financial troubles.
     
     
   • d. Srinath’s disappointment with Satyajit:
     Srinath was disappointed because he expected Satyajit to provide a large sum of money for the wedding dowry, but Satyajit was unable to fulfil this expectation.
     
     
   • e. Satyajit’s feeling that he was an impostor:
     Satyajit felt like an impostor because his relatives still viewed him as a wealthy man, but in reality, he was bankrupt.
     
     
   • f. Satyajit not disclosing his present financial status to his uncle:
     He felt ashamed and did not want to disappoint his uncle, so he chose to keep his financial woes hidden.

2. Describe the cycle of events in Satyajit’s life that brought him back to where he began: Satyajit started from a humble background and worked his way up to becoming a successful banker. However, his rapid rise to success ended in failure when his bank collapsed, leaving him penniless and forced to return to the simplicity of village life, much like where he began.

TALKING ABOUT THE TEXT(Q&A)

1. It is difficult to adjust to a fall from glory: This can be discussed by highlighting how Satyajit struggles with his new reality and the expectations that others have of him, despite his financial ruin.
2. ‘Failure had a tempo faster than success’: Failure came suddenly and overwhelmed Satyajit, contrasting with the slower, more deliberate pace of his earlier success.
3. Satyajit should have revealed his predicament to his uncle: Honesty about his situation might have relieved some of Satyajit’s internal conflict and allowed his uncle to understand and support him.
4. The author’s comment on crime and punishment: The forger's story reflects on how Satyajit viewed crime, initially condemning it, but later understanding the desperation behind it, which parallels his own moral struggles.

APPRECIATION

1. How is Satyajit’s financial crash introduced to the reader?:
   It is introduced through Satyajit’s reflections while on the train, as he contemplates his rise to success and the sudden collapse of his bank, which left him financially devastated.
   
   
2. Comment on the way in which the story is narrated from Satyajit’s perspective:
   The story is presented from Satyajit’s internal point of view, allowing readers to empathise with his emotional struggles and see the world through his troubled eyes.
   
   
3. How has the author used the episode of the bank theft to comment on Satyajit’s success in his career?:
   The episode with the forger serves as the pivotal moment when Satyajit’s career took off, underscoring the irony that his success was built upon someone else’s failure.
   
   
4. How do these lines capture the essence of the story?
• ‘Glory was all overlaid with dark shame. Glory was dead.’: This line encapsulates the central theme of the story—how Satyajit’s former glory has been overshadowed by his shame and failure.
• ‘… let him be wrapped a while in the lingering twilight splendour of departed glory’.: Satyajit yearns to hold onto the remnants of his past success, even though it has slipped away.

APPRECIATION (Long Answers)

1. How is Satyajit’s financial crash introduced to the reader?

Satyajit’s financial downfall is introduced subtly and effectively through his inner reflections during a train journey. The reader is first made aware of his situation through his musings about the past and the abrupt shift in his fortunes. This technique allows the author to reveal the extent of Satyajit's financial ruin gradually, without an explicit announcement, creating a sense of impending doom. Satyajit recalls the events leading up to his downfall—the collapse of the bank he controlled, the loss of his private assets, and how all his wealth and status vanished almost overnight. The reader learns that Satyajit once lived a life of comfort, with a house, cars, and a sense of pride in his achievements, but the sudden crash left him penniless. The fact that Satyajit is rationing cigarettes and reflecting on selling his diamond ring to support his family further solidifies the depth of his financial despair. His predicament is contrasted with the expectations of those around him, who are still under the illusion that he remains a wealthy man. The crash is not just financial, but emotional, as Satyajit struggles to reconcile his past glory with his present shame.

2. Comment on the way in which the story is narrated from Satyajit’s perspective.

The story is told from a third-person limited point of view, deeply centred on Satyajit's internal experience, which gives the narrative a reflective and introspective tone. By narrating the story from Satyajit’s perspective, the reader is given access to his thoughts, memories, and inner conflicts. This narrative style enables the reader to journey with Satyajit as he grapples with the stark contrast between his past successes and his current financial ruin. His reflections are coloured by regret, guilt, and a desire to cling to the remnants of his former glory, even as he struggles with the reality of his situation. The reader becomes acutely aware of his mental turmoil as he relives moments of his rise to success and confronts the circumstances of his fall. The narrative technique allows the audience to sympathise with Satyajit’s vulnerability, making his experiences more intimate and poignant. His pride, humiliation, and attempts to hide his predicament are portrayed in a way that allows the reader to understand the psychological weight of his situation.

