THE ENEMY

Q. 1. Who was Dr. Sadao Hoki and where did he live ?

(Imp.)
Ans. Dr. Sadao was a famous Japanese surgeon. He went to America to
study surgery and medicine. By the time his father died, he had
established himself as a surgeon and scientist. Dr. Sadao Hoki's house was
built on the Japanese coast. It was a low, square stone house above a
narrow beach.
Q. 2. What was the chief concern of Sadao's father ?
(Imp.)
Ans. The influence of his father was quite dominating on Sadao. His
father never joked or played with him. Sadao's education was his father's
chief concern. For this reason he at 22 was sent to America to study
surgery and medicine. By the time his father died Sadao had established
himself as a famous surgeon and scientist.
Q. 3. Why was Dr. Sadao kept in Japan and not sent abroad with the
troops ?
Ans. Dr. Sadao was a famous surgeon and a scientist. He was perfecting a
major discovery. It would render wounds entirely clean. There was
another reason of keeping Sadao in Japan. The old general might need an
operation. Dr. Sadao's services were needed at any time. Hence, he was
not sent abroad with troops.
Q. 4. Who was Hana and where did Sadao meet her ? How were they
married ?
Ans. Hana was a beautiful Japanese. She met Dr. Sadao in America at a
professor's house. But he had waited to fall in love with her until he was
sure she was Japanese. She was pure in her race. Otherwise, his father
would not have accepted her in the family.
Q. 5. What did Hana and Sadao see coming out of the mist ?
Ans. Hana and Sadao were standing outside their house. Both of them
saw something black come out of the mist. It was a man. He seemed to
be flung up out of the ocean. He staggered a few steps. He was crawling.
Then he fell on his face and lay there. Sadao thought him some fisherman
having been washed from his boat.
Q. 6. How did Sadao and Hana come to know that the man was an
American, a prisoner of war and an enemy ? (Imp.)
Ans. Sadao and Hana came nearer. They found some stains of blood on
sand. The man was wounded. He turned the man's head and they saw his

face. He was a white man. They read the faint writing on the cap: "U.S.
Navy". The man was a prisoner of war. He was an enemy soldier. Japan
was at war with America.
Q. 7. What was the initial reaction of Dr Sadao and Hana on seeing the
wounded man ? (Imp.)
Ans. Sadao saw a gun wound reopened on the right side of his back. "Oh,
how he is bleeding !" cried Hana. Then they thought what they should do
with that white man. Had he not been wounded, they could have put him
back in the sea. But now there was only one thing to be done. They must
carry him into the house.
Q. 8. "The kindest thing would be to put him back into the sea". Who
says it and why ? Ans. Dr. Sadao and his wife were in a fix. Dr. Sadao
couldn't handover even a dying enemy to the police. Giving him shelter
could lead to their arrest. Hana thought that the kindest thing would be
throwing the man back into the sea. It was the easiest solution. However,
they couldn't do even that.
Q. 9. How did the gardener react when Dr. Sadao told him about the
wounded American soldier ?(CBSE 2008)
Ans. All the servants, including the gardener didn't like Sadao's efforts to
save an American. America was in war with Japan. Tom was their enemy.
Q. 10. What was the reaction of the two servants and Yumi when they
were told about the wounded American? (Imp.)
Ans. The two servants were frightened at what their master had told
them. They thought that their master should not heal the wound of that
white man. The white man must die. If their master healed what the gun
and the sea did, they would take revenge on them. Yumi refused to wash
a white man.
Q. 11. Hana told Yumi to wash the soldier. How did Yumi react ? (CBSE
2008)
Ans. Hana realised that at first the soldier must be washed. She told Yumi
to fetch hot water for washing. When she saw the white man she shook
with anger. She told Hana that she had never washed a white man. She
would not wash such a dirty man. Hana cried and commanded her to do
as asked. Yumi had a fierce look of resistance and left the room
Q. 12. How did Hana help Sadao in operating on the wounded prisoner of
war ?
Ans. Hana dipped a small clean towel into the steaming hot water. She
washed his face carefully. Sadao came there with his surgeon's

emergency bag. She was asked to give the anaesthetic if needed. The
bullet was still there. Sadao proceeded swiftly. The doctor made a clean
and precise incision. The bullet was out.
Q. 13. Why did the servants leave Dr. Sadao's house ? (CBSE 2008)
Ans. Japan was at war with America. Dr Sadao was nursing a wounded
American a prisoner of war. The servants didn't like Dr Sadao's generosity.
He was trying to save a white American. He was giving a new lease of
life. They considered Dr Sadao's work an act of treachery. Hence, their
patriotic feelings made them leave Dr Sadao's house.
Q. 14. Why did Hana say: "Why are we different from other Japanese" ?
Were they really different ?
Ans. Hana thought that they were different from other Japanese. They
were confused. Even their servants saw more clearly than what they did.
No doubt both of them considered Americans as their enemies. But they
were trained in a different way. Being a doctor, Sadao couldn't desert
even a dying enemy.
Q. 15. How did the General react when Sadao informed him about the
prisoner of war? (Imp.)
Ans. The behaviour of the General was quite surprising. He didn't order
the immediate arrest of the enemy. Nor did he take any action against Dr
Sadao who had given shelter to an American soldier. He only offered to
send two private assassins to get him killed secretly. But he never sent
those men.

Q. 16. Did the old General lack national loyalty ? Was it a case of
dereliction of duty? (Imp.)
Ans. The old General didn't take the issue of the prisoner of war very
seriously. Being an experienced general, he should have acted promptly
in this matter. The American soldier should have been arrested at once.
America was at war with Japan. Certainly it was also a case of
dereliction of duty on the General's part.
Q. 17. How did Hana behave on seeing the messenger in official uniform ?
Why did he come for ?
Ans. In the afternoon Hana saw a messenger come to the door in official
uniform. Her hands went weak and she could not draw her breath. She
ran to Sadao gasping unable to utter a word. She thought that the man
had come to arrest them. She was relieved to know that he was sent by

the General. He was in pain and had sent for Sadao.

Q. 18. "If all the Japs were like you there wouldn't have been a war" said
Tom. Justify his
statement.
(Imp)
Ans. The wounded American soldier was an enemy. In spite of all this Dr
Sadao gave him shelter in his house. He didn't hand him over to the
police. He operated on him. Dr Sadao risked his own life but saved an
enemy from dying. Tom was right. If all the Japanese were like him,
there would not have been a war between America and Japan.
Q. 19. What did Dr Sadao do to help Tom to escape to freedom ?
Ans. Dr Sadao knew that the wounded American sailor could be arrested
at anytime. So he decided to help him in escaping. He decided to give his
private boat with food and clothes in it. He could row it to a little island
not far from the coast. Nobody lived there. In this way, he could escape
to freedom.
Q. 20. Why did Dr Sadao help in the escape of the American soldier ? Was
it an act of treachery ? Can you justify his action ?
(Imp.)
Ans. Dr Sadao didn't like white people. But still he gave shelter to a
wounded enemy. He arranged for his escape. Had the young American
been healthy, Sadao would have handed him over to the police. But here
was a bleeding and dying man. He was a doctor and was trained to save
even a dying enemy. Therefore, he helped him in his escape. Human
considerations outweighed all other petty things.(Humanitarian ethics
followed by the doctors)
Q. 21. What made Dr Sadao sure that the wounded American soldier had
escaped safely in darkness ?
Ans. Dr Sadao had made elaborate arrangements for the safe escape of
Tom. He was made to row to a nearby island. All necessary things were
provided to him. He was to signal two flashes if he ran short of food.
When no signal came, Dr Sadao was convinced that Tom had escaped
safely.
Q. 22. Justify the title of the story 'The Enemy.
Ans. Pearl S. Buck has given a suitable title to the story. The title is quite
appropriate and logical. The wounded American prisoner of war is a
natural enemy of Dr Sadao and his wife Hana. They should have handed
him over to the police. But human consideration outweighed all other
considerations. His duty as a doctor made Dr Sadao to save the life of
even a dying enemy.

LONG ANSWER TYPE QUESTIONS

Q. 1. Write a character-sketch of Dr. Sadao as depicted in your
lesson, 'The Enemy'.
(A.I. CBSE 2008)
Ans. Dr Sadao Hoki was the only son of his father. He was highly
influenced by his father. His education was his father's only concern. For
this reason he had been sent to America at the age of twenty-two to
study surgery and medicine. He married Hana in America when he
became sure she was Japanese. This shows Sadao's love for Japan.
Dr Sadao was first a doctor and then anything else. He and Hana found a
prisoner of war wounded and bleeding. He at once packed the wound
with sea moss. Sadao was in a dilemma. The wounded man was an
American. Japan was at war with America. If he sheltered a white man
he could be arrested. If he handed him over the police, he would
certainly die. All Americans were their enemies. Still he brought the man
home, washed his wounds. He knew that the man would die if he was not
operated on.
Dr Sadao and his obedient wife faced the ire and displeasure of their
servants. Yumi didn't want to wash a white man. The old gardener
thought that his master must let the whiteman die. Dr Sadao ignored all
these warnings. He heard the call of his profession and operated on the
prisoner of war.
Dr Sadao's heart overflowed with human kindness. Lest Tom be arrested,
he made elaborate arrangements for his escape. He put his boat on the
shore with food and extra clothing. He did all these sacrifices putting
himself and his wife at maximum risk. He could even lose his life for
sheltering an enemy and arranging for his escape. He rose to the occasion
and did what only a devoted doctor could have done in the
circumstances.
Q. 2. How did Sadao and Hana see the man crawling on his hands and
knees
? Why
did
they
bring
him
inside
the
house
?
(Imp. )
Ans. Sadao and Hana were standing outside their house. Soon they saw
something black coming out of the mists. It was a man flung out of the
ocean. The man was on his knees crawling. Then he lay down there. They
thought him to be a fisherman. Perhaps he had been washed away from

his boat. He was a white man. Upon his young and tortured face was a
rough yellow beard. The faint letters on his cap revealed that he was a
sailor of the "U.S. Navy". In short, he was a soldier of a hostile nation.
Japan was at war with America and so he was their enemy.
Dr Sadao and Hana were in a fix. If they sheltered a whiteman in their
house, they could be arrested. If they handed him over to the police, he
would certainly die. "The kindest thing would be to put him back into the
sea". If the man were healthy, he could hand him over to the police
without any difficulty. But he was a doctor and he was trained to save
the life of even a dying enemy. So he decided to carry him into the house
and save him from dying.
Q. 3. What conflict did Dr Sadao and his wife Hana face before the
doctor operated
on
the
wounded
American
soldier ?
(Imp. )
Ans. Dr Sadao and his wife Hana remained in a state of conflict for quite
a long time.
They couldn't throw a wounded man again into the sea. If they gave
shelter to him in their house, they could be arrested. Handing him over
to the police, would have meant throwing him into the jaws of death.
They were in a state of intense conflict. Ultimately, the duty of a doctor
overpowered all other petty considerations. The servants revolted at the
idea of serving a white man. Hana herself washed the wound. Dr Sadao
had decided to operate on Tom.
Hana obeyed her husband without a word. Hana was to give the
anaesthetic if the patient needed it. The doctor made a clean and
precise incision. The bullet was out. At last, Dr Sadao declared : "This
man will live in spite of all". So Dr Sadao saved a dying man. Love for
humanity and the ethics of a doctor won over petty racial considerations.

Q. 4. Dr Sadao was compelled by his duty as a doctor to save a dying

enemy. What made Hana to sympathise with the American sailor in spite
of open defiance from the servants ? How do you justify the behaviour of
the old General ? Was it human consideration or lack of national loyalty
or dereliction of duty ?
Ans. Dr Sadao and Hana both loved their country. They didn't have any
liking for the white people. He considered that Americans suffered from
racial prejudice. Both of them were happy that Japan was fighting

against the white people. But Dr Sadao had been trained as a doctor even
to save a dying enemy. Handing him over to the police would have meant
throwing him into the jaws of death. Hence, he put aside all other
considerations and respected the ethics of his profession. Hana was a
woman with a tender heart. She couldn't bear the sight of a wounded and
bleeding soldier. Hence, she herself helped Sadao to carry the wounded
man into the house. No doubt, the behaviour of the old General defies
logic. Certainly, he lacks national loyalty. He can also be accused of
dereliction of duty. Being a General, it was his duty to get the prisoner of
war arrested at once.
Q. 5. Why and how did Dr Sadao help the prisoner of war to escape ? Do
you find
him
guilty
of
harbouring
an
enemy
?
(V. Imp.)
Ans. Dr Sadao had given a new lease of life to the American prisoner of
war. He didn't want to throw him into the jaws of death again. He asked
the young soldier to take his private boat at night. He should row in the
cover of darkness to a little deserted island nearby. The young American
could live there until he saw a Korean fishing boat pass by. Food, bottled
water and two quilts were put inside the boat. If the food ran out, he
could signal two flashes.
He was not to signal in darkness because he could be seen. The young
American came down into the darkness of the garden and escaped. The
prisoner had gone quite safe.
No, Dr Sadao can't be found guilty of harbouring an enemy. No doubt, the
nationals of countries at war are considered as enemies. But we shouldn't
forget that Sadao was a doctor. And for a doctor saving a dying man is the
foremost priority. It doesn't matter if the dying man is an enemy.

SHOULD WIZARD HIT MOMMY?

Q. 1. Why did the story-telling become a necessary ritual for Jack ?
Ans. Story-telling had become a necessary ritual for Jack. He used to tell
stories mostly in the evenings and for Saturday naps to Jo. This custom
was now nearly two years old. All stories were the product of Jack's
mind. Jo responded quite enthusiastically. In the end, the little girl fell
asleep.
Q. 2. 'Each new story was a slight variation of a basic tale'. Highlight the

common

stories.
(Imp.)
Ans. Jack's stories were the product of his mind. Each new story was a
slight variation of the basic tale. Each story described a small creature,
usually named Roger. He could be Roger Fish, Roger Squirrel, Roger
Chipmunk or Roger Skunk'. Every story had a wise old owl and a wizard
with a magic wand.
Q.

features

3.

of

Jack's

Describe

Jack's
style
of
story-telling.
(V. Imp.)
Ans. Jack had perfected himself as a story teller. He could create new
stories to suit the mood and the occasion. He could create the desired
effects to keep the interest of his daughter Jo intact. For example, the
old wizard's voice was one of Jack's own favourite effects. He did it by
shrinking his face and eyes.
Q. 4. Describe Roger Skunk.
Ans. A skunk is a small black and white American animal. Roger Skunk was
a little animal that smelled very badly. His bad smell kept all other little
animals away from him. They never played with him. He stood all alone
weeping over his fate.
Q.

5.

What

was

the main problem of Roger Skunk ?