3. How has the author used the episode of the bank theft to comment on Satyajit’s success in his career?

The episode of the bank forgery serves as a symbolic turning point in Satyajit’s life, marking the moment when his rise to success truly began. Satyajit’s swift action in identifying and stopping the forger elevates him from an ordinary clerk to a figure of authority within the banking establishment. This moment, which involves Satyajit catching a forger trying to cash a fraudulent cheque, becomes the foundation of his career success. However, this episode also carries an underlying irony—Satyajit’s path to success was built upon someone else’s failure and desperation. The forger’s plight, driven by the need to save his wife, contrasts sharply with Satyajit’s later downfall, suggesting a cyclical nature to fortune and misfortune. The author uses this episode to highlight that success can sometimes be rooted in another's misfortune, and that Satyajit’s rise was as fragile as the forger’s desperate actions. In the end, Satyajit is left questioning the very foundation of his success, as his once-thriving banking empire collapses, leaving him to experience the failure that others, like the forger, once faced.

4. How do these lines capture the essence of the story?

   • ‘Glory was all overlaid with dark shame. Glory was dead.’

   This line encapsulates the central theme of the story, which revolves around the rise and fall of Satyajit’s fortune and status. Satyajit’s former glory—his wealth, his success, his elevated social position—has been obliterated by his financial ruin, leaving only shame and failure in its wake. His past accomplishments no longer matter because they have been overshadowed by his present downfall. This statement reflects the story’s exploration of how quickly and irreversibly success can be lost and how one's sense of self can be eroded by failure. The line also captures Satyajit’s internal struggle to reconcile his past self with his current state, as he realises that his former glory is now meaningless, replaced by the harsh reality of his situation.

   • ‘… let him be wrapped a while in the lingering twilight splendour of departed glory’.

   This line beautifully illustrates Satyajit’s desire to cling to the last remnants of his past success, even though he knows it has slipped away. The “twilight splendour” refers to the fading glow of his previous achievements, which he can no longer claim but still longs to experience, even if only for a short time. It represents his unwillingness to fully confront the reality of his failure and his need to take refuge in the memories of his former glory. The phrase “departed glory” indicates that his success is truly in the past, yet Satyajit allows himself to indulge in the illusion of it for a brief moment, knowing that once he leaves the village, he will be forced to face his harsh new reality. This captures the bittersweet nature of Satyajit’s predicament, where he vacillates between accepting his downfall and yearning for the life he once had.

Multiple Choice Questions on Glory at Twilight

1. What was Satyajit's position before the collapse of the bank?
   a) Clerk
   b) Accountant
   c) Managing Director
   d) Supervisor

2. Why did Satyajit stop smoking?
   a) He wanted to lead a healthier lifestyle.
   b) He couldn't afford the luxury anymore.
   c) His wife asked him to stop.
   d) He ran out of cigarettes.

3. How did Satyajit initially rise in the bank?
   a) Through a family connection
   b) By detecting a forged cheque
   c) By bribing a senior official
   d) Through a promotion examination

4. What was Satyajit’s reaction when he detected the forged cheque?
   a) He ignored it.
   b) He informed the police.
   c) He showed pity on the forger.
   d) He took pride in his action.

5. What did Satyajit sell to send money for the name-giving ceremony of his child?
   a) His car
   b) His house
   c) His diamond ring
   d) His watch

6. How did the villagers receive Satyajit when he arrived at Shantipur?
   a) With indifference
   b) With contempt
   c) With great reverence
   d) With suspicion

7. Why did Satyajit attend Beena's wedding?
   a) He wanted to show off his wealth.
   b) He wanted to meet Srinath.
   c) He felt obligated, having attended the weddings of Srinath's other daughters.
   d) He wanted to donate a large sum of money.

8. What did Srinath ask Satyajit for during Beena’s wedding?
   a) To give a speech
   b) To give Rs. 2001/- for the dowry
   c) To mortgage his property
   d) To leave the wedding early

9. What did Satyajit think of his ancestral house when he visited it?
   a) It gave him a feeling of security.
   b) It made him feel ashamed.
   c) He found it too small and unimportant.
   d) He planned to sell it.

10. Why did Harish, the moneylender, agree to lend money for Beena's dowry?
    a) Out of respect for Satyajit
    b) He wanted to help the community
    c) He demanded Satyajit's house and fishpond as security
    d) Srinath promised to pay it back

11. What was Satyajit's emotional state during the wedding?
    a) Joyful and relaxed
    b) Nervous and restless
    c) Proud and satisfied
    d) Bitter and resentful

12. What was Satyajit's main motivation for agreeing to mortgage his property?
    a) To maintain his dignity in front of the villagers
    b) To show off his wealth
    c) To punish Harish
    d) To get rid of his house and fishpond

13. Which of the following best describes Beena?
    a) Arrogant and rude
    b) Shy and graceful
    c) Stubborn and headstrong
    d) Talkative and mischievous

14. What is the significance of the title Glory at Twilight?
    a) It suggests the fleeting nature of Satyajit’s past glory.
    b) It refers to the prosperity Satyajit still holds.
    c) It describes the beauty of the village at dusk.
    d) It symbolises a hopeful future for Satyajit.

15. How did Satyajit feel about the villagers’ admiration of him?
    a) He felt overwhelmed and refused their gestures.
    b) He enjoyed it but felt it was undeserved.
    c) He ignored them completely.
    d) He was annoyed by their attention.

16. What lesson does Satyajit learn by the end of the story?
    a) Wealth is the only thing that gives respect.
    b) Community and relationships are not important.
    c) Maintaining dignity is crucial even in difficult times.
    d) He should never have returned to Shantipur.

17. Which character represents the harshness of societal expectations?
    a) Beena
    b) Srinath
    c) Harish, the moneylender
    d) Satyajit

18. Why did Srinath think Satyajit could easily provide Rs. 2001/- for Beena's dowry?
    a) He believed Satyajit was still wealthy.
    b) Satyajit had promised it earlier.
    c) He had already mortgaged his house.
    d) The villagers pressured him.

19. What is ironic about Satyajit's initial rise to success?
    a) It was due to his family's influence.
    b) His success came from detecting a forgery, yet he ended up losing everything.
    c) He never wanted to be promoted.
    d) His wealth did not improve his life.

20. Which theme is most evident in the story?
    a) The pursuit of revenge
    b) The value of family traditions
    c) The tension between pride and sacrifice
    d) The futility of material wealth

Answer Key

1. c) Managing Director
2. b) He couldn't afford the luxury anymore.
3. b) By detecting a forged cheque
4. d) He took pride in his action.
5. c) His diamond ring
6. c) With great reverence
7. c) He felt obligated, having attended the weddings of Srinath's other daughters.
8. b) To give Rs. 2001/- for the dowry
9. a) It gave him a feeling of security.
10. c) He demanded Satyajit's house and fishpond as security
11. b) Nervous and restless
12. a) To maintain his dignity in front of the villagers
13. b) Shy and graceful
14. a) It suggests the fleeting nature of Satyajit’s past glory.
15. b) He enjoyed it but felt it was undeserved.
16. c) Maintaining dignity is crucial even in difficult times.
17. c) Harish, the moneylender
18. a) He believed Satyajit was still wealthy.
19. b) His success came from detecting a forgery, yet he ended up losing everything.
20. c) The tension between pride and sacrifice

A Legend of the Northland by Phoebe Cary - Summary Q&A Solved

 A Legend of the Northland

Suumary | Literary Devices | Difficult Words | Thinking About the Poem (Q&A) | MCQs

Summary of the Poem "A Legend of the Northland" (by Phoebe Cary)

The poem tells the story of an old lady who meets Saint Peter while he is preaching on Earth. Saint Peter, feeling weak from hunger, asks her for a cake. However, the lady, despite having enough dough, is too selfish to give him any. She bakes smaller and smaller cakes, but always finds them too big to part with. Angry at her greed, Saint Peter curses her, turning her into a woodpecker, condemning her to peck at wood for her food. The poem highlights the moral that greed and selfishness can lead to unfortunate consequences.