(Imp.)
Ans. Roger Skunk was a little animal. Unfortunately, he smelled very
badly. His offensive foul smell kept all other little animals away from
him. He was segregated. Nobody played with him. He was deeply pained
at the indifference of other animals. Two round tears rolled down from
his eyes.
Q. 6. How and why did all other animals tease Roger Skunk ?
(Imp.)
Ans. Roger Skunk smelled very badly. Due to his bad smell no animal
came near him. Whenever he went out, all other tiny animals would cry.
"Uh-oh, here comes Roger Stinky Skunk". They would run away leaving
him alone to weep over his fate.
Q. 7. Where did Roger Skunk go first for help ?
Ans. Roger Skunk decided to go first to the wise old owl for help. He
walked along very sadly and came to a very big tree. In the tiptop of the

tree lived the wise old owl. He complained to him that all other little
animals ran away from him. He smelled so bad. The owl thought and
thought and at last advised Roger to go and meet the wizard.
Q. 8. This was a new phase, just this last month, a reality phase. How
did Jo behave in this 'reality phase' ?
Ans. Jo was growing. Now she was no more a patient listener. She would
question and argue quite often. She stopped taking things for granted. It
was a reality phase. If Jack told her that spiders eat bugs, she would
ask : "Do they really"? When she was told that God was in the sky, she
would ask : "Is he really" ?
Q. 9. How did Roger Skunk reach the Wizard ?
Ans. The wise owl advised Roger Skunk to meet the wizard. Roger passed
through the deep dark woods and swamps. Then he crossed a little river.
At last, he came to a little white house. He tapped on the door. A tiny
bearded little old man came out. He was the wizard.
Q.

10.

What

did

Roger Skunk say to the wizard ?

(Imp.)
Ans. Roger Skunk told his problem to the wizard. He complained that all
little animals ran away from him because he smelled very badly. He also
told the wizard that the wise old owl had sent him there for his help.
Q. 11. What did the wizard do when Roger begged him for help ?
Ans. The wizard first of all asked Roger not to come too close. He asked
Roger Skunk what he wanted to smell like. Roger wanted to smell like
roses. The wizard took his magic wand and chanted a spell. The whole of
the wizard's house was full of roses.
Q. 12. How did Roger Skunk find three more pennies and how did he start
smelling like roses ?
Ans. The wizard demanded seven pennies. Roger had only four with him.
The wizard asked him to go to the end of the lane and turn around three
times. He would find three pennies in the magic well. Roger obeyed. He
gave those three pennies to the wizard. The wizard became very happy
and made Roger Skunk smell like roses.
Q. 13. Why was Roger Skunk's 'mommy' angry when she found him

smelling like

roses

(Imp.)
Ans. Roger Skunk came back home. He was smelling like roses. His
mother wondered what that 'awful' smell was. Roger replied that the
wizard made him smell like that. The mother became very angry. She
decided to take him right back to that 'awful' wizard. She wanted Roger
to smell like a skunk.
Q. 14. Why didn't Roger Skunk's mommy like her son smelling like
roses ? (Imp.)
Ans. When Roger Skunk came home he was smelling like roses. His
mother didn't like that 'awful' smell. Roger told his mother that all other
little animals kept away from him. He smelled very badly. She didn't care
for such things. Roger was a skunk. He must smell like a skunk and not
like roses.
Q. 15. Why did Roger Skunk's mommy go to the wizard and what was the
result ?
(Imp.)
Ans. Roger Skunk's mommy was very furious. The wizard had made Roger
smell like roses. She went straight to the wizard. She took an umbrella
and hit that wizard right over his head. The wizard was ready to do what
she wanted. Roger Skunk did not smell of roses any more. He smelled
very bad again.
Q. 16. What happened after Roger Skunk smelled very bad again ?
Ans. The wizard made Roger Skunk smell very bad again. The mother was
satisfied. They went home. They heard woo-oo, woooo-oo. It was the
sound of the choo-choo train. It was bringing Daddy Skunk home from
Boston. And they had Lima beans and Pie-Oh-My for dessert. Mommy
Skunk hugged Roger with love.
Q. 17. Why wasn't Jo happy with the ending of the story ? How did Jo
want
the story
to
end
up
?
(Imp.)
Ans. Jo was unhappy that the hero of the story Roger Skunk was made to
smell very bad again. Roger's mommy wanted it to happen. Jo wanted
that the stupid mommy should have been punished. The wizard should
have taken the magic wand and hit it very hard on her head. Jo wanted
her little hero smell of roses.

Q. 18. What is the difference between the original ending and the ending
of the story Jo insists on ?
Ans. In the original story Roger's mommy hits an umbrella right on the
head of the wizard. He acts as she pleases. Roger Skunk starts smelling
bad again. Jo wants the ending of the story the other way. She wants the
wizard to hit on the head of the 'stupid mommy'. She wants that the
wizard should refuse to make Roger smell bad again.
Q. 19. The story 'Should Wizard Hit Mommy ?' presents two different
perspectives on life. What is Jo's perspective and how does it differ with
Jack's ?
(Imp.)
Ans. The world of adults is the world of harsh realities. Their way of
looking at things and people is also different. The world of adults lacks
romance and beauty. Joe's world is a dreamy world of romance and
beauty. She can't afford to see her hero Roger smelling very bad again.
He must smell of roses.
Q. 20. What makes Jack feel caught in an ugly middle position ?
(Imp.)
Ans. Jack finds himself hanging in an ugly middle position. His one leg is
in the fanciful world of Roger Skunk, the wise old owl and the wizard. But
he has to face the harsh realities of life as well. It is the world of day-today things that lack romance and beauty.

LONG ANSWER TYPE QUESTIONS

Q. 1. Describe Jack's art of story-telling. How does Jack narrate the
story
'Should Wizard Hit Mommy ?'
(Imp.)
Ans. Jack seems to have perfected the art of story-telling. Jack has a
basic tale. Each new story is a slight variation of the basic tale. There is
a small creature, usually named Roger in every story. He can be Roger

Fish, Roger Squirrel or Roger Chipmunk. Then there is a wise old owl and
a wizard with a magic wand in every story. Jack understands the pulse of
his little daughter Jo. So he creates special effects to keep her interest
intact. He may imitate the voice of the old wizard. He would narrate the
story in a way that suited the occasion. He is always full of creative
enthusiasm.
In this story a new animal is chosen. He is named Roger Skunk. He smells
very bad. All little creatures keep away from him. No one plays with him.
Roger goes to the wise old owl. The owl directs him to the wizard. He
tells his tragic story to him. He gives seven pennies to the wizard. He
becomes very happy and makes Roger smell like roses.
Jack sticks to his version of the story. He makes no change in it as desired
by Jo. Jo wants the 'stupid mommy' to be punished. She made the wizard
smell Roger bad again. Jack doesn't relent and makes no change in the
ending.

Q. 2. What was Roger Skunk's problem ? Why did Roger Skunk's mother
not like her son smelling like roses . Do you justify her stand ?
(V. Imp.)
Ans. Roger Skunk's main problem was that he smelled very badly. All little
animals kept themselves away from him. None of them would play with
him. They teased him calling 'Stinky Skunk' whenever he happened to
come out. The poor little Roger would stand alone and weep. The wizard
listened to his woeful tale and made him smell like roses. This was the
smell that Roger Skunk liked so much. Now the attitude of all other little
animals also changed. They gathered around him because he smelled
nicely well then. And they played tag, baseball,football and hockey
together.
Roger Skunk's mother became furious. She did not like her son smelling of
roses. She found the smell of roses 'awful'. She went right back to that
'awful wizard' and hit him hard on his head. The wizard made Roger
Skunk smell very bad again. This pleased the mother. She hugged and
loved her son. He smelled now like a skunk.
Roger Skunk's mommy was not 'stupid' as Jo would think her to be. For a
mother, her child is always an object of love and affection. A mother

doesn't care whether her child smells of roses or smells so badly. For her
the smell of the child is the smell that she loves and cherishes. Naturally,
Roger Skunk's mother was upset when she found him smelling like roses.
She didn't like that 'awful' smell and compelled the wizard to make Roger
smell very bad again. Now Roger smelled like a skunk. He smelled like
her own son now.
Q. 3. Why does Jo want that the wizard should hit the mommy ? Does her
stand reflect a child's perspective on life ? What is your choice ?
(Imp.)
Ans. Children look at this world from a different perspective. They look
at people and things quite differently than what adults do. Their
perspective on life reflects simplicity and innocence. Jo has a deep
sympathy for Roger Skunk. Roger's bad smell kept all little animals away
from him. The little Skunk stood alone and wept. The wizard made Roger
smell of roses. He was happy. Other little animals were now attracted
towards him. They now played and danced with him.
Jo's main anger is against the "stupid mommy" of Roger Skunk. It was she
who forced the wizard to make Roger Skunk smell very bad again. The
hero of the story is always a role model for children. The tender-hearted
Jo is shocked at the attitude of that 'stupid' mommy. She wants that
Roger's mommy must be punished. The wizard must hit on her head hard
with his magic wand.
I think Roger's mother doesn't deserve such a bad punishment. For her
Roger must smell like her son. She is shocked when he starts smelling of
roses. A mother always loves her child. His complexion and smell don't
count for her at all. Her love transcends all such minor things.

ON THE FACE OF IT

Q. 1. Why and how did Derry enter Mr. Lamb's garden ?

Ans. The young man Derry entered Mr. Lamb's garden by climbing over
the garden wall. He thought that it was an empty place. He didn't know
there was anybody there. He didn't come to steal apples or anything. He
just wanted to be in a secluded place. The garden appeared to be quite a
suitable place for him.
Q. 2. What was the reaction of Mr. Lamb when he saw Derry entering his
garden after climbing over the garden wall ?
Ans. Mr. Lamb saw Derry entering his garden. Derry was startled. He gave
explanation that he didn't enter to steal anything. Mr. Lamb tried to
comfort Derry. Anybody could enter the garden. He asked him to pick up
ripe apples lying in the long grass.
Q. 3. Why does Derry say : " .... I'm not afraid. [Pause] People are afraid
of me ?"
Ans. Derry suffers from a complex. Most of the physically impaired
persons suffer from such a complex. He becomes withdrawn and defiant.
He has got a burnt face. People find his face very terrible. They get
scared when they look at his horrible face. So he is not afraid of the
people but they are afraid of him.
Q. 4. "What have you changed the subject for ?" says Derry to Mr.
Lamb. What does Derry want Mr. Lamb to do ?
Ans. Derry was telling about his face. People called it a "terrible" and the
"ugliest thing". Mr Lamb starts talking of the crab apples and of making
jelly out of them. Derry gets angry. He thinks perhaps Mr. Lamb doesn't
dare to talk about his "ugly" and "terrible" face. He is only trying to
change the unpleasant subject.
Q. 5. Why did Derry come into Mr. Lamb's garden ? Why was he startled ?
(A.I. CBSE 2008}
Ans. Derry told Mr Lamb that he didn't enter the garden to steal
anything. He thought it was an empty place. He didn't know if anybody
was living there. He was startled to find Mr Lamb suddenly coming near
and speaking to him. Derry asked in disbelief and surprise: "What ?
...Who's there ?"
Q. 6. According to Derry, what do people think and say about him ?
(A.I. CBSE 2008)

Ans. Derry thought that people were afraid of his burnt face. It was a
terrible thing. Derry thought that no one would ever kiss him except his
mother. When people stared him, he felt they were afraid of him. This
made him withdrawn. He tried to avoid meeting people. Derry thought
he was as ugly as a 'devil' and people thought him so.
Q. 7. How did Derry get his face burnt ?
Ans. One side of Derry's face was totally burnt. Mr Lamb guessed that
Derry's face got burned in a fire. Derry corrected him. He got acid all
down on that side of his face. The acid burned it all the way. It ate his
face up.
Q. 8. "I'm interested in anybody. Anything. There is nothing that God
made that doesn't interest me." Do these words truly reflect Mr Lamb's
character ?
Ans. Mr Lamb is a man with a positive attitude towards life and people.
He is not an escapist like Derry. He is also a physically disabled person.
But the matter ends here only. He has zest (gusto, enthusiasm) for life.
He loves people. He loves growing weeds, collecting honey and making
jelly. He is always interested in anybody and anything.
Q. 9. Why does Mr Lamb have a tin leg ?
Ans. Mr Lamb has a tin leg. One of his legs was blown off in the war. He
has to walk on an artificial tin leg. But Mr Lamb doesn't feel like a
physically handicapped person. Nor does he suffer from an inferiority
complex. Children call him "Lamey-Lamb" but he doesn't mind it.
Q. 10. What was the fate of the man who locked himself up in his room ?
Why does Mr Lamb give this example ?
Ans. There was a man who was afraid of everything. A bus might run over
him. A donkey might kick him to death. So he went into his room. He
locked the door and stayed there. A picture fell off the wall on to his
head and killed him. Mr Lamb doesn't want Derry to alienate himself. It
can be dangerous.
Q. 11. "I'm not fond of curtains. Shutting things out." says Mr Lamb. How
do these words reveal Mr Lamb's personality ?
Ans. Mr Lamb's physical disability doesn't crush his openness and largeheartedness. He is not alienated from the mainstream of life like Derry.

On the other hand, he keeps his house and heart open to people.
Anybody can enter his garden. He is not fond of curtains. He doesn't
believe in shutting things out.
Q. 12. Why does Mr Lamb say to Derry that "People are never just...
nothing. Never" ?
Ans. Mr Lamb's message is very clear. Alienation or withdrawal is not the
solution. Derry believes in funning away from people. For him people are
just nothing. Mr Lamb lives among the people. He keeps his heart always
open for the people. They are important and "never just nothing".
Q. 13. What kind of world will it be if all the physically disabled start
living together to avoid people staring at them ?
Ans. Derry believes in withdrawal and escapism. He wants to live where
no one may stare and pass cruel remarks at him. The blind ought to be
with the blind people and the idiot boys with the idiots. Mr Lamb doesn't
believe in such a segregation. It will not be a pleasant and healthy world.
Q. 14. "Once you got home, you'd never let yourself come back." says Mr
Lamb to Derry. Is he right in his assessment ?
Ans. Mr Lamb says that once Derry gets home, he will never let himself
come back. People say but never come back. But Derry says that he will
come back. Mr Lamb should wait for him. Derry does come back. His
mother tries to hold him back but he comes back to Mr Lamb.
Q. 15. Why does Derry's mother warn him not to go to meet Mr Lamb ?
Ans. Derry's mother claims to have heard many things about Mr Lamb.
She has been told and warned by the people. She asks Derry not to go
back there. Derry asks her not to believe all she hears. He is determined
to go there.
Q. 16. Why doesn't Derry stay to help Mr. Lamb to get crab-apples ?
(A.I. CBSE 2008)
Ans. Derry can't stay to help Mr Lamb to get crab-apples. He was away
from home for long. His mother must be worried. She wanted to know
where he was. His home was at a distance of three miles across the
fields. He was fourteen but still his mother wanted to know where her
son was.