Literary Devices Used

1. Rhyme Scheme: The poem follows an ABAB rhyme pattern, making it musical. For example, "snows" rhymes with "clothes" and "you" rhymes with "true."
2. Alliteration: The repetition of consonant sounds can be seen in phrases like "faint with fasting."
3. Simile: The children in the Northland are described as looking "like bear’s cubs in their funny, furry clothes."
4. Personification: The woodpecker is personified, originally being a woman who can think and feel.

Difficult Words

• Northland: A cold, snowy region.
• Legend: A traditional story passed down through generations.
• Provoke: To make someone angry.
• Scarlet: A bright red color.
• Scanty: Barely enough.

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Thinking about the Poem - Questions and Answers

I.

1. Which country or countries do you think "the Northland" refers to?

   • The "Northland" likely refers to cold, northern countries like Norway, Sweden, or Canada, where winters are long and snowy.

2. What did Saint Peter ask the old lady for? What was the lady’s reaction?

   • Saint Peter asked the old lady for a cake. The lady, although she had enough dough, was selfish and did not want to give him any cake, always finding them too big to give away.

3. How did he punish her?

   • Saint Peter punished the lady by turning her into a woodpecker, forcing her to search for food by pecking wood.

4. How does the woodpecker get her food?

   • The woodpecker gets her food by pecking at the wood of trees, symbolizing the punishment for her greed.

5. Do you think that the old lady would have been so ungenerous if she had known who Saint Peter really was? What would she have done then?

   • If the old lady had known Saint Peter’s true identity, she might have been more generous, fearing the consequences of denying him food.

6. Is this a true story? Which part of this poem do you feel is the most important?

   • No, this is not a true story; it is a legend meant to teach a moral. The most important part is when the lady’s greed leads to her transformation into a woodpecker.

7. What is a legend? Why is this poem called a legend?

   • A legend is a traditional story that often carries a moral or lesson. This poem is called a legend because it narrates a fictional story with a moral lesson about greed.

8. Write the story of ‘A Legend of the Northland’ in about ten sentences.

   • In the cold Northland, there lived an old lady who once met Saint Peter. Saint Peter, tired and hungry, asked her for a cake. The lady, despite having enough dough, was too selfish to share even a small cake. She made the cakes smaller and smaller, but always found them too large to give away. Angered by her greed, Saint Peter cursed her, turning her into a woodpecker. She was forced to peck at trees for food, living in the forest for the rest of her life. She retained her red cap, but the rest of her clothes were burnt black. To this day, people see the woodpecker as a reminder of this legend.

II.

1. Find more rhyming words.

   • Words like “earth” and “hearth,” “done” and “one,” “flat” and “that” also rhyme within the poem.

2. Find legends in your own language and share them.

   • This question encourages students to explore and present legends from their own culture, fostering a sense of connection between folk stories and moral lessons.

20 Multiple Choice Questions(MCQs) on the poem 'A Legend of the Northland'

MCQs on "A Legend of the Northland"

1. Where is the Northland located, according to the poem?
a) In the east
b) In the tropics
c) In the northern snowy regions
d) Near the equator

2. What is the primary theme of the poem?
a) Bravery
b) Greed and selfishness
c) Kindness and compassion
d) Fear

3. What did Saint Peter ask the old woman for?
a) A glass of water
b) A piece of cake
c) Shelter for the night
d) Some wood for a fire

4. How did the old woman react when Saint Peter asked her for food?
a) She gave him a large cake
b) She refused to give him any food
c) She baked small cakes but found them too big to give
d) She gave him water instead

5. Why did Saint Peter punish the old woman?
a) She insulted him
b) She was rude to him
c) She was too selfish to share her cakes
d) She lied about her food

6. What form did the old woman take after Saint Peter's curse?
a) A reindeer
b) A crow
c) A woodpecker
d) A squirrel

7. What characteristic did the woman retain after being turned into a woodpecker?
a) Her scarlet cap
b) Her black dress
c) Her ability to bake cakes
d) Her speech

8. What lesson does the poem convey?
a) Always follow rules
b) Greed leads to punishment
c) Wealth brings happiness
d) Respect the elderly

9. What kind of poem is "A Legend of the Northland"?
a) A ballad
b) An epic
c) A sonnet
d) A haiku

10. Who wrote "A Legend of the Northland"?
a) William Wordsworth
b) Robert Frost
c) Phoebe Cary
d) Emily Dickinson

11. What does the reindeer symbolize in the poem?
a) Speed
b) The cold, snowy environment of the Northland
c) The people of the Northland
d) Strength

12. How does the poem describe the children of the Northland?
a) Like bears
b) Like angels
c) Like cubs in furry clothes
d) Like snowflakes

13. What moral lesson is highlighted in the transformation of the old woman?
a) Help others even when you are in need
b) Be wise in making decisions
c) Selfishness leads to unfortunate consequences
d) Share your wealth generously

14. What literary device is used in the line, “Where the children look like bear’s cubs”?
a) Simile
b) Metaphor
c) Alliteration
d) Personification

15. What was the lady doing when Saint Peter approached her?
a) Harvesting crops
b) Baking cakes
c) Knitting
d) Sewing clothes

16. Which lines from the poem tell us that the poet is skeptical about the truth of the story?
a) "Away, away in the Northland"
b) "They tell them a curious story — I don’t believe 'tis true"
c) "And still a smaller one"
d) "Now you shall build as the birds do"

17. What is the rhyme scheme of the poem?
a) ABAB
b) AABB
c) ABCD
d) AAAA

18. What happened to the old woman’s clothes after she was transformed?
a) They turned into gold
b) They turned black like coal
c) They were left behind
d) They were burnt to ashes

19. What does the woodpecker do to get its food?
a) Flies and hunts insects
b) Borrows food from other birds
c) Bores into trees for insects
d) Builds a nest in trees

20. Why is this poem called "A Legend of the Northland"?
a) It tells a mythological story set in the Northland
b) It is based on a true story in the Northland
c) It describes the real events in history
d) It talks about historical events from the North

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Answer Key:

1. c) In the northern snowy regions
2. b) Greed and selfishness
3. b) A piece of cake
4. c) She baked small cakes but found them too big to give
5. c) She was too selfish to share her cakes
6. c) A woodpecker
7. a) Her scarlet cap
8. b) Greed leads to punishment
9. a) A ballad
10. c) Phoebe Cary
11. b) The cold, snowy environment of the Northland
12. c) Like cubs in furry clothes
13. c) Selfishness leads to unfortunate consequences
14. a) Simile
15. b) Baking cakes
16. b) "They tell them a curious story — I don’t believe 'tis true"
17. a) ABAB
18. b) They turned black like coal
19. c) Bores into trees for insects
20. a) It tells a mythological story set in the Northland

MCQs - Class 12 - Flamingo - Chapter 1 - The Last Lesson - by Alphonse Daudet

MCQs - "The Last Lesson" by Alphonse Daudet

1. 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

2. Which subject was Franz supposed to be tested on that day? a) Geography
   b) History
   c) French grammar
   d) Mathematics

3. 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

4. Who was M. Hamel? a) A baker
   b) The village postman
   c) The French teacher
   d) A Prussian soldier

5. 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

6. 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

7. 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

8. 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"

9. 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

10. 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

11. 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

12. 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

13. How did Franz feel when M. Hamel asked him to recite the grammar lesson? a) Confident
    b) Ashamed
    c) Angry
    d) Happy

14. 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

15. How did M. Hamel act during the lesson? a) Angry and impatient
    b) Gentle and patient
    c) Excited and loud
    d) Distracted and uninterested

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

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Answer Key:

1. a) He didn’t finish his homework
2. c) French grammar
3. b) There was no sound of students practicing lessons
4. c) The French teacher
5. b) This was the last French lesson
6. c) German was to be taught instead of French
7. b) Calm and serious
8. a) "Vive la France"
9. b) Many of them attended the lesson
10. b) He regretted not learning more
11. c) His special green coat and black silk cap
12. b) They sent children to work on farms
13. b) Ashamed
14. b) It was a key to unity and freedom
15. b) Gentle and patient
16. a) Nostalgia for the past
17. b) He realized the importance of learning
18. c) "Vive la France"
19. b) To suppress the French identity
20. a) Learning is a lifelong process
21. b) He felt sorry for him
22. b) Resistance to oppression
23. b) It was a reminder of the approaching end of French rule
24. c) He was overcome by emotions of regret and sadness
25. 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?