Q. 17. Why does Derry go back to Mr Lamb ?

Ans. Derry is determined to go back to Mr Lamb. Mr Lamb says "things
nobody else has ever said". Moreover, he has promised Mr Lamb to come
back to him. He wants to prove that he has fulfilled his promise. Mr Lamb
has given him a new meaning of life. So he is coming to meet him again.
Q. 18. Has Derry overcome the complex regarding his burnt face ? How ?
Ans. Derry feels bad when people talk about his face. But now Derry is
not the same person. He has overcome his inferiority complex. Nor does
he care what he looks like. It is not important for him now. He is going
back to Mr Lamb only to look at things like him.
Q. 19. Describe the message that the play 'On The Face of It' conveys to
the readers.
Ans. The one-act-play 'On The Face of It' conveys a definite message. Life
has to be lived. We should always be within the mainstream of life. We
should not allow ourselves to be alienated. Nor should we suffer from a
complex if we are physically challenged. We should accept life as it
comes.
LONG ANSWER TYPE QUESTIONS
Q. 1. Both Derry and Mr Lamb suffer physical disabilities but their
attitude towards life and people is totally different. Highlight their
contrasting traits in your own words.
(V. Imp.)
Ans. Derry's main problem is his burnt face. One side of his face was
eaten up by acid. He suffers from a tremendous sense of inferiority
complex. He is always conscious that his face is "bad", "terrible" and "the
ugliest thing". People are "afraid" of him. He tries to escape people. He
allows himself to be alienated from the world. On the other hand, Mr
Lamb doesn't allow his physical disability to come in his way. He accepts
life as it comes. He has a positive attitude towards life, things and
people. He doesn't find solace in escapism. Children tease him by calling
"Lamey-Lamb" but he doesn't mind it. One of his legs was blown off in the
war. But he is full of life and enjoys it at his best. He enjoys sitting in the
sun, reading books and growing weeds and flowers.
Derry is withdrawn and defiant. He doesn't trust people. He thinks that
no one will ever love and kiss him except his own mother. He can't stand
people staring at him or passing uncharitable remarks. He is touchy and

hyper-sensitive. Mr Lamb is open-minded and open-hearted. All are

welcome. He loves everybody and everything. He teaches Derry how to
handle people and things.
Q. 2. How did Mr. Lamb's meeting with Derry become a turning point in
Derry's life ? (CBSE 2008)
Ans. The play 'On the Face of It' features an old man and a small boy. The
man is Mr Lamb and the boy Derry who meets him in the former's garden.
Derry is withdrawn and defiant. He does not like being with people. Once
he got acid all down on one side of his face. The acid burnt it all away.
This creates a complex in his mind. He considers his face as the most
terrible thing in the world. When he looks in the mirror and sees it, he is
afraid of himself. He thinks that people are afraid of him. He doesn't like
being near them. No one will ever kiss him. Only his mother kisses him
and that too on the other side of his face. People look at his face and
pass uncharitable remarks. Mr Lamb is a physically challenged man. He
has got a tin leg. The real one got blown off, years back. Children tease
him calling "Lamey Lamb". But Mr Lamb never minds such things. He
has a positive attitude towards life. He likes to talk and have company.
He is open and never shuts himself in.
Mr Lamb's meeting with Derry brings a turning point in Derry's life. He
gives confidence to Derry. He persuades him that he can get better than
rest of the people. He should stop hating people. Hatred burns oneself
away inside. Derry should take life as it is. This leaves a deep impression
on Derry. He comes back to Mr Lamb only to find him dead. But Mr Lamb
brings a change in Derry's life. He develops confidence to face the world
in a more positive way.
Q. 3. Derry is a victim of his own complex. He develops a negative
attitude towards life and people.Do you find some change in him in the
end ?
(V. Imp.)
Ans. Derry is a victim of his own inferiority complex. This complex is born
out of a distorted understanding of himself and the world. One side of his
face was badly burnt by acid. When he sees his face in the mirror he gets
afraid of himself. Derry develops a negative attitude towards life. He
doesn't fit anywhere. He is withdrawn and defiant. He avoids people. He
can never think that anybody can love and kiss him except his mother.
Derry's deep complex leads him to total alienation. He is unlike Mr Lamb.
Mr Lamb has a tin leg. But he never allows his disability to sour the joys
of his life. Derry makes himself quite pitiable and miserable. His hyper-

sensitivity is like an open wound. He can't stand people staring at him.

Cruel and uncharitable remarks upset the balance of his mind. Children
call Mr Lamb : "Lamey-Lamb" but he doesn't rnind it. Derry has developed
a perverted thinking. He mistrusts the world and its people. We find a
change in Derry in the end. Mr Lamb's ideas leave their imprints on him.
He is free from that diseased complex now.

Q. 4. Generally persons suffering from a physical impairment feel a

sense of alienation and withdraw themselves from the world. But Mr
Lamb never allows his physical disability to sour and spoil the pace and
pleasures of his life. Justify the statement by giving examples from the
text.(Imp.)
Ans. Physical impairment causes a deep mental agony. It gives birth to a
deep inferiority complex. The person gets alienated from the mainstream
of life. He finds solace in withdrawal and self-pity. But Mr Lamb is an
exception. He has a tin leg. One of his legs was blown off in the war. He
never allows his physical disability to sour and spoil the pace and
pleasures of his life. He accepts life as it comes. He tries to find and give
a definite meaning to it. He always lives for others and among others.
Nor does he become an object of self-pity. He always keeps open his
heart for others. Everyone is welcome. He loves everybody and
everything.
Mr Lamb is full of life. He enjoys sitting in the sun and reading books. He
grows plants, flowers and fruit trees. He collects honey and makes jelly
from apples. Children sometimes call him "Lamey-Lamb" but he doesn't
mind it. On the other hand, he plays with them. He gives apples and
toffees to them. He gives a new direction and meaning to Derry's life
before his death.

EVANS TRIES AN O LEVEL

Q. 1. Who was Evans ? Describe two of his main characteristics.
Ans. James Roderick Evans was 'quite a pleasant sort of chap.' He had no
record of violence. He was one of the stars at the Christmas concert. But
he was 'just a congenital kleptomaniac.' The prison officers called him

"Evans the Break." Thrice he had escaped from prison.

Q. 2. What was the unusual request that the Governor made to the
Secretary of the Examinations Board ?
Ans. The Governor made quite an unusual request to the Secretary of the
Examinations Board. He wanted a prisoner, Evans to be examined in the
prison in his cell. Evans was to appear in O-Level German examination.
He was keen to get some sort of academic qualification. The Board
granted permission for conducting the examination in Evans's prison cell.
Q. 3. Was Evans really interested in getting some sort of academic
qualification ? Give a reasoned answer.
Ans. No, James Roderick Evans was not interested in getting any
academic qualification. 'Evans the Breaker' had made a deliberate plan to
escape from the prison. He was not genuinely interested in O-level
German. The German teacher who came to teach him in the prison was
also a part of that plan.
Q. 4. How was it decided to examine Evans and what arrangements were
made in this regard?
Ans. The Board accepted the unusual request of conducting the
examination of Evans in his cell. All necessary documents were to be sent
to the prison. A parson from St. Mary was to invigilate. Senior police
officers Jackson and Stephens were not to give any means of escape to
the wily criminal. The Governor coordinated and supervised all the
activities.
Q. 5. What precautions and arrangements were made for the smooth
conducting of the examination and providing Evans with no means of
escape ?
Ans. The prison-staff and the Governor made all precautions for the
smooth conduct of the examination. A parson, Mr. McLeery was to
invigilate. Stephens and Jackson were to stand outside the locked cell.
Evans's cell was thoroughly searched for two hours. The Governor himself
coordinated and supervised all the activities.
Q. 6. Why did the prison officers call Evans "Evans the Break"?
Ans. Evans was helpless. He was a congenital kleptomaniac. He was often
arrested and sent to prison. But he had perfected the art of escaping
from prison. He had managed to escape prison thrice. So, the prison
officers called him "Evans the Break." Evans was planning for the fourth
escape.
Q. 7. What information did the Governor give to the Secretary of
Examinations Board about Evans ?

Ans. The Governor gave quite a satisfactory report about Evans to the
Secretary of the Board. It was stated that Evans had no record of
violence. He was quite a 'peasant sort of chap'. Evans was one of the
stars at the Christmas concert. He suffered from a weakness. He was just
a congenital kleptomaniac.
Q. 8. Why did Jackson ask Stephens to take Evans's razor and nail scissors
out of the cell after he finished shaving?
Ans. The senior prison officer Jackson didn't want to take any chance
with 'Evans the Breaker'. He asked Stephens to take away his razor and
nail-scissors after he had finished shaving. With the razor Evans could cut
his throat. He could also use the razor and the nail-scissors as weapons
against the invigilator McLeery.
Q. 9. Who was Reverend Stuart McLeery ? Did he really come to invigilate
?
Ans. Reverend Stuart McLeery was one of the persons at St. Mary Mags.
He was to invigilate during the examination in the prison cell. The man
who came to invigilate was not McLeery. The real McLeery was found
securely bound and gagged in his study. Someone else impersonated
McLeery in the prison.
Q. 10. "Beneath all the bluster and the bullshit" a tiny core of
compassion was buried somewhere in Jackson. Justify the statement.
Ans. Jackson was the senior prison officer. He could tolerate no
indiscipline in the prison. He asked Evans to take off his hat. But Evans
pleaded that the hat brought him all sorts of luck in life. The hat was like
a "lucky charm" for him. Jackson relented and allowed Evans to wear his
hat on his head.
Q. 11. Jackson found a puzzling thing in McLeery's suitcase. How did
McLeery explain it?
Ans. One of the objects in McLeery's suitcase was puzzling Jackson sorely(
to a high degree ). There was a small semi-inflated rubber ring. It was
about twelve inches in diameter. McLeery suffered from hemorrhoids. He
needed the rubber ring when he was sitting down for some length of
time.
Q. 12. What were the necessary instructions that McLeery gave to Evans
before the examination started ?

Ans. First of all McLeery asked Evans to behave himself. He asked him to
write the name of the paper, 021-1 in the top left-hand corner. He was
also asked to write his index number-313 and the centre number-271.
Thus, began the examination, a little late at 9.25 a.m.

Q. 13. What was the correction slip ? Why did Evans say later that the
correction slip killed two little birds with a single stone ?
Ans. After the examination started, the Assistant Secretary of the Board
spoke to the Governor. There was a correction slip. They had forgotten to
place it in the examination package. The man impersonating the real
McLeery asked Evans to make the necessary correction. The correction
slip killed two little birds with a single stone. It provided the name of the
hotel 'The Golden Lion' for Evans and the exact time the examination
started.
Q. 14. Why was Stephens a little surprised to see a grey regulation
blanket draped round Evans's shoulders ?
Ans. At 10.50 a.m., the Governor got a ring. Evans requested him to put
a blanket around his shoulders. It was a bit cold in the cell. At 10.51 a.m.
Stephens was surprised to see a grey regulation blanket draped round
Evans's shoulders. He got worried and annoyed. He feared that Evans
could plan a sudden leap to suffocate McLeery.
Q. 15. At 11.22 a.m. the Governor wanted to speak to Stephens. What
was the message that was conveyed to Stephens ? Was the call fake ?
Ans. At 11.22 a.m. came a call from the Governor. He ordered Stephens
to accompany McLeery to the main prison gates. Stephens was to make
absolutely sure that the door of Evans' cell was locked.
The call was fake. It was a part of Evans's strategy to confuse the already
panicky staff of the prison.
Q. 16. Why is Stephens compared to a woman who would get up twenty
times to check that she had locked the front door ? Why did he rush to
the cell ?
Ans. Stephens was to accompany McLeery to the main gate. He was to
make sure that the door was locked on Evans after McLeery had left the
cell. Stephens was behaving like a panicky woman. He would check
twenty times that he had locked the door. Stephens would rush to Evans's
cell to make sure that the door was duly locked.

Q. 17. What two strange things could be noticed when McLeery was
standing at the prison gate with Stephens ?
Ans. Stephens accompanied McLeery to main gates of the prison as
directed by the Governor. Two changes could be noticed in McLeery. First,
his Scottish accent "seemed broader than ever". Second, his long black
coat was reaching almost to his knees.
Q. 18. Why did Stephens cry when he opened the peep-hole of Evans's
cell ?
Ans. Stephens made his way to Evans's cell. He opened the peep-hole
once more. He cried : "Oh, no ! Christ No !" There lay a man with his
head smeared in blood in Evans's chair. For a second, Stephens thought it
must be Evans. But soon he realised that the man was McLeery. He raised
an alarm and called for the police.
Q. 19. What did McLeery do when he raised himself from the chair ?
Ans. McLeery slowly raised himself. He was moaning and tried to speak.
He assured that he was all right. He asked to get the police at once. He
claimed that he knew where Evans could be tracked down. He was
grasping the German question paper in his hand.

Q. 20. What clues could the Governor get from the photocopied sheet ?
Ans. McLeery showed a photocopied sheet to the Governor. It had been
cleverly superimposed over the last page of the question paper. It read :
"From Elsfield Way drive to ... Neugraben". The Governor coded it for
Newsbury. Later on, the six figure reference 313/271 helped him to
locate Evans in the middle of Clipping Norton. The correction slip gave
him the name of the hotel 'The Golden Lion' where he was staying.
Q. 21. Where was McLeeryin the hospital or elsewhere ?
Ans. The Governor asked Carter to take the injured McLeery to a
hospital. The injured McLeery was no one but Evans himself. The
Governor rang the Radcliffe hospital only to find that McLeery was not
there. No one seemed to know where he was. He just vanished. Later on,
the real McLeery was found securely bound and gagged in his study. He
had been there since 8.15 a.m. That proved that he didn't visit the

prison.
Q. 22. Did McLeery actually go to Evans's cell to invigilate ? Give a
reasoned answer.
Ans. No, McLeery didn't go to invigilate. He couldn't have gone there. He
was securely bound and gagged in his study in Broad Street. He had been
there, since 8.15 a.m. Two men had forcefully bound and gagged him.
The man who went to act as the invigilator had actually impersonated
the real McLeery.
Q. 23. Who was the most unexpected man in the world that waited for
Evans in his bedroom at the Golden Lion ?
Ans. Evans was having a nice time and good fun at the Golden Lion hotel.
He had a gentle stroll round the centre of Chipping Norton. He collected
keys from the reception and walked up to his room. When he unlocked
the bedroom, he stood frozen to the spot. Sitting on the narrow bed was
the Governor, himself.
Q. 24. How was Evans arrested ?
Ans. Evans was beaten in his own game. He had left clues that helped in
his arrest. The six figure reference 313/271 helped the Governor to find
Evans at the Golden Lion in Chipping Norton. He offered no resistance.
He was handcuffed and made to sit in the police van.
Q. 25. How did the Governor and the staff reach the Golden Lion to
arrest Evans ?
Ans. Evans made things easier as he left the question paper behind him in
the cell. After reading that they could come to Chipping Norton. They got
the six-figure reference 313/ 271 as Evans wrote the Index number 313
and centre number 271. These clues were enough to land them at the
Golden Lion in Chipping Norton.
Q. 26. What was the final act of foolishness that led to the escape of
Evans and proved that the Governor was "just another good-for-agiggle" ?
Ans. Evans was handcuffed and made to sit in the van. The van drove
towards Newbury. There, the hitherto (until the point of time) silent
prison officer unlocked Evans's handcuffs. It was the last act of
foolishness of the Governor. He didn't identify the van and the driver. If
he had verified their identities, he could have avoided Evans's escape. He

was "just another good-for-a-giggle," Governor."

LONG ANSWER TYPE QUESTIONS
Q. 1. The Governor and his staff did their best not to provide Evans a
means of escape but the wily Evans proved to be more than a match for
them. It was he who had the last laugh. Justify it with a reasoned
answer.
Ans. In 'Evans Tries An O-Level' we see a battle of patience and nerves.
The Governor and his staff are outwitted by the wily Evans. In this tug of
war, Evans proves to be the natural winner. He easily slips out of the net
that had been laid to arrest him.
All precautions had been taken. No one wanted to take any chance with
"Evans the Breaker". The examination was to be conducted in the cell
itself. One of the parsons Mr McLeery was to invigilate. The senior officer
Jackson and Stephens had made all necessary arrangements. Evans's
razor and nail-scissors were also taken away. They could be used for
cutting his throat or injuring McLeery.
But Evans frustrated all their plans. He could hide a false beard, a pair of
spectacles, and some weapon in his cell. Actually, he managed to keep
McLeery securely bound and gagged in his study in Broad Street. He had
been there since 8.15 a.m. This meant that McLeery never went to
prison. Secondly, it was Evans who impersonated McLeery and stayed in
the cell. The last act of folly of the Governor was enough to let Evans slip
out of their net.
Q. 2. What lapses on the part of the police and prison authorities helped
Evans to escape from the prison ? (A.I. CBSE 2008)
Ans. Evans had earned the reputation of being known as "Evans the
Break". Thrice had he escaped from prison. His appearing in O-level
German examination in the prison cell is just to devise a method of his
escape. Jackson, the senior prison officer had spent two hours in Evan's
cell the previous evening. He had confidently reported that there was
nothing hidden there. And still Evans somehow managed to conceal a
false beard, a pair of spectacles, a dog collar and the rest of his clerical
paraphernalia. All the prison officers were on the alert. There were two
more locked doors between his cell and the yard. And still he managed to
hoodwink (deceive or trick)
the authorities. He proved smarter
outwitted all including the Governor. Certainly, there were lapses on the
part of the police and prison authorities. They helped Evans to escape

from the prison.

First lapse on the part of the police and prison authorities was regarding
Mr McLeery. He was to invigilate. They didn't verify his identity. A fake
McLeery impersonated the real McLeery. Actually, Mr McLeery had been
bound and gagged in his study since 8.15 a.m. much before the
examination started. Had they verified it, the whole plan could have
been exposed. Secondly, Jackson's compassion allowed Evans to wear his
hat as his lucky charm. It was a big lapse on his part. Then again
Stephens didn't report another significant irregularity to the authorities.
Evans was allowed to wrap a grey blanket around him. Similarly, the
authorities never knew that the German teacher was nothing but a close
friend of Evans. The last but the most glaring lapse was on the part of
the governor himself. The governor was excited and elated with success.
Evans was rearrested. The silent prison officer who handcuffed the
recaptured was actually Evans's man. So were the two men who
accompanied them. The governor was outwitted again. The recaptured
Evans was out of bounds again.
Q. 3. How did the Governor surprise Evans in the bedroom of the Golden
Lion ? Describe the clues on the basis of which the Governor could arrest
Evans. How could Evans be able to have the last laugh proving that the
Governor was "just another good-for-a-giggle ?"
Ans. The Governor realised rather late that the wily Evans had
completely outwitted him and his staff. Two incidents made things quite
clear. First, McLeery was not in the hospital. Actually, he never came
there. McLeery was found out. He was securely bound and gagged in his
study. He had been there since 8.15 a.m. Now it became quite clear that
McLeery never visited the prison. It was Evans who impersonated McLeery
and stayed inside the cell. The Governor on the basis of the photocopied
sheet drew some conclusions. The six-figure reference 313/271 indicated
the middle of Chipping Norton. It landed him in the middle of Chipping
Norton. Evans came to his hotel, the Golden Lion. When he unlocked his
bedroom he was shocked and surprised. The Governor was sitting on the
bed in the room. Evans didn't resist. He was handcuffed and made to sit
in the prison van.
The last foolish act of the Governor made him a stock of laughter. The
arrested criminal slipped out of his net only due to his negligence. A
thorough security check could have frustrated Evans's plan. Had the

vehicle and persons in it been properly identified, Evans would have been
in his cell. The Governor was "just another good-for-a-giggle."
Q. 4. What were the clues left behind on the question paper? How did
Evans hoodwink all the officials and the Governor? How did they help in
arresting Evans ?
Ans. Evans was a master mind who could easily outwit his opponents.
Thrice he had escaped from prison. He had made elaborate plans of his
escape for the fourth time also. His appearing in O-level German
examination was just a part of his plan. The German teacher was also his
'own man'. McLeery, a parson from St. Mary was to act as an invigilator.
But Evans got the real McLeery bound and gagged in his study. Another
person impersonating McLeery was sent to the prison. Actually, he was
Evans'man. He had come there to provide him with necessary information
for his escape. He asked Evans to write his index number 313 and
centre number 271. Actually this six figure reference 313/271 could
lead him in the middle of Chipping Norton. The correction slip killed "two
little birds with a single stone". It gave Evans the name of the hotel
The Golden Lion. Evans didn't walk out but impersonating McLeery, he
had stayed in the cell. The 'injured McLeery was Evans himself. Later on,
he ran away from the net of the police. In short, he was able' to
hoodwink everyone including the Governor.
These clues helped the officials and the Governor in arresting Evans.
Evans was shocked to find the Governor sitting in his hotel room. He
offered no resistance. He was arrested and handcuffed.

THE LAST LESSON

Q. 1. Describe the background in which 'The Last Lesson' of Alphonse
Daudet has been set. (Imp.)
Ans. 'The Last Lesson' is set in the days of the Franco-Prussian War (18701871). France was defeated by Prussia (Germany). By an order from
Berlin, German language was imposed on the French districts of Alsace
and Lorraine. The lesson describes how a teacher in Alsace, M. Hamel,
reacts to this shocking news. His students and even the villagers share his
views.
Q. 2. What was Franz expected to be prepared with for school that
day? Why was he in great dread of scolding?
Ans. Franz had not prepared his lesson. His teacher, M. Hamel, had said
that he would question the students on participles. But Franz didn't know
even the first word about them. He feared a scolding from M. Hamel.
Moreover, he started for school very late. For a moment he thought of
running away and spending the day out of doors.
Q. 3. Why did Franz think of running away and spending the day out of
doors?
(Imp.)
Ans. Franz started for school very late. His teacher, M. Hamel had said
that he would question them on 'participles'. Franz knew nothing about
them. He feared a scolding from M. Hamel. He thought of running away
from the school and spending the day out of doors. But he resisted the
temptation and hurried off to school.
Q. 4. What was the temptation and how did Franz resist it ?
Ans. M. Hamel was to question the students on participles. Franz knew
nothing about them and feared a scolding. For a moment he was tempted
to run away and spend the day out of doors. The weather was warm. The
day was bright. Woods, open fields and chirping of birds tempted him.
But he overcame his temptation and hurried off to school.
Q. 5. What did Franz see when he passed in front of the town hall on
the way to school ? (Imp.)
Ans. Franz passed the town hall on his way to school. There was a great
crowd in front of the bulletin-board. For the past two years all their
bad news had come from there. The people thronged there to hear the
news of last battles or the orders of the commanding officer. They
verified everything from there.

Q. 6. Why was there a crowd in front of the bulletin-board at the town

hall ?
(A.I. CBSE 2008)
Ans. Usually there used to be a crowd in front of the bulletin-board at the
town hall. All the bad news had come from there for the last two years.
But today another bad news shocked the residents of the town. An order
has come from Berlin. German language was to be imposed on the people
of Alsace and Lorraine. Now only the German teachers will teach German
to the French speaking population.
Q. 7. Describe at least two changes that could be seen in M. Hamel
after he came to know of that order from Berlin.
Ans. M. Hamel was a hard task-master. But the order from Berlin
completely changed him. He didn't rebuke Franz when he entered the
classroom quite late. Nor did he scold him when he got mixed up and
confused when it was his turn to recite. His last act of writing "Vive La
France!" on the blackboard revealed his love for France and French.
Q. 8. How was the scene in the school in the morning of the last lesson
different from that on other days ? (CBSE 2008)
Ans. The scene in the school is different from that on other days. It was
the last lesson in French. German was going to be imposed on them from
the next day. Hence, all students and even the village elders had
gathered there. The love for their native language French dominated all
other things.
Q. 9. I had counted on the commotion to get to my desk without being
seen; ...', said Franz. How did he enter and what was the reaction of
the teacher ?
Ans. Franz was late for school. Usually there was always a great hustle
and bustle in the morning. He had hoped to take advantage of that noise
and commotion. He wanted to get to his desk without being noticed. But
that day he had to go in before everybody. But nothing happened. M.
Hamel only asked him very politely to take up his seat.
Q. 10. What did Franz see through the window when he reached his
school ?
Ans. Through the window Franz saw his classmates. They were already in
their places. M. Hamel was tense walking up and down. He had that

"terrible" ruler under his arm. It was all very quietas quiet as Sunday
morning. The usual commotion and activities were absent.
Q. 11. What was the thing that surprised the narrator most? Why was
everybody sad?
Ans. The whole school seemed so strange and silent. But the thing that
surprised Franz most was to see the village people on the back benches.
Generally they were always empty. Everybody sat quietly and looked sad.
Everybody was sad to know that German would be taught in all schools of
Alsace.
Q. 12. Why didn't M. Hamel get angry with Franz for being late?
Ans. M. Hamel was much disturbed by the news that came from Berlin.
He was delivering his 'last lesson' in French. So he didn't get angry with
Franz for being late. Rather he said very kindly, "Go to your place, little
Franz". He ignored Franz's being late and went on with his lesson.
Q. 13. How did M. Hamel give the shocking news to the students and
the villagers and with what effect ? (V. Imp.)
Ans. The villagers sat along with the students on the back desks. M.
Hamel mounted on his chair. He spoke in a grave and gentle tone. He
made it clear that it was his last French lesson. An order had come from
Berlin. All the schools of Alsace and Lorraine would teach only German. A
new teacher would replace him the next day. The news left everyone
shocked and grieved.

Q. 14. Why had M. Hamel put on his fine Sunday clothes ? Why were
the old men of the village sitting there in the back of the classroom ?
Ans. M. Hamel had put on his fine Sunday clothes to highlight the
occasion. The old men of the village had come there to show their
sympathy and respect to the teacher. It was their way to thank M. Hamel
for his forty years of faithful service. They had also come to show their
respect to France and their most beautiful language French.
Q. 15. How did Franz perform when his turn came to recite? How did
M. Hamel react?
Ans. It was Franz's turn to recite. In spite of his best effort, he got mixed
up. His heart was beating and he did not dare to look up. M. Hamel

assured in a polite tone that he would not scold him. He was not the only
one who neglected learning French. Many others in Alsace shared his fate.
Q. 16. "We've all a great deal to reproach ourselves with." Why did M.
Hamel blame the parents and himself too for not showing due
attention and care to the learning of French?
Ans. M. Hamel didn't scold Franz for neglecting the learning of French.
Most of the people of Alsace could neither speak nor write their own
language. Their parents preferred to put them to work on a farm or at
the mills. Mr. Hamel didn't even spare himself. He had often sent his
students to water his flowers instead of learning their lessons.
Q. 17. What did M. Hamel tell the people in the class about French
language ? What did he ask them to do and why ? (A.I. CBSE 2008)
Or
How does M. Hamel pay a tribute to the French language ? (A.I. CBSE
2008)
Ans. M. Hamel went on to talk of French language. He told that it was the
most beautiful language of the world. It was the clearest and the most
logical of all languages. He asked the people to guard it among
themselves and never forget it. As long as people 'hold fast to the'
language' they have the key to freedom.
Q. 18. Why did M. Hamel ask his students and the villagers to guard
French among them ?
Ans. M. Hamel was delivering his last in French to his students. From the
next day the French districts of Alsace would teach German in all schools.
M. Hamel was grieved but quit e helpless. He praised French as the most
beautiful and logical language in the world. He urged upon them to guard
their beautiful language.
Q. 19. How did the narrator take the last lesson in grammar and with
what effect?
(Imp.)
Ans. In the end, M. Hamel opened a grammar book. He read them their
last lesson. All he said 'seemed so easy, so easy !' Franz understood it so
well. He had never listened to his teacher so carefully. It seemed as if M.
Hamel wanted to give them all he knew before going away. He wanted to
put it all into their heads at one stroke.

Q. 20. Describe M. Hamel's service to the school in Alsace.

Ans. For forty years M. Hamel had been serving in the same school in
Alsace. He valued French language as the most beautiful language in the
world. His students and even the village elders paid respect to him on the
last day. He felt sorry that the people of Alsace neglected their learning.
Q. 21. What was the parting message of M. Hamel to his students and
the village elders who had gathered in the classroom?
Ans. M. Hamel stood up, very pale, in his chair. He was speaking for the
last time. He tried to speak but couldn't. Something choked him. Then he
turned to the blackboard and wrote as large as he could :
"Vive La France !" (" Long Live France !"). Without a word he made a
gesture. All of them could go. The school was "dismissed".
Q. 22. "The people in the story realize suddenly how precious their
language is to them." How do they realise it and who makes them
realise it ? (V. Imp.)
Ans. An order comes from Berlin. The people suddenly realise how
precious their language is to them. German is imposed on the French
districts of Alsace and Lorraine. The man who makes them aware of the
greatness of their language is M. Hamel. He arouses their hidden love for
their beautiful language.
Q. 23. What happened when the church-clock struck twelve ?
Or
How did M. Hamel say farewell to his students and the village elders?
Ans. The church-clock struck twelve. It was time for the Angelus prayer.
At the same moment the trumpets of the Prussians sounded. Suddenly M.
Hamel grew overemotional. Patriotic feelings overpowered him. He took
a piece of chalk and wrote as large as he could: "Long Live France".
Q. 24. What is Linguistic Chauvinism? How do you classify M. Hamel's
love and the villagers' concern for French?
Ans. 'Linguistic Chauvinism' means carrying pride in one's language too
far. But the love of Hamel and the village elders for French doesn't
amount to this. Rather they are victims of it. German is being imposed on
the French speaking people of Alsace. M. Hamel feels genuinely proud of

French language. He urges others never to forget such a beautiful

language.
Q. 25. Justify the title of 'The Last Lesson.' (Imp.)
Ans. The title is self-revealing. It was certainly the last lesson that M.
Hamel was delivering to his students. From the next day German was to
be imposed on the French speaking people of Alsace. M. Hamel was
leaving the school for good with a heavy heart. Even the elders had come
to pay respect and listen to the last lesson in French.