   (A) Happy

   (B) Indifferent

   (C) Emotional

   (D) Excited

Answer key:-

1. (B)

2. (C)

3. (B)

4. (C) 

15 multiple-choice questions (MCQs) based on the poem "Father to Son" by Elizabeth Jennings:

Following are 15 multiple-choice questions (MCQs) based on the poem "Father to Son" by Elizabeth Jennings:

1. What is the central theme of "Father to Son"?

   a) The joys of parenthood

   b) The complexities of family relationships

   c) The challenges of school life

   d) The beauty of nature

2. What does the metaphor of "planting a seed" represent in the poem?

   a) The father's love for gardening

   b) The father's attempt to shape his son's growth

   c) The son's interest in farming

   d) The importance of environmental conservation

3. In the poem, how long have the father and son been living together?

   a) A few months

   b) A couple of years

   c) Many decades

   d) A lifetime

4. What do the lines "We speak like strangers" suggest about the relationship between the father and son?

   a) They communicate openly and honestly

   b) They have a close and loving bond

   c) They have a distant and unfamiliar connection

   d) They frequently argue and disagree

5. What does the father wish for his son to do?

   a) Travel the world

   b) Pursue a conventional career

   c) Return to the familiar "father's house"

   d) Never leave home

6. The phrase "why anger grows from grief" indicates the son's struggle with:

   a) Joy and excitement

   b) Indifference and apathy

   c) Disappointment and frustration

   d) Love and affection

7. The repeated image of "an empty hand" symbolizes the father's:

   a) Generosity

   b) Anger

   c) Helplessness and yearning

   d) Rejection

8. What emotion does the father seek to shape into a new love?

   a) Happiness

   b) Sadness

   c) Anger

   d) Confusion

9. How does the son feel about the idea of returning to the "father's house"?

   a) He is eager to return

   b) He is indifferent

   c) He is resistant to the idea

   d) He is excited about the prospect

10. The poem's rhyme scheme is:

    a) ABAB

    b) AABB

    c) ABBABA

    d) ABCB

11. The phrase "Silence surrounds us" suggests:

    a) A lively conversation

    b) A peaceful atmosphere

    c) A lack of communication

    d) A harmonious relationship

12. What does the father wish to forgive in the poem?

    a) His son's mistakes

    b) His own shortcomings

    c) The past misunderstandings

    d) The challenges of life

13. The metaphor of "empty hand" can be interpreted as a symbol of:

    a) Material wealth

    b) Emotional distance

    c) Physical strength

    d) Intellectual prowess

14. What is the tone of the poem "Father to Son"?

    a) Joyful and celebratory

    b) Indifferent and detached

    c) Sad and reflective

    d) Angry and confrontational

15. What universal theme does the poem address?

    a) The joys of parenthood

    b) The challenges of generational differences

    c) The excitement of adventure

    d) The importance of wealth

KEY

1. b) The complexities of family relationships

2. b) The father's attempt to shape his son's growth

3. b) A couple of years

4. c) They have a distant and unfamiliar connection

5. c) Return to the familiar "father's house"

6. c) Disappointment and frustration

7. c) Helplessness and yearning

8. b) Sadness

9. c) He is resistant to the idea

10. c) ABBABA

11. c) A lack of communication

12. c) The past misunderstandings

13. b) Emotional distance

14. c) Sad and reflective

15. b) The challenges of generational differences

Father to Son by Elizabeth Jennings Summary Themes Questions and Answers NCERT Class 11 English

Detailed analysis of "Father to Son" by Elizabeth Jennings:

Title and Theme: The title "Father to Son" immediately suggests the theme of the poem, which is the complex and often strained relationship between a father and his son. The poem delves into the challenges of understanding, communication, and the emotional gap that exists between generations.