Q. 26. What message does the writer want to convey to the readers
through 'The Last Lesson'?
Ans. Alphonse Daudet has a definite message to convey to his readers.
Through M. Hamel he wants to express pride in one's language. Greatness
of French language is highlighted. The lesson arouses patriotic feelings. It
makes the readers aware that they must keep their language and culture
alive at all costs.
LONG ANSWER TYPE QUESTIONS
Q. 1. What was the order from Berlin? How did that order affect the
people of Alsace, particularly M. Hamel and his students ?
(V. Imp.)
Ans. A shocking order had come from Berlin. Two French speaking
districts of Alsace and Lorrain were under German occupation. German
language was imposed on the people of Alsace.
The order from Berlin added insult to the injury. It hurt the pride of
the people. M. Hamel, a school teacher, broke this shocking news to his
students. He declared that it was his last lesson in French. He would
leave the place for good. A new master would replace him to teach
German. The news aroused patriotic feelings in students as well as the
villagers. The village elders came to the school to listen to the last lesson
in French. He spoke at length about French language. He called French
the most beautiful language in the world. It was the clearest and the
most logical language. He expressed his dismay that the people of Alsace
were quite indifferent to the learning of French. He called upon them to

guard it among themselves and never forget it. Their language was the
key to their unity and liberation. Everyone listened to him with rapt
attention and respect.
Q. 2. Draw a character sketch of M. Hamel as it is shown in 'The Last
Lesson.' (Imp.)
Ans. In 'The Last Lesson' Alphonse Daudet has presented M. Hamel's
character with all sympathy and respect. He is presented in the mould of
a traditional school-master. He always kept his 'terrible' ruler under his
arm. Franz reminds us 'how cranky(weird or eccentric)' M. Hamel was.
Franz was in great dread of scolding as he had not prepared his lesson on
participles. Mr Hamel was a hard task-master. We see the other side of M.
Hamel's character after the order from Berlin came. He was a
transformed person now. He became extra soft and gentle 'towards his
students. He didn't scold Franz for coming late. Nor did he use his ruler
when Franz got mixed up and confused. He declared that it was his last
lesson in French.
M. Hamel was highly respected both by his students and the village
elders. He had completed 40 years in the same school. The village elders
came to pay their respect to such a grand teacher.
M. Hamel loved France and French from the core of his heart. He
considered French as the most beautiful language in the world. He asked
the people to guard it among themselves and never to forget it.

Q. 3. Who was Franz ? What did he think about M. Hamel ? Did he

change his views about M. Hamel ? Illustrate at least two changes that
came in Franz towards his teacher, his school and French.
Ans. Little Franz was a student of a school in Alsace. M. Hamel was his
schoolmaster. Franz was not a brilliant student. He didn't prepare his
lesson on participles. When he was asked to recite, he got mixed up and
confused. He was always in dread of the great ruler that M. Hamel kept
under his arm. Franz knew how 'cranky' M. Hamel was.
However, Franz had to change his opinion about M. Hamel. An order had
come from Berlin. German language was imposed on the people in Alsace.
When he came to know that it was the last lesson of Mr. Hamel, his views
about him changed. He began to respect him. He had spent 40 years in

the same school. He felt sorry that he had neglected learning French. He
shared M. Hamel's views about French. It was the most beautiful language
in the world. He listened to M. Hamel's last lesson with rapt attention and
respect.
Q. 4. What is 'linguistic chauvinism'? Analyse the order from Berlin in
this light. How do you justify M. Hamel's views about French and the
new-found love of the people towards their language?
Ans. Carrying pride in one's language too far leads to 'linguistic
chauvinism'. We can analyse the order from Berlin in this light. It is
nothing but a naked example of linguistic chauvinism. The imposition of
German language over the French speaking population can't be justified
at all. It is the worst kind of colonialism.
M. Hamel's love for French is genuine. The shocking order from Berlin
arouses patriotic feelings in him. He loves French as the most beautiful
language in the world. He calls it the clearest and most logical language
too. He regrets that the people of Alsace have not paid much heed to the
learning of this great language. He asks the people to safeguard it among
themselves. It is the key to their unity and freedom.
The people of Alsace, particularly the village elders, suddenly realise how
precious their language is to them. Students like Franz too are not
immune to patriotic feelings. Franz feels sorry for neglecting the learning
of French. He hates the idea of German language being imposed on them.
He remarks sarcastically: "Will they make them sing in German, even the
pigeons.
EXTRA QUESTIONS
1) What are Franz expected to be prepared for school that day?
Ans- Little Franz was expected by his teacher M Hamel to come prepared
on the topic of Participles for school that day. But he did not know even
the first word about them. So he was under the great dread of being
scolded by his teacher.
2) What did Franz notice that was unusual about the school that day?
(V.IMP)
Ans- Franz noticed many unusual things at the school that day. It was all
so still, calm and quiet like Sunday morning while on other days there
used to be a great hustle and bustle. The same could be heard out in the
street. The opening and closing of the desks, lessons repeated in unison

very loud and the teachers great ruler rapping on the table made a great
noise. But on that the whole school looked so strange and solemn. It was
quiet unusual and surprising.
3) What had been put on the bulletin board?
Ans- A bulletin board had been put up at the town hall for every news and
the announcement. It had been a place of great importance for the last
two years due to German occupations. All their bad news had come from
there. The details of lost battles, the drafts and the orders of the
commanding officer, all were put up on the bulletin board. A huge crowd
used to gather there to gather any kind of new information.

4) What changes did the order from Berlin cause in school that day?
Ans- The order from Berlin caused the following changes in the school
that
Day:
A) The school and all other things were quiet like Sunday morning.
B)The whole school seemed very strange and solemn.
C)M. Hamel had put on his finest dress which he wore only on
inspection and prize days of school.
D) The village people came and sat silently on the back benches in
school to
thank the teacher for his service that way.
E) It upset all the students and their teacher. All the schools of Alsace
and
F)Lorraine would teach German and the new master would come the
next day. For the students this would be their last lesson.
5) How does Franzs feelings about M. Hamel and school change?(M.
IMP)
Ans- M. Hamel on that day spoke in a gentle tone my children, this is
the last lesson I shall give youthis is your last French lesson. I
want you to be very attentive. These words were a great thunderclap
to Franz. He hardly knew how to write. Though he was sorry for not
learning his lesson. He hardly knew how to write French. Though his
sorry for not barring his lessons as a new very little about the language
French. Suddenly he developed a strange fascination his language. His

books which seemed a nuisance only a while ago, were his old friends
now.
After 40 years of faithful service H. Hamel was going away. Franz felt all
this must have broken his heart. He would never see him again. This idea
was quite painful to Franz. He forgot all about his ruier and how cranky
the teacher was.

LOST SPRING
Q. 1. What did Saheb's mother say about leaving their home in Dhaka
and coming to Seemapuri ?
Ans. Once Saheb's parents lived in Bangladesh. They lived amidst the
green fields of Dhaka. There were many storms. They swept away their
fields and homes. They were ruined. That's why they had to leave their
fields and homes. They came to the big city and settled down in
Seemapuri looking for gold.
Q. 2. Where does the narrator Anees Jung encounter Saheb every
morning ? (Imp.)

Ans. The narrator encounters Saheb searching for gold in the garbage
dumps of her neighbourhood. Saheb is one of the army of barefoot boys
who can be seen scrounging 'for gold' in the garbage. Most of them are
migrants from Bangladesh who settled down in Seemapuri in 1971.
Q. 3. Give an account of the background of Saheb and the army of
barefoot boys 'scrounging for gold' in the garbage dumps. Why did they
migrate to Seemapuri ?
Ans. Saheb belongs to the community of ragpickers. He is one of over
10,000 persons who are engaged in this 'profession'. They migrated from
Bangladesh in 1971. Their poverty and sufferings forced them to migrate
to this place. They have been living in Seemapuri on the outskirts of
Delhi. Saheb doesn't have even a faint memory of his original home.
Q. 4. Garbage to them is gold. Why does the author say so about the
ragpickers ?
(CBSE2008)
Ans. For the ragpickers of Seemapuri, garbage is nothing less than gold. It
is their 'daily bread'. For the children it is wrapped in wonder. Sometimes
they find a ten-rupee note or even a silver coin in a heap of garbage. For
the elders it is a means of survival.
Q. 5. Why is the narrator embarrassed at having made 'a promise that
was not meant'? (Imp.)
Ans. The narrator asks Saheb, a ragpicker of Seemapuri, to "go to school".
Saheb replies that there is no school in the neighbourhood. The narrator
asks, half-joking if he will go when she starts a school. Saheb keeps on
asking her : "Is your school ready?" She feels embarrassed. She made 'a
promise that was not meant'.
Q. 6. Saheb's full name is "Saheb-e-Alam". Isn't it ironical ? Justify your
answer.
Ans. After months of knowing, the narrator asks Saheb's name. He tells
her that he is called "Saheb-e-Alam". It means 'lord of the universe'. It is
quite ironical that this 'Saheb-e-Alam' is a young barefoot ragpicker. He
scrounges for gold in the garbage dumps of Delhi.

Q.7. Saheb and other ragpickers of his age don't wear shoes or
'chappals'. What explanations does the author give for this ? Which one
of these you show your agreement with ?
Ans. The narrator Anees Jung asks Saheb why he doesn't
wear 'chappals'. He simply answers that his mother didn't buy them. Some
say it is not lack of money. There is a tradition to stay barefoot in villages
and slums. This explanation does not hold good. It seems merely an
excuse to 'explain away a perpetual state of poverty'.
Q. 8. Describe the contrast that Anees Jung brings out between Saheb
and the son of the priest.
Ans. The narrator remembers a story of a boy from Udipi. He was the son
of a priest. He would pray for a pair of shoes to the goddess. Young boys
like the son of the priest now wear shoes. But ragpickers of her
neighbourhood like Saheb remain shoeless. The contrast is obvious. It
shows two different pictures of the same society.
Q. 9. Seemapuri is 'a place on the periphery (outskirts) of Delhi yet miles
away from it, metaphorically'. Justify this statement describing the
colony or settlement of ragpickers. (V. Imp.)
Ans. Seemapuri is the settlement of over 10,000 ragpickers. They
migrated to this place from Bangladesh in 1971. It is on the periphery of
Delhi, yet it is miles away from it, metaphorically. People live in
structures of mud. There is no sewage, drainage or running water. It is
difficult to believe that such a 'little hell' can exist so near the capital of
India.
Q. 10. 'Survival in Seemapuri means rag-picking'. Elucidate. (Imp.)
Ans. Seemapuri, a place on the outskirts of Delhi, is a settlement of
ragpickers. Over 10,000 people, mostly migrated from Bangladesh in
1971, are engaged in this job. Children scrounge for gold in the garbage
dumps. Garbage for children is wrapped in wonder. For elders it is a
means of survival. And survival in Seemapuri means rag-picking.
Q. 11. 'Food is more important for survival than an identity for the
ragpickers', says the author. Do you agree ? Why ? (A.I. CBSE 2008)
Ans. Anees Jung rightly thinks that 'food is more important for survival
than an identity for the ragpickers. More than 10,000 ragpickers of
Seemapuri have lived these for more than thirty years without an

identity. They had to leave their beautiful land in search of food.

Wherever they find food, they pitch their tents that become transit
homes. And survival in Seemapuri means ragpicking.
Q. 12. Through the years rag-picking has acquired the 'proportions of a
fine art' in Seemapuri.Justify the statement.
Ans. In Seemapuri everyone is a partner in survival and hence, a
ragpicker. All have to work for survival. Actually, they have become
professionals. Rag-picking is no more a dull and dirty job. It has acquired
the proportions of a fine art.

Q. 13. Garbage rag-picking means something for parents and the other,
quite different, for their children. How ? Explain.
Ans. For elders rag-picking is a means of survival. It gives them some
money for food. But for children, garbage is wrapped in wonder. They
never stop scrounging. There is always hope of finding more. Sometimes a
child may find a rupee, even a ten rupee note or a silver coin in the
garbage.
Q. 14. What does Saheb look for in the garbage dumps ? What are the
hopes of other 10,000 ragpickers like Saheb?
Ans. Saheb is a poor ragpicker of Seemapuri. Like other 10,000 children,
he also looks for 'gold' in the garbage. He roams the streets with his
friends scanning the garbage heaps. Sometimes he finds a rupee, even a
ten rupee note. If lucky, he can find a silver coin in a heap of garbage.
Garbage is wrapped in wonder for Saheb and other young ragpickers like
him.
Q. 15. How did Saheb get a pair of shoes ? (Imp.)
Ans. One morning the narrator saw Saheb standing by the gate of a club
wearing tennis shoes. Two young men were playing tennis. Saheb too was
wearing tennis shoes. In fact, they were discarded shoes of some rich boy.
Perhaps he refused to wear them because of a hole in one of them. So
Saheb got that pair of tennis shoes.

Q. 16. For Saheb, 'even shoes with a hole' is a dream come true. Explain
the statement.
Ans. Saheb was a poor ragpicker of Seemapuri. Most of such children
remain shoeless. Their parents can't afford shoes. Saheb got discarded
shoes of some rich boy. The rich boy refused to wear them because of a
hole in one of them. For Saheb who had walked barefoot, even shoes with
a hole is a dream come true.
Q. 17. Why did Saheb appear to have lost the carefree look even after
getting a job in a tea stall ?
Ans. Saheb got a job in a tea stall. The narrator saw him carrying a steel
canister in his hand. No doubt, he got 800 rupees and all his meals. But
he seemed to have lost the carefree look. The canister seemed heavier
than the plastic bag he used to carry. The bag was his own. But the
canister belonged to his master. Saheb was no longer his own master.
Q. 18. How does Saheb feel working in a tea stall ? Is he happier
there ? Ans. Saheb now works in a tea stall down the road. He is paid 800
rupees and all his meals. But even then he doesn't seem to be happy. The
steel canister he carries now is heavier than the plastic bag he used to
carry on his shoulders. He was 'no longer his own master ! He was just a
servant.
Q. 19. Describe Mukesh and his background.
Ans. Mukesh belongs to a family of bangle-makers in Firozabad. He
doesn't like the profession. He has other aims and dreams. He wants to be
his own master, a motor mechanic. He is determined to achieve his goal.
He lives in a half-built hut. Lanes stink and are choked with garbage.

Q. 20. Describe the fate of 20,000 child workers who work in the
bangle-industry of Firozabad in most hazardous conditions. (Imp.)
Ans. The glass industry in Firozabad employs more than 20,000 children.
They work illegally in the glass furnaces with high temperatures. They
work in dingy (gloomy and drab) cells without air and light. Their eyes are
more adjusted to the dark than to the light outside. Many of these
children lose their eyesight before they become adults.

Q. 21. Who was Mukesh ? What was his aim in life ? What did he do to
achieve it?
Ans. Young Mukesh belongs to a family of bangle-makers in Firozabad. He
doesn't like the profession of bangle-making. He entertains new dreams.
He wants to be his own master'. He wants to become a motor mechanic.
He will go to a garage and learn his art. He seems to be determined to
achieve his modest aim.
Q. 22. What has Mukesh's father achieved after years of hard labour ?
Ans. Mukesh's father started his career as a tailor. But soon he became a
bangle-maker. Despite long years of hard work, his achievements are
quite small. He has failed to renovate his house. Nor has he been able to
send his two sons to school. He has only managed to teach them what he
knows : the art of making bangles.
Q. 23. "It is his karam, his destiny", says Mukesh's grandmother. Why
can't they break their "God-given lineage"?
Ans. Despite long years of hard labour Mukesh's father couldn't renovate
his house nor send his two sons to school. Mukesh's grandmother says that
it is in his 'karma' or fate to suffer in poverty. But still they can't change
their "God-given lineage". Born in the caste of bangle-makers they have
learnt nothing else except making bangles.
Q. 24. Describe the kinds of bangles made in Firozabad.
Ans. Firozabad is famous for its bangles. The town produces all the
bangles for the women of India. Bangles of all sizes and colours are made
here. One may have sunny gold or paddy green. There is a choice
between royal blue, pink or purple. Every colour out of the seven colours
of the rainbow is available here.
Q. 25. Who is Savita? Does young Savita know the sanctity of bangles
she helps to make ? Explain their sanctity for married women.
Ans. No, young Savita doesn't know the sanctity of bangles she helps
make. She is still young to understand their importance to the married
women. Bangles symbolise an Indian woman's 'suhaag'. They stand for
auspiciousness in marriage. She will come to know of it when she
becomes a bride.
Q. 26. 'Little has moved with time in Firozabad', says Anees Jung. Why
does she say so ?

(V. Imp.)
Ans. The narrator is making a statement of facts. Actually, 'little has
moved with the time in Firozabad'. The old bangle-making industry goes
on as usual. So goes on the exploitation of bangle-makers with it. More
than 20,000 young children work illegally in glass furnaces with high
temperature. The exploitation of the money-lenders, the middlemen and
the police continues unabated ( without any reduction in strength or
intensity).
Q. 27. Which forces conspire to keep the workers in the bangle
industry at Firozabad in poverty ?(A.I. CBSE 2008)
Ans. The workers in the bangle industry in Firozabad have fallen into the
vicious circle of middlemen. They don't allow them to organise
themselves into a cooperative. The police always side with the
middlemen to haul up( to pull or drag forcibly) the workers. They are
beaten and dragged to jail. Poverty, apathy, greed and injustice conspire
to make them miserable,
Q. 28 "I see two distinct worlds .... ." says Anees Jung. Draw a contrast
between the two. (V. Imp.)
Ans. The narrator sees two distinct worlds in Firozabad. The first one is
of the families of the bangle-makers caught in a web of poverty. The
other is a vicious circle of the 'sahukars', the middlemen and the
policemen. They ensure that the exploitation of bangle-makers continues
unabated. They never let them organise themselves into a cooperative.
Q. 29. How is Mukesh different from the others of his family ? Why is
the author
cheered when she sees him ? (Imp.)
Ans. Mukesh belongs to a poor family of bangle-makers. But he can dare
challenge his fate. He is determined. He has not let his hopes and dreams
die. He wants to be a motor mechanic. He doesn't dream of flying a
machine but a car on the roads of Firozabad. Anees Jung is quite hopeful
of his success.
Q. 30. Justify the title of lesson, 'Lost Spring'. (A.I. CBSE 2008)
Ans. 'Lost Spring' of Anees Jung describes two stories of stolen childhood.
Millions of children in India, instead of spending their days in schools and
playgrounds waste their childhood in ragpicking or hazardous industries.
Childhood is the spring of life. But millions of unfortunate children like

Saheb and Mukesh waste this spring either in the garbage of Seemapuri or
in the blast furnaces of Firozabad. Their best part of life, their childhood
is lost to the demands of survival. Hence, the title is quite apt and
logical.
Q. 31. What message does Anees Jung attempt to give in her
story 'Lost Spring' ? Is she successful in her aim ?
Ans. The lesson 'Lost Spring' describes two 'stories of stolen childhood'.
The characters and places are different but the problem is the same.
Thousands of Saheb and Mukesh are condemned to live a life of misery
and exploitation. Grinding poverty and traditions compel children work in
most inhuman and hostile conditions. The author succeeds in highlighting
the plight( dangerous, difficult or unfortunate situation) of such
unfortunate children.

LONG ANSWER TYPE QUESTIONS

Q. 1. Describe the life and living of the ragpickers of Seemapuri,
including those of barefoot young scroungers. Why does Anees Jung
say that Seemapuri, is a place on the periphery of Delhi, yet miles
away from it, metaphorically ? (V. Imp.)
Ans. Seemapuri is a settlement of more than 10,000 ragpickers. It is a
place on the Periphery of Delhi. Those who live here are squatters who
came from Bangladesh in 1971. They live here without an identity and
without permits. They do have ration cards that enable them to vote and
buy grain. Food is more important for them than their identity. Children
grow up to become partners in survival. And survival in Seemapuri means
rag-picking. Through the years it has acquired the 'proportions of a fine
art'. An army of barefoot children appear in the morning with their plastic
bags on their shoulders. They disappear by noon. Garbage has a different
meaning for children. For them it is wrapped in 'wonder'. They may find a

rupee even a ten rupee note or a silver coin. There is always hope of
finding more.
Seemapuri may be on the periphery of Delhi yet it is miles away from it,
metaphorically. It is a little hell. Ragpickers live in structures of mud.
They have roofs of tin and tarpaulin. There is no sewage, drainage or
running water. It is unimaginable that it is a part of Delhi, the capital of
India.
Q. 2. Who is Saheb and what is ironical about his name ? Describe
Saheb's life and the life of the barefoot army of ragpickers in
Seemapuri.
Ans. Saheb is one of the army of barefoot ragpickers of Seemapuri. His
full name is "Saheb-e-Alam". It means "lord of the universe". He doesn't
know what it means. The irony is that this lord of universe moves around
barefoot scrounging for gold in garbage dumps.
Saheb and the army of ragpickers lead quite a miserable life. They live
among most unhygienic and unhealthy surroundings. They live in the
structures of mud with roofs of tin and tarpaulin. There is no sewage, no
drainage and no running water in their settlement. They move around
picking up rags without shoes. Anees Jung rightly says that though
Seemapuri is on the periphery of Delhi yet it is miles away,
metaphorically. Garbage has a meaning different for children than their
parents. For children, it is wrapped in 'wonder'. They may find a rupee, a
ten rupee note or even a silver coin. They never stop scrounging. There is
always hope of finding more. For the elders it is a means of survival.
Q. 3. Describe Saheb's life-story from a ragpicker to a servant in a teastall? Why couldn't his new job make him happy?
Ans. Saheb was a young ragpicker of Seemapuri. He was one of the army
of barefoot ragpickers. He would carry a plastic bag on his shoulder. He
could be seen scrounging for gold in the garbage dumps. Saheb had left
his home long ago. Saheb's family migrated from Bangladesh in 1971.
They settled down in Seemapuri on the outskirts of Delhi. Saheb's full
name is "Saheb-e-Alam". It means "lord of the universe." It is a cruel irony
that this "lord of the universe" moved about the streets picking up rags.
And this 'lord' lived in a structure of mud, devoid of sewage and running
water. Like other children of Seemapuri, Saheb too had become a partner
in survival. And survival in Seemapuri means rag-picking. Garbage to
Saheb was 'wrapped in wonder.' He would sometimes find a rupee, even a

ten-rupee note or a silver coin in a heap of garbage. There was always

hope of finding more.
Saheb got a new job. Now he was working in a tea stall. He got 800
rupees and all his meals. But he didn't seem to be very happy. His face
had lost the carefree look of early days, perhaps the canister he was
carrying was heavier than the plastic bag. Perhaps he was more bound or
burdened now. The canister belonged to his master. The bag was his. Now
he was no longer his own master.
Q. 4. Describe the bangle-makers of Firozabad. How does the vicious
circle of the 'Sahukars' and the middlemen never allow them to come
out of a web of poverty ?
(Imp.)
Ans. Firozabad is famous for its bangles. Every other family in the town is
engaged in this profession. It is the centre of India's glass blowing
industries. They have been welding glass and making bangles for all the
women in India. Bangle-making is not confined to adults only. Over 20,000
children join their parents in this job. They work illegally in the glass
furnaces with high temperatures. They are exposed to all health-hazards.
These factories are in stinking lanes choked with garbage. They work in
dingy rooms with no windows and outlets for fresh air. Their eyes are
more adjusted to the dark than to the light outside. That is why many of
them end up losing their eyesight before they become adults.
Firozabad refuses to move with the times. Bangle-workers have fallen in a
web of poverty. Mind-numbing toil has killed all their dreams and hopes.
They can't organise themselves into a cooperative. They have fallen into a
vicious circle of 'sahukars', middlemen and the police. It seems the
bangle-workers of Firozabad are condemned to poverty and perpetual
exploitation.
Q. 5. How is Mukesh different from other children who work in bangleindustry and also from that of his family ? Why does the author feel
cheered when she looks into Mukesh's eyes ? (Imp.)
Ans. Mukesh belongs to a family of bangle-makers in Firozabad. He shares
the same misery as is faced by 20,000 other child workers engaged in
bangle-making. But he doesn't want to be a bangle-maker. He has other
hopes and aspirations. His family has been in this business for a long
time. They live in most pathetic surroundings. They work in dingy dark
rooms without any window or fresh air. They are exposed to all health

hazards. Mind-numbing toil has killed all dreams and hopes of these young
people. But Mukesh is an exception. He is a dreamer. He dares to
challenge the 'God-given lineage' of his family. He dreams of becoming a
motor mechanic.
The author feels cheered up when she sees a spark of hope and
determination in Mukesh's eyes. It is not just an empty dream. Mukesh
seems to be determined. He is prepared to go to a garage and learn his
work. He is quite practical and realistic. He simply dreams of becoming a
motor mechanic. He doesn't dream of flying a plane. He is content to
dream only of cars that he sees moving down the roads of his town.
Q. 6. Describe the plight of about 20,000 child-workers who work in
furnaces with high temperature in Firozabad. How are they exposed to
the worst health hazards?
Ans. Firozabad is basically a bangle-town. Every other family in Firozabad
is engaged in bangle-making. Over 20,000 children work illegally in glass
furnaces. Bangle-making is their 'God-given lineage'. They can't dare to
change it. Actually, they know nothing except making bangles. Nobody
cares for the law in Firozabad. Employment of children in glass and
bangle-industry continues unabated.
The fate of the children who work in glass furnaces is particularly
pathetic. They have to work in exceptionally high temperatures. The
work-places and working culture are simply killing. They work in dingy
dark rooms without windows. There is no provision of fresh air and light.
Actually their eyes are adjusted more to the dark than with the light
outside. The result is disastrous. Many of them end up losing their
eyesight before they become adults. Little do they know about the
sanctity of bangles they make. Mind-numbing toil kills all dreams and
hopes of child-workers in Firozabad.
DEEP WATER
Q. 1. What had happened when William Douglas was ten or eleven
years old?
Ans. A 'misadventure' happened when William Douglas was ten or eleven
years old. He was alone at the Y.M.C.A. swimming pool. A big bully of a
boy tossed him into the deep end of the pool. He was nearly drowned. He
had to undergo a long and intense suffering during those moments. At
last, he found himself lying beside the pool.

Q. 2. Why did the narrator join the Y.M.C.A. pool for swimming ? Why
did his mother warn continually against his going to the Yakima River ?
Ans. William Douglas had decided to learn to swim. His mother
continually warned against his going to the Yakima River for swimming.
The river was treacherous. Many persons had drowned in it. But the
Y.M.C.A. pool was safe. It was only two or three feet at the shallow-end
and nine feet at the deeper-end. The slope was also gradual.
Q. 3. How and why did Douglas develop an aversion(dislike) to the
water when he was in it ? (Imp.)
Ans. William Douglas developed aversion to the water at the age of three
or four. His father took him to the beach in California. They stood
together in the surf. The waves knocked him down and swept over him.
He was buried in water. His breath was gone and he was frightened. So he
developed an aversion to water.
Q. 4. What was the misadventure and how did it start ? (Imp.)
Ans. The narrator was at the Y.M.C.A. pool. He had decided to learn to
swim. Suddenly a strong built boy of eighteen came. He teased him and
finally tossed him into water. Very soon he went to the bottom. He
struggled to come up but couldn't. He felt paralysed and suffocated. He
was nearly drowned.
Q. 5. How and why 'the big bruiser' of a boy of eighteen throw Douglas
into the Y.M.C.A. pool?
Ans. Douglas went to the pool when no one else was there. Then came a
'big bruiser' of a boy. He was probably eighteen years old. He was quite
muscular with strong arms and legs. He had thick hair on his chest.
Without any rhyme and reason the boy yelled "Hi, Skinny ! How'd you like
to be ducked ?" Then he picked Douglas up and tossed him into the deep
end.

Q. 6. What did Douglas plan when his feet hit the bottom ?
Ans. Douglas was tossed into the deep end of the pool. At once his feet
touched the bottom. He was frightened but not out of his wits. He
planned to make a big jump and come to the surface. He thought of lying

flat on water for some time. Finally he decided to paddle to the edge of
the pool.
Q.

7.

Why

did

Douglas
grow
panicky
?
(Imp.)
Ans. The pool was nine feet deep. But those nine feet were more like
ninety. Before he touched the bottom his lungs were ready to burst. He
gathered all his strength and sprang upwards. He came up slowly. He saw
nothing but water. He was suffocating. He tried to cry but no sound came
out. He felt paralysed and grew panicky.
Q. 8. What was the condition of his body when he was under water in
the pool ?
Ans. He felt suffocating under the water. He had swallowed the water and
choked. He tried to bring his legs up. But they became lifeless and
paralysed. He had lost all his breath. His lungs ached and head throbbed.
He was getting dizzy. He felt stiff and rigid with fear.
Q.9 'And then in the midst of the terror came a touch of reason.' What
was that and did it succeed ?
Ans. 'In the midst of the terror came a touch of reason.' He must
remember to jump when he hit the bottom. He jumped with everything
he had. But the jump made no difference. Stark terror took an even
deeper hold on him. His arms and legs wouldn't move. He tried to call for
help. Nothing happened.
Q. 10. What happened when 'all efforts ceased?' (Imp.)
Ans. When Douglas went down a third time, all efforts ceased. Even his
legs felt limp. 'A blackness' swept over his face. It 'wiped out fear.' It
wiped out terror. There was no more panic. It was quiet and peaceful. He
crossed to oblivion(state of being unaware of what is happening around
one) . When he came to senses, he found himself lying on his stomach
beside the pool.
Q. 11. How and when did he find himself lying beside the pool ?
Ans. William Douglas had tired himself to come up. But he didn't succeed.
He found himself in a hopeless situation. Then all efforts ceased. He felt
drowsy and crossed to oblivion. When he came to senses, he found
himself lying on his stomach beside the pool. He was vomiting.