Stanza 1: In the opening stanza, the speaker expresses a sense of bewilderment and distance in their relationship with their child. Despite living together in the same house for years, the speaker feels that they do not truly comprehend their child's thoughts and emotions. This lack of understanding prompts the speaker to reflect on their attempts to connect with their child based on memories from the past.

Stanza 2: The second stanza contemplates the idea of nurturing and guiding the child's growth, likening it to planting a seed. However, there is a sense of uncertainty about whether the seed has taken root and grown in the child's own territory ("the land is his and none of mine"). The metaphor highlights the challenge of nurturing a sense of connection and shared experience.

Stanza 3: The third stanza reveals the strained nature of their current relationship. The two communicate like strangers, and there is a noticeable lack of understanding between them. The speaker reflects on the disconnect between the child's interests and their own, expressing a sense of alienation from the son's world and passions.

Stanza 4: In this stanza, the speaker reveals their desire for the son to return to the familiar ("prodigal") environment of the father's house, longing for a connection reminiscent of the past. This can be interpreted as a wish for the son to embrace a more conventional and recognizable path in life, rather than forging his own unique path.

Stanza 5: The fifth stanza expresses the father's willingness to forgive the son for his choices and to find a new kind of love born from sorrow and understanding. This highlights the complexity of the emotional journey for both father and son.

Stanza 6: In this stanza, the poem shifts to a more introspective tone, as both father and son acknowledge their shared existence on the same Earth. The son's statement about not understanding himself reveals a universal struggle with self-awareness and identity. The lines "why anger grows from grief" suggest a recognition of the son's emotional struggles.

Stanza 7: The final stanza encapsulates the essence of the poem's theme. Both the father and the son are portrayed as reaching out for connection and forgiveness, symbolized by their "empty hand." The longing for something to forgive underscores the depth of their emotional yearning for understanding and reconciliation.

In "Father to Son," Elizabeth Jennings skillfully captures the complex dynamics of a father-son relationship, emphasizing the challenges of understanding and bridging the emotional gap between generations. The poem reflects on the universal themes of communication, empathy, and the intricacies of familial bonds.

Summary of the poem Father to Son by Elizabeth Jennings

"Father to Son" by Elizabeth Jennings is a reflective poem that explores the strained relationship between a father and his son. Despite living together, the two feel like strangers, unable to truly understand each other. The father attempts to connect based on memories from the past, but there is a sense of disconnect between their worlds. The father wishes for the son to return to the familiar, yet also seeks to forgive and find a new kind of love. Both express a longing for understanding and reconciliation, symbolized by their outstretched but empty hands. The poem delves into the complexities of generational differences, communication, and the emotional journey of a father and son trying to bridge the gap between them.

The theme of the Poem Father to Son by Elizabeth Jennings

The theme of "Father to Son" by Elizabeth Jennings revolves around the complexities of family relationships, particularly the strained bond between a father and his son. The poem explores various facets of this theme:

1. Communication and Understanding: The poem highlights the challenges of communication and understanding between generations. Despite living together, the father and son struggle to connect emotionally and comprehend each other's perspectives.

2. Generational Divide: The poem delves into the gap that can exist between different generations. The father's attempts to relate to his son based on his own experiences are met with a disconnect, illustrating how generational differences can lead to a lack of mutual comprehension.

3. Desire for Reconciliation: The father expresses a longing for reconciliation and a renewed relationship with his son. He yearns for the son to return to the familial fold, even though he acknowledges the son's need to forge his own path.

4. Forgiveness and Acceptance: Forgiveness is another key theme. The father is willing to forgive and seeks to shape a new love from the sadness he feels. This emphasizes the importance of acceptance and understanding despite differences.

5. Identity and Self-Understanding: The son's statement about not understanding himself touches on the theme of self-identity and self-discovery. This reflects a broader theme of individuals' struggles to comprehend their own emotions and motivations.

6. Emotional Struggles: The poem addresses emotional struggles, such as grief and anger, that can arise within family relationships. The father and son both grapple with complex emotions as they navigate their connection.

In essence, "Father to Son" delves into the intricacies of familial bonds, the challenges of bridging the gap between generations, and the yearning for understanding and reconciliation despite differences.

Think it out (Q&A)

Q1. Does the poem talk of an exclusively personal experience or is it fairly universal?