Q. 12. What did the chap that threw Douglas say in the end ?
Ans. Douglas escaped drowning and found himself lying on his stomach
beside the pool. The big bully who had tossed Douglas into the pool was
still there. He defended himself by saying that he was only 'fooling.' His
intention was not bad. Someone said, "The kid nearly died."
Q. 13. How did the haunting fear of water ruin his fishing trips and
other joys ?
Ans. The fear stayed with William Douglas as the years rolled by.
Wherever he went, the haunting fear of the water followed him. In
canoes on Maine Lakes or fishing for salmon and trout, the terror followed
Douglas. It ruined his fishing trips. It deprived him of the joys of
canoeing, boating and swimming.
Q. 14. What did Douglas do to overcome his fear of the water ? Did he
get any success? (V. Imp.)
Ans. William Douglas used every way to overcome his fear of water but
with little success.
It held him firmly in its grip. Finally, one October, he decided to employ
an instructor and learn to swim. He went to a pool and practiced five
days a week, an hour each day. Douglas did succeed in his mission. The
instructor made him an expert swimmer.
Q. 15. Why did Douglas go to Lake Wentworth in New Hampshire?
What did he do there? (A.I. CBSE 2008)
Ans. Douglas was not sure that all the terror of water had left. So he
went to Lake Wentworth in New Hampshire and swam two miles across
the lake to Stamp Act Island. He swam the crawl, breast stroke, side
stroke and back stroke.
Q. 16. How did the instructor make William Douglas a perfect swimmer
? (Imp.)
Ans. The instructor made Douglas practise five days a week, an hour each
day. He put a belt around Douglas. A rope was attached to the belt. The
rope went through a pulley. He was made to go back and forth across the
pool. Then the instructor taught him how to exhale and inhale. Thus,
'piece by piece' the instructor built Douglas a swimmer.
Q. 17. What special methods did the instructor use to teach Douglas to
swim ?

Ans. The instructor made comprehensive efforts to teach Douglas to

swim. He put a belt around him. A rope was attached to the belt. The
rope went through a pulley. He held on to the end of the rope. They went
back and forth across the pool. This continued day after day, week after
week.
Q. 18. How did William Douglas finally overcome his fear of the
water ? (Imp.)
Ans. The instructor had done his job. He made Douglas a perfect
swimmer. But still Douglas was not sure of himself. So he went to Lake
Wentworth and dived off a dock at Triggs Island. He swam for two hours
across the lake. Only once did the terror return. But it fled and he swam
on. At last, he had conquered his fear of water.
Q. 19. "The experience had a deep meaning for me." says William
Douglas. Elucidate the statement.
Ans. The experience had a deeper meaning for Douglas. He was not just
describing a horrible experience. He wanted to leave a definite message.
Only those who have undergone such a stark terror and conquered it, can
appreciate it. All obstacles, fears and terrors can be conquered. Only we
must have determination and courage to meet them.
Q. 20. "All we have to fear is fear itself says Roosevelt. Explain the
import of the statement.
Or
What is the message of the lesson "Deep water" ? (Imp.)
Ans. In death there is peace. There is terror only in the fear of death.
This is the message of the lesson. Roosevelt had said, "All we have to fear
is fear itself." All terrors and fears are psychological. We can overcome
and conquer it. Only we have to be determined. Douglas conquered the
fear of water only by making himself a perfect swimmer.
Q. 21. Douglas says : "The instructor was finished. But I was not
finished". Why did he utter such words ?
Ans. The instructor had done his job. He had made a swimmer out of him.
His responsibility was over. But the narrator was still not satisfied. When
he was alone in the pool, the old fear would return. He was to continue
his efforts to be a perfect swimmer. He would continue till he finally
overcame his fear of water.
LONG ANSWER TYPE QUESTIONS

Q. l. What was the sense of panic that gripped William O. Douglas ?

How did he overcome that fear ? (V. Imp.)
Ans. William O. Douglas had developed aversion to water when he was
just a boy of
three or four. He and his father stood together in the surf. He was
knocked down by the waves. He was frightened and developed a
permanent fear for water. This fear revived when he was at the Y.M.C.A.
swimming pool. A big boy of eighteen tossed him into the deep end of the
pool. He soon reached the bottom of the nine feet deep pool. But those
nine feet were more like ninety. He was nearly drowned. He was gripped
with terror but still not out of his wits. He planned to jump up to the
surface but without any success. His hands and legs were
paralysed and rigid. His lungs ached and head throbbed. He went down,
down endlessly. Then all efforts leased. When he came to senses, he
found himself lying beside the pool, vomiting. William O. Douglas decided
to get an instructor and learn how to swim. He went to a pool and
practised five days a week. The instructor put a belt around Douglas. A
long rope was attached to it. He made him go back and forth across the
pool. He made him a perfect swimmer. He was not sure that all his terror
had left. So he went to Lake Wentworth and dived off a dock. He swam
two miles across the lake. Only once did the terror return. But it finally
fled and he swam on in Lake Warm freely. He had conquered his fear of
water.
Q. 2. A big boy threw Douglas into the swimming pool. How did this
experience affect Douglas ?(CBSE 2008)
Ans. Y.M.C.A. swimming pool always revived unpleasant memories and
childish fears in Douglas. It was here when a big boy threw him into the
swimming pool. Actually, he had gone to the pool when no one else was
there. Then came a 'big bruiser' of a boy. He picked Douglas up and toss
him into the deep end. He at once went to the bottom. He made a big
jump to come to the surface. Those nine feet were more than ninety. His
lungs were ready to burst. He opened his eyes and saw nothing but water.
He was suffocating. His legs would not come up. They were paralysed and
dead. He screamed but no one heard him. He went down, down endlessly.
Then sheer stark terror paralysed him. Then all his efforts seized. He
crossed into oblivion. Later he found himself lying on his stomach
vomiting beside the pool.

This experience had a far reaching effect on Douglas. He never went back
to the pool. He feared water. He tried to avoid it whenever he could. And
whenever he went to a pool, the terror that seized him in the pool would
come back. His legs would become paralysed. 'Icy horror' would grab his
heart. This handicap stayed with Douglas for years. It ruined his fishing
trips. He lost the joy of canoeing, boating, and swimming.
Q. 3. What efforts did William O. Douglas make to overcome his fear of
water? When and how did he conquer it ? (Imp.)
Ans. The 'misadventure' that William O. Douglas experienced at the
Y.M.C.A. swimming pool left deep impression on his mind. The fear stayed
with him as the years rolled by. Finally, he decided to get an instructor
and learn to swim. He went to a pool and practised five days a week, an
hour a day. The instructor put a belt round him. A rope was attached to
the belt. The rope went through a pulley. He was made to go back and
forth across the pool. After three months the tension began to slack.
Then he taught Douglas how to exhale under water and inhale outside it.
Thus, piece by piece, the instructor made him a perfect swimmer.
William O. Douglas was still not sure that all the terror had left him. So
he went to Lake Wentworth and dived off a dock at Triggs Island. He
swam two miles across the lake. But still he had residual doubts. So he
dived into Warm Lake and swam across to the other shore and back. He
shouted with joy. At last, he had conquered his fear of water.
Q. 4. How did the swimming instructor 'build a swimmer' out of
Douglas?
(CBSE 2008)
Ans. Douglas had an aversion to the water when he was in it from the
beginning. It started when he was three. Once, he was nearly drowned in
a pool at the Y.M.C.A. This handicap stayed with him as the years rolled
by. Finally, one October, he decided to get an instructor and learn to
swim. The instructor built a swimmer out of Douglas.
The instructor made Douglas work really very hard. He went to a pool and
practised five days a week, an hour each day. The instructor put a belt
around him. A rope was attached to the belt. It went through a pulley. He
held on to the end of the rope. They went back and forth across the pool
week after week. Each time the instructor relaxed his hold on the rope
Douglas went under. Some of the old terror returned. His legs froze. It
took three months before the tension began to slack. The instructor also
taught him to put his face under water and exhale. He was then taught to

raise his nose to inhale. He had taught Douglas to kick with his legs. At
first his legs refused to work but finally he could command them. Thus,
'piece by piece, he built a swimmer'. At last, in April the instructor asked
him to dive off and swim the length of the pool. Douglas did. The
instructor's job was done. He had built a swimmer out of Douglas.
Q. 5. What purpose does William O. Douglas have in recounting a
childhood experience of terror and his conquering of it ? What is the
deeper or larger meaning that he draws from this experience ? (Imp. )
Ans. In 'Deep Water' the author William O. Douglas recounts a childhood
'misadventure'. He describes how he was tossed into the pool by a big boy.
He was nearly drowned in the swimming pool. He was so much frightened
and panicked that the fear of water stayed with him for years. He was
transformed into a perfect swimmer by an instructor. And finally, after a
lot of swimming practice, he was able to overcome his fear of water.
'Deep Water' is just not a childhood experience of terror and the
conquering of that terror. It has a deeper and larger meaning. Through his
own experience William O. Douglas wants to convey a definite message. It
is the message of hope, struggle and determination. The psychology of
fear is very complex. In death there is peace. There is terror only in the
fear of death. Roosevelt had rightly said "All we have to fear is fear itself.
Douglas experienced both the sensation of dying and the terror that fear
of it can produce. The will to live conquers all obstacles. It wins over all
terror and fears.
MY MOTHER AT SIXTY SIX
1) Name the poem and the poet of these lines.
Ans- The poem My mother at sixty six is written by kamala Das.
2) Where was the narrator going and why?
Ans- The narrator was driving from her parents home to Cochin on Friday
morning.
3) What did the narrator see besides her?
Ans-The narrator saw her mother besides her on the seat. She was dozing
with her mouth open.

4) Who is the I in the poem?

Ans- I is the narrator- the poetess, kamala Das.
5) How did her face look like?
Ans- Her face looked colourless like that of a corpse.
STANZA-2
QUESTIONS:
1) What did the poetess realise?
Ans- The poetess realised the deep pain in her heart to see her mothers
face like that of a corpse.
2) How did the poetess put away that thought?
Ans- The poetess put that thought away by looking at the outside
world.
3) What did she look out?
Ans- She looked out at young trees running and the merry children
coming out of their home.
4) Trace the word in the stanza that means jovial.
Ans- Merry -jovial.
5) What do the children and the trees signify?
Ans- They signify life, vitality, movement and happiness.
STANZA-3
QUESTIONS:
1) Who looked at young trees?
Ans- The poetess looked at young tress.
2) Which thought did she put away?
Ans- She put away the thought of her mothers face which looked like
that of a corpse.
3) What do young sprinting trees signify?

Ans- Young trees signify life, vitality( active,zest), movement and

happiness.
STANZA-4
QUESTIONS:
1) Whose security check was done and why?
Ans- It was the narrators security check as she was going to cochin.
2) Who looked wan and pale and why?
Ans- The poetess mother looked wan and pale due to her old age.
3) What is the comparison in the poem?
Ans- The mothers colourless and pale face has been compared like
late winters moon.
4) Trace the word in the stanza that means To suffer continuous pain.
Ans- Ache to suffer continuous pain.
5) What is childhood fear?
Ans- It is the fear of ageing and ultimate death.
STANZA-5
QUESTIONS:
1) Who is I in the line?
Ans- I is herself the narrator the poetess kamala Das.
2) Who is Amma in the line?
Ans- Amma is the poetess mother.
3) What did the narrator say to her?
Ans- She said see you soon, Amma
4) What did the narrator conduct herself at that time?
Ans- The narrator smiled, smiled and smiled.
TEXTUAL QUESTIONS

1) What kind of pain and ache that the poetess feel? (IMP)
Ans- The poetess feel pain on seeing the pale and corpse like face of her
mother. There appears her old familiar pain of her childhood in her heart.
She realises that her mothers face has become like the withered moon of
the winter season. She feels that time and age spare none and both are
inevitable.
2) Why are the young trees described as sprinting?
Ans- The poetess is in the car on her way home to the Cochin airport.
She looks outside and feels the young trees seem to be walking past
them. With the car they seem to be sprinting or racing. The poetess
seems to give a comparison and contrast of her dozing mother with
those of young trees running and full of life.
3) Why has the poet brought in the image of the merry children spilling
out of their homes?
Ans- The poet talks of various stages of life. On one side there play and
enjoy in the sun. On the other hand there is her aged mother. The
continuity in the activities of life as well as continuous flow of life has
been depicted by the merry children spilling out of their homes.
4) Why has the mother been compared to the late winters moon?
Ans- The late winters moon is calm and hazy with a dim lustre, it loses
its vitality and power. So the poetess compares her mothers calm,
colourless and withered face like the late winters moon. She has become
weak, wan and due to her age of sixty six. She has lost her vitality.
5) What does the parting words of the poet and her smile signify?
Ans-After the airport security check watching her mother standing a
few yards away, she spoke, se you soon Amma. These words signify
some sort of hope. It shows some promise as well as expectation that
she would see her mother again. She might find her alive. So she
scatters a smile on her face to pay her mother her lasting tribute. On
the other hand she is troubled at heart to leave her mother alone.
SHORT ANSWER TYPE QUESTIONS
1) What did the poetess see one morning while driving from her
fathers home? (V.IMP)

Ans- One Friday morning the poetess was driving from her fathers
home to the Cochin airport. Her mother was sitting besides her dozing
with open mouth. Here driving represents activity and doze shows
passivity. Her mother had come to see her off.
2) How has the poetess portrayed her mother as when she was besides
her?
Ans- The poetess was going to the cochin airport with her mother.
While driving she saw her mother in a dozing condition like the other
old people. Her mouth was open and her face looked pale, colourless
and faded like the ash. This represents the aging process of her
mother. She was like a withered moon of the winter.
3) Why did the poetess look outside her car?
Ans- While driving her car, the mother was sitting with her. She was
dozing with mouth open. Her face was pale and ashen. She looked like
a corpse. She was deeply depressed and negative image of passivity
started revolving in her mind. In order to put these troubled thoughts
away, she looked at the outside world which was full of life, activity
and vigour. She felt happiness.
4) How does the poetess describe the outside world? What does it
signify?
Ans- The poetess has become tense and heavy ay heart on seeing the
aged condition of her mother. To sense a change and happiness, she
looks at the outside world. She watches the young trees running after
them in a race. She becomes happy on seeing gay children coming out
of their homes. These signify life, activity happiness and continuity.
There is a good contrast of life and decay, happiness and sadness,
continuity and stability etc.
5) What type of contracts one can realise in the poem My mother at
sixty six?
Ans- In the poem My mother at sixty six one can realise continuity
and stability, life and activity etc. The mother of the poetess is sixty
six. The age has withered her strength and vigour. Her face is pale and
looks like a corpse. The outside world expresses a good contrast. The
young children are coming out of their homes. The image of dozing is
contrasted with spilling of the children. Her ashen face is

contrasted and the corpse like face is contrasted with young trees
sprinting.
6) What does the poet notice after the security check?
Ans- On reaching the Cochin airport, the poetess moves through the
security check while her mother remains standing a few yards away.
Before departing she looks at her mother again. She looks like the late
winters moon. This represents the process of decaying and the old
age.
7) What has been the poetess childhood fear?
Ans- After seeing her mother at sixty six in a pale like corpse face, her
childhood fear returns. She is deeply hurt lest she should not find her
mother alive after her return. She also realises that in the coming years,
she will also have to face all such processes of life. These appears very
troublesome to her.
8) Ageing is a natural process; have you ever thought what our elderly
parents expect from us?
Ans- There is no denying the fact that ageing is a natural process. Our
elderly parents expect from their wards to serve, help and look after
them properly. They want every care, love and affection from them.
They want to live with them to impart their best experiences of life.
9) Point out the different poetic devices used by poet kamala Das in
her poem My mother at sixty six.
Ans- The poem My mother at sixty six is full of imagery, contrast and
similes. She describes her face ashen like a corpse. She compares her
wan face with a late winters moon. The dozing mother is contrasted
with sprinting young trees and spilling children out of their homes.
Thus there is a fine blend of activity, life, decay and happiness.
10) Why has the mother been compared to the late winters moon?
(M.IMP)
Ans- The poetess has compared her mother to the late winters moon.
We know that winter is the last phase of the year. At that time the
moon looses its magnificance and brightness. It turns weak and its
brighter rays become faint. So in the atmosphere one can see mist and

fog. In the same way the poets mother has turned pale, withered and
powerless. So she has rightly compared her to the late winters moon.
11) Why has the poetess brought in the image of the merry children
spilling out of their homes?
Ans- The poetess presents a fine contrast of happy children with her
old mother. They represents continuity, vigour, life. Power, action and
care free life. They are coming out of their houses to school happily in
the morning. On the other hand her mother is sick, pale, weak and like
a corpse. The combination of old age with that of children is a perfect
blend of past and future.
12) What do the parting words of the poetess and her smile signify?
(IMP)
OR
12) What do the parting words of the poet Kamala Das to her mother
signify?
Ans- While departing the poetess say, see you soon, Amma. This is
the formal salutation that she can do at that time. So she smiled but
she is conscious of her weak, pale and death like withered face. She is
not sure of meeting her again. Rather she hides her fears and assures
through smiling to meet her again very soon.
13)Write the central theme of the poem My mother at sixty six.
Ans- Kamala Das has presented the complex subtleties of human
relationship in the poem. She realises the pain and the anxiety of her
old age mother at sixty six. She feels that her mother may pass away
and leave her all alone. She is conscious of her duty and provides her
moral support to see her very soon.
14)What are the poetess fears about her mother? (IMP)
Ans- While driving towards the airport, she looked at her old mother
sitting besides her. She was aged, weak, pale and wan. She looked like
a corpse. She was afraid lest he should die soon. Separation from her
was a troublesome and heart felt thought. She did not think about it.
LONG ANSWER TYPE QUESTIONS
1) What does the poetess kamala Das want to convey through her poem
My mother at sixty six?
OR

1) Write down the ideas contained in the poem My mother at sixty

Ans-Kamala Das is one of Indias foremost poets who captures subtleties
of human relationships in this poem. She is going to the Cochin airport in
a car along with her mother. She is sixty six. She is dozing with hr mouth
open. Her pale and ashen face is like a corpse. She looks as if she were
lost in her own thoughts of ageing. The poetess paints her wan face like
the late winters moon that starts decaying and losing its brightness. At
that time she feels old. Familiar ache of childhood with it with it the life
starts and with it it ends.
On the other side the poetess wants to do away with the thought of her
mother. So she looks out and sees the young trees sprinting and the
children spilling out of their homes. All these activities represent
continuity of life as well as the inevitable life circle. The presence of
mother also suggests the unavoidable existence of an element of
feminism in our life.
AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM
Stanza-1
Questions:
1) Name the poem and the poet of these lines
Ans -These lines are taken from the poem An elementary school
classroom in a slum written by Stephen Splender.
2) Where do these children live?
Ans -They live in a slum at Tyrol valley far away from the gusty waves of
the sea.
3)What is the condition of these children?
Ans - They have pale faces, torn hair scattered on faces, paper seeming
having rats eyes with twisted bones.
4) Why is the boy unlucky heir?
Ans -He is called unlucky heir because he is suffering from the hereditary
gnarled disease.
5) Why has the girl bowed her head?
Ans -The girl has bowed down her head out of depression.
STANZA-2

Questions:
1) Who is being described in the lines?
Ans -A young sweet boy is being described in the lines.
2) What is he doing?
Ans -He is dreaming the game of squirrel.
3) What does he has in his eyes?
Ans -He has dreams of other places in his eyes.
proper facility of light.
STANZA-3
Questions:
1) What is the condition of the classroom walls?
Ans -The creaming layer of walls is falling down.
2) What are the two things mentioned to show a civilized race?
Ans -The Shakespeares statue and the high rising dome point out that
of a civilized race.
3) What is the speciality of the Tyrolese valley?
Ans -The Tyrolese valley is full of coloured flowers and resonates with the
bells.
4) Explain: Awarding the world its world
Ans -The rich and the dictators award and reward this world according to
their will. Thus it is the world of rich and powerful people.
STANZA-4
(Set-I)
Questions
1) Who are the children being described here?
Ans -The children of an elementary school of Tyrol slum are being
described here.
2) What is the world of these children?
Ans -Their school classroom windows are their world.
3) How does the poet present their future here?
Ans -The poet calls that all their future is painted with fog.
4) How are these children sealed?
Ans -The narrow lanes of the Tyrol slum are sealed by the lead sky
which keeps them imprisoned here.
5) Explain: For these children, these windows are world.
Ans - Their classroom windows are their world. They have no

access to the outer world of wisdom.

(SET-II) (SAMPLE PAPER 2008)
QUESTIONS
1) What does the map on the wall signify?
Ans -The map on the wall signifies a limitless world of opportunities but
these are meant for the rich, educated and powerful people rather than
the school children.
2) Who are these children? What is their world like?
Ans -These are the poor and deprived children living in a slum area. The
slum area is their dismal and impoverished world. The authorities are
unfair to them.
3) What kind of future does the poet foresee for them?
Ans - The poet foresees a bleak future which is painted with a fog. There
is no way out for them.
STANZA-5
QUESTIONS
1) What two things are criticized in the opening line and how?
Ans- Shakespeare is called wicked and the map is called a bad example
as the slum children have no access to the educated world.
2) What are the things that tempt the slum children to steal them?
Ans- The wonderful things of the world like the sun, love and all the
beautiful things tempts the slum children to steal them.
3) Why are the slum children tempted to steal the things?
Ans-They are tempted to steal the things because they do not possess
them.
4) Explain: Fog to endless night.
Ans- Fog is the symbol of their ignorance which keeps them away
from knowing good or bad. So they are pushed to darkness like that of
an endless night.
STANZA-6
Questions:
1) What does Slag heap refer to in these lines?
Ans- Slag heap refers to the waste material of Tyrol slum.
2) According to the poet, what do the children wear?

Ans- Because of their miserable condition, these children are very weak.
They remain naked. Through their skins their bones are visible.
3) What is the other example that shows their poverty?
Ans- Even their spectacle glass is broken into pieces, repaired and being
used by the school children of the slum.
4) What is all time and space to these school children of the slum?
Ans- All their time and space is their cramped holes.
5) What blot their maps?
Ans- This slum stains the map of the civilized world.

STANZA-7
QUESTIONS:
1) Who have been appealed to help the lot of slum children?
Ans- The poet Stephen Spender appeals the governor, teacher, inspector,
visitor to come ahead to educate the children of the slums.
2) How can the map become their windows to real world?
Ans- The map will become their windows to the real world by educating
and helping them break open their closed window.
3) According to the poet who do make the history?
Ans- Those whose languages has the warmth and power of the sun,
make the history.
4) Explain: Run azure on gold sands.
Ans- They who get educated can make their world of miseries full of
pleasures.
TEXTUAL QUESTIONS
A) What do you think is the colour of sour cream? Why do you think
poet has used this expression to describe classroom walls?
Ans- The walls of the colour is sour cream that suggests of white but
it has a sour smell. It exhibits the depression, dejection and
disappointment on the faces of slum school children. These walls
suggests the decaying aspect and thereby the slum children are too in
the pitiable as well as miserable state of affairs. They need the
attention of the civilized people.

B) The walls of the classroom are decorated with the pictures of

Shakespeare, building with domes, world maps and beautiful
valleys. How do these contrast with the world of these children?
Ans- Here through these pictures the poet wants to suggest the
prosperity, progress, well being and development of the civilized world.
But the slum world of these poor children is in the troubled state of life.
They are devoid of education, money and other necessities of life. They
are underfed and live in dire poverty on the heaps of waste. Their bonny
bodies can be seen through their skins. So the poet contrasts the poor
world with the rich and civilized world.
C) What does the poet want for the children of the slums? How can
their life be made to change?
Ans-The poet has a keen desire that these slum children should break
the bonds of living in a slum area. They should not remain dejected,
depressed and isolated from the rest of the civilized world. So he urges
the governors, teachers, inspectors, invigilators and visitors to come
forward and educate the slum children. They should be taken to the
horizons of the blue sky so that they can progress and cope with the
other world. Through education their life can be made to change.

D) Have you ever visited or seen an elementary school? What does it

look like?
Ans-So many times we get a chance to visit an elementary school in a slum.
There the condition are far from satisfaction. These are often devoid of
basic infrastructure for education. Most of the students can be seen
whiling away their time aimlessly. The parents too belongs to the poor
strata of society so they too are unable to provide them necessary items
of life.
SHORT ANSWER TYPE QUESTIONS
A) How does Stephen spender depict the life of the children of An
elementary school classroom in a slum?
Ans- The children in a slum school classroom have pale, depressed and
dejected faces. They are a rootless lot like the weeds. They are
physically weak with small rats eyes. They are stunted, boney and
diseased. It is a miserable lot there.

B) What is the unnoted boy doing at the back of the classroom?

Ans-The classroom is untidy and dim. It lacks the infrastructure of
classroom. The teaching is going on but a sweet young boy is looking out
of the window. He is unnoted by the teacher. He is enjoying through the
window the squirrels game in the tree. He has dream in his eyes about
the other things as well.
C)How is the future of the children of an elementary school in a slum
depicted by poet Stephen spender?
Ans-Stephen spender paints the school children of the slum shut up in
catacombs. In the elementary school of the slum their future is dark
and misty because of the slum environment. They have nothing new an
encouraging in their lives. They are trapped in their miseries of
despair, diseases and utter poverty. In these narrow streets their fate
is sealed. Their future is dark like an endless night.
D)Why does Stephen spender call the slum children of Tyrol as unsung
fighters? What is his appeal for them?
Ans-Stephen spender points out the grim state of poverty writ large on
the poor and skinny faces of slum children. They are cut off from the
educated world. These children are unsung fighters since they are
struggling to advance in life inspite of inadequate facilities. So the
poet appeals to people of all walks o life to come forward and uplift
them.
E)How does Spender interpret the poverty stricken yet onward
struggling men in the poem: An elementary school classroom in a
slum?
Ans-Spender points out that the life of the slum children in Tyrol is devoid
of proper educational facilities. Their classroom windows are their world.
Though the flowery valley of Tyrol reasonates with church bells yet it
brings no light because the slum is their world. They are lost in foggy
environment and these are like big dooms. They seem to be struggling for
a brighter future. So the poet urges the educated people to help them.
F) How does Stephen spender picturize the children in An elementary
school classroom in a slum?
Ans- Stephen has very craftly picturised the slum school children of Tyrol.
Their faces are pale, depressed and broken. Their untidy hair cover their
face like rootless weeds. They are physically weak with small eyes like
rats. They are stunted, bony and diseased.

G) Explain: For these children these windows, not this world, are
world.
Ans-Though the Tyrolese valley blooms with flowers, rivers and birds;
yet the slum children are aloof ( not friendly,distant) to it. Their lot is
confined to the classroom windows. Their pitiable condition and lack
of education hold them back in the slum. So they are unable to value
the pleasures of the nature and the outside world.
H) How does the poet present a contrasting picture of Tyrol slum and
its beautiful valley?
Ans-Spender points out that the lot of slum children of Tyrol is quiet
pathetic, miserable, diseased, troubled and despaired since they are
unable to move forward from their catacombs to receive higher
education. The windows of their classroom are their world. On the other
hand, Tyrolese valley is full of coiourful fowers, rivers, mountains and the
chirping birds. These children are unable to value the pleasures of nature
an the outside world.
I) What is the impact of the world map, the dome and the
Shakespeares bust have on the children of the slum?
Ans-In reality the world map, the dome, the Shakespeares bust are
the marks of the path of progress education in this world. But the poet
opines adversely by saying that these things will have a negative effect
on the children. They will be lured towards these shining and beautiful
articles. They will steal them and thereby they will be pushing
themselves to darkness.
J) In what way does the poet request the people to help the slum
children?
OR
J)What does the poet wish for the children of the slums?
OR
J)
What does Spender wants for the children of the slums? How can their lives
change?
Ans- The poet is much aggrieved at heart to see the miserable life of slum
children since they are devoid of education and the outer world. In
order to bring a ray of cheer on their faces, he urges the governor,
teacher, inspector and the visitors to take steps to help these children.
He wants to take them out of the slum where they can study, play and
enjoy in the nature. This will change their lives.

K) What special message does Stephen spender want to convey through this
poem?
Ans-In this poem Stephen spender describes the theme of social injustice
and class inequalities of civilized and poor slum people. The civilized
world is educated progressive and developed. The other world belongs
to the slum children of Tyrol valley who need education and they live in
cramped holes. He wants to fulfil this gap and requests the civilized
people to civilize and raise them.
L) The slum children are crushed under poverty. What types of dreams do
they have?
Ans-The slum children led a miserable life of poverty, undernourishment and
filthy environment. Their world is shut from the education and the
progress of the other world. Their bones are visible through their skins
and the crampled holes are their only living places. Their future is foggy
and uncertain but they have dreams of open seas, green fields, higher
education and the other games as well.
M) Explain: So blot their maps with slums as big as dooms.
Ans-The civilized world is the world of education, rich prosperity, flowers,
bells and domes. So these powerful people draw their own map. The
dirty slums and scramped holes find no place in them. These are like
little hells. The rich do not want to blot their maps with slums like that
of the Tyrol valley.
N) Explain the metaphor used in the poem-History is theirs whose language
is the sun.
Ans- Stephen spender uses a fine metaphor History is theirs whose language
is the sun. All know that the world is governed by the rich dictator and
the powerful people who create their history through their own
language, ideas and views. They influence the public through warmth of
speech and ideas. So their language must contain the warmth and
strength of the sun to create history.
O) Why does Spender call Shakespeare wicked and the map a bad
example?
OR
Why does the poet Stephen spender call the map a bad example?
Ans-While describing the pitiable condition of the slum school children in
Tyrol valley, Spender points out that that their slum dwellings are their
narrow confines of foggy existence. They for are devoid of education.
The map on the wall picture of Shakespeare and other gifts are meant

for their temptation. They will urge them to steal rather than pave way
to progress and education.
P) Describe the life of the children of the Elementary school in a Tyrolese
slum valley?
OR
P)What are the main ideas in this poem?
Ans-Poet Stephen spender has presented a true picture of the life of the
school children of the Tyrolese valley of slum in Austrian Alpine
province. The children are in a very miserable condition due to their
poverty and illiteracy. They are depressed. Their pale faces express the
sadness and disease. They look lean, skinny and bony. They are like
rootless weeds which cant resist anything for their existence. Their
scattered untidy hair cover their faces. They are physically very weak
being undernourished. They are shy and have rats eyes. The boys and
the girls cannot go to the outside world beyond their slum. Their
classrooms are dark, dingy and unkempt. Te school does not offer them
sufficient facilities for their proper education. They lack confidence and
eagerness.
The children have to stick to the classroom windows and the narrow streets
of their world. For them there is no world beyond this. All the beautiful,
shining and lovely things tempt them to steal. Their lives are pushed
from bad to worse and from worse to the stage of endless darkness. The
poet calls educated people to educate these children immediately and
create a history. It will remove social injustice and class inequality.