ANSWER: The poem "Father to Son" by Elizabeth Jennings touches on themes and emotions that are fairly universal, making it relatable to a wide range of readers beyond just the personal experience it may have been inspired by.

While the poem may have been inspired by a specific personal experience or relationship, its exploration of generational divide, communication challenges, the desire for reconciliation, and the complexities of family dynamics are all themes that resonate with many people. The struggles depicted in the poem are not limited to the particular individuals mentioned; they reflect broader human experiences within familial relationships.

Q2. How is the father’s helplessness brought out in the poem?

LONG ANSWER: 

The father's sense of helplessness in "Father to Son" is effectively conveyed through several aspects of the poem, including imagery, language, and the exploration of his emotions. Here are some ways in which the father's helplessness is brought out:

1. Strained Communication: The poem begins by emphasizing the lack of understanding between the father and the son. Despite living together for years, they are depicted as essentially strangers, unable to communicate effectively. This lack of connection underscores the father's helplessness in trying to bridge the emotional gap.

2. Metaphorical Imagery: The metaphor of planting a seed and nurturing it illustrates the father's attempt to guide and shape his son's growth. However, the uncertainty about whether the seed has grown and the land belonging to the son's world emphasize the father's limited control over the son's choices and development. This metaphor symbolizes the father's inability to fully influence his son's path.

3. Yearning for Reconciliation: The father expresses a desire for the son to return to the "father's house" and the familiar, which can be seen as a longing for the son to come back to a more conventional and known path. This wish reveals the father's sense of powerlessness in accepting the son's independent choices.

4. Empty Hands: The repeated image of "an empty hand" symbolizes the father's inability to connect with his son on an emotional level. The image suggests a reaching out for understanding and reconciliation, but it remains unfulfilled, highlighting the father's helplessness in bridging the emotional divide.

5. Emotional Struggle: The father's emotions, such as grief and a willingness to forgive, reflect his internal turmoil and sense of helplessness in navigating the complexities of their relationship. His acknowledgment that he does not understand his own emotions ("I cannot understand / Myself") further underscores his feelings of helplessness and confusion.

6. Yearning for Shared Love: The father's desire to shape a new love from sorrow signifies his hope for a renewed connection with his son, even in the face of their differences. This yearning emphasizes his helplessness in trying to mend the relationship.

Collectively, these elements in the poem paint a picture of a father who is struggling to bridge the emotional gap between himself and his son, highlighting his sense of helplessness and the challenges he faces in understanding and connecting with his child.

SHORT ANSWER:

"Father to Son" by Elizabeth Jennings expresses a father's helplessness in bridging the emotional gap with his son. Despite living together, they are like strangers, struggling to communicate. The father's wish for his son to return to the familiar "father's house" highlights his difficulty accepting the son's independence. References to "empty hands" symbolize failed attempts to connect, and the father's grief and desire for forgiveness reveal his turmoil. Ultimately, he longs to transform sorrow into a new bond, underscoring his struggle to reconcile with his son.

Q4. Identify the phrases and lines that indicate distance between father and son.

ANSWER: In "Father to Son" by Elizabeth Jennings, several phrases and lines indicate the emotional distance between the father and son:

1. "I do not understand this child"

2. "We speak like strangers"

3. "There's no sign of understanding in the air"

4. "Yet what he loves I cannot share"

5. "Silence surrounds us"

6. "I would have / Him prodigal, returning to / His father's house"

7. "Rather than see him make and move / His world"

8. "He speaks: I cannot understand / Myself, why anger grows from grief"

9. "We each put out an empty hand"

These phrases and lines highlight the lack of understanding, communication, and emotional connection between the father and son, underscoring the theme of distance and estrangement in their relationship.

Q5. Does the poem have a consistent rhyme scheme?

ANSWER: Yes, the poem "Father to Son" by Elizabeth Jennings has a consistent ABBABA rhyme scheme in each stanza. This means that the first, fourth, and fifth lines of each stanza rhyme with each other, and the second and third lines rhyme with each other. This rhyme scheme contributes to the poem's structure and rhythm.

• 15 Multiple Choice Questions of the poem 'Father to Son